Opportunities for Socialization of Primary School Children with Intellectual Disabilities in Inclusive Education

The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities

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