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Characteristics of communicative competence of adolescents with various forms of mental deficit in conditions of inclusive and special education
, Ph.D. in Psychology, Associate Professor, Head of the Chair of Clinical and Psychological Bases of Defectology and Speech Therapy, Department of Special Pedagogy and Psychology, East Siberian State Academy of Education, Russia
We present the continuation of our article published in Issue 2, 2010, aimed at studying several aspects of communicative competence of adolescents with mental retardation and developmental delays in different pedagogical conditions (special and inclusive education). We show the dependence of communicative competence on both the level of cognitive impairment and psychological type of a teenager, and the conditions of learning. The survey included 296 adolescents with mental retardation, mental development delay. We used expert, self-assessment and psychodiagnostic methods for studying various aspects of communicative competence. It is shown that under conditions of constant interaction with peers with normal intelligence (inclusive education), both positive and negative consequences occur. Education in special (correctional) secondary school generates the illusion of better communicative situation, however prognosis of successful communication beyond the school is unsatisfactory. The possible ways are revealed to improve the work of the psychologist on communicative competence.
Keywords: inclusive education, special education, communicative competence, interpersonal relationships, adolescents, mental retardation, mental development delay
Column: Research of inclusive education
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