The Development of Social Competence in Adolescents in the Conditions of Inclusive Education

The work is aimed at determining the level of formation of social competence in adolescents with disabilities and assessing the state of ensuring its development in adolescents by means of a lesson and extracurricular activities. The materials of an empirical study are presented, in which adolescents from 12 to 16 years old took part (N=123 with disabilities and N=123 with normotypical development). The study examined the operational-content, personal-regulatory, motivational-emotional and behavioral components of social competence. We used the methodology for studying the understanding of social situations and ideas about growing up N. Moskоlenko; adapted method of M. Rokeach; scale of emotional empathic tendencies by A. Megrabyan, N. Epstein; method of coping strategies N. Ryan-Wegner; test by S. Rosenzweig and others; methods of observation, conversation and analysis of documentation. The data obtained for each criterion indicate that the social competence of adolescents with disabilities is formed at a low level, in adolescents in the norm – at a sufficient level. An analysis of the adapted curricula and a survey of teachers showed that the methods and resources that teachers and tutors use to work with adolescents in the classroom and outside of school hours are insufficient for the formation of the presented competencies in adolescents with disabilities.

1. Alekhina S.V., Samsonova E.V., Yudina T.A. Osnovy inklyuzivnoi paradigmy sovremennogo obrazovaniya [The foundations of an inclusive paradigm for contemporary education]. Spetsial'noe obrazovanie = Special Education, 2018, no. 1(38), pp. 47–60. DOI:10.21277/se.v1i38.366 (In Russ.).
2. Boldyreva T.A. Stil' mezhlichnostnykh otnoshenii kak determiniruyushchii faktor sotsial'no-psikhologicheskoi adaptatsii podrostkov s legkoi stepen'yu umstvennoi otstalosti i s normativnym razvitiem v usloviyakh sovmestnogo obucheniya v obshcheobrazovatel'noi shkole [The Style of Interpersonal Relationships as a Determining Factor in the Social-Psychological Adaptation of Adolescents with a Slight Degree of Mental Retardation and with Normotypical Development in the Context of Co-Education in Secondary School]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2019. Vol. 8, no. 1, pp. 33–57. DOI:10.17759/cpse.2019080103 (In Russ.).
3. Bystrova Yu.A. Zabezpechennia nastupnosti v protsesi profesiino-trudovoi sotsializatsii osib z vadamy intelektualnoho rozvytku. Monografiya [Ensuring Continuity in the Process of Professional and Employment Socialisation of Persons with Intellectual Disabilities. Monograph]. Luhansk: Taras Shevchenko National University of Luhansk, 2012. 332 p. (In Ukr.).
4. Bystrova Yu.A. Podgotovka k professional'no-trudovoi deyatel'nosti uchashchikhsya s intellektual'nymi narusheniyami [Development of Social and Psychological Readiness for Professional and Working Life in Students with Intellectual Disabilities]. Кul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2022. Vol. 18, no. 2, pp. 54–61. DOI:10.17759/chp.2022180206 (In Russ.).
5. Velikanov L.V., Tolstykh N.N. Modifikatsiya testa S. Rozentsveiga dlya izucheniya frustratsionnykh reaktsii voditelei [Modification of S. Rosenzweig test to study driver’s frustration reactions]. Sotsial'naya psikhologiya i obshchestvo = Social Psychology and Society, 2018. Vol. 9, no. 4, pp. 134–152. DOI:10.17759/sps.2018090412 (In Russ.).
6. Ivannikov V.A. Idei A.N. Leont'eva i ikh znachenie dlya sovremennoi psikhologii [A.N. Leontiev's Ideas and their Significance for Modern Psychology]. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2013. Vol. 9, no. 4, pp. 29–36. (In Russ.).
7. Kamnev A.N., Mikhailova T.A. Osobennosti razvitiya sub"ektnosti podrostka vo vzaimodeistvii s prirodnoi sredoi v usloviyakh detskogo obrazovatel'no-ozdorovitel'nogo lagerya [Features of the Development of a Teenager's Subjectivity in Interaction with the Natural Environment in a Children's Educational and Health Camp]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2021. Vol. 13, no. 1, pp. 57–71. DOI:10.17759/psyedu.2021130104 (In Russ.).
8. Kolodna N.A., Petrunya A.M., Bystrova Yu.A. Kompleksnyy suprovid ditey z porushennyamy zoru v umovakh navchalʹnoho zakladu [Comprehensive support of children with visual impairments in the conditions of an educational institution]. Luhansk: Taras Shevchenko National University of Luhansk, 2012. 288 p. (In Ukr.).
9. Kubyshkina M.N. Oprosnik “MAS” [Questionnaire “MAS”] [Electronic resource]. Available at: https://psy.wikireading.ru/65048?ysclid=lastzlrj17769319128 (Accessed 05.11.2022).
10. Moskolenko N.V. Podgotovka umstvenno otstalykh vospitannikov-sirot k samostoyatel'noy zhizni v usloviyakh internatnogo uchrezhdeniya VIII vida [Preparation of mentally retarded orphans for independent life in a boarding school of the VIII type]: dis. ... cand. ped. sciences: 13.00.03. M., 2001. 167 p. (In Russ.).
11. Prikhozhan A.M. Diagnostika lichnostnogo razvitiya detey podrostkovogo vozrasta [Diagnostics of personal development of adolescent children]. M.: ANO “PEB”, 2007. 56 р. (In Russ.).
12. Rubtsov V.V. Dva podkhoda k probleme razvitiia v kontekste sotsialnykh vzaimodeistvii L.S. Vygotskii vs Zh. Piazhe [Two Approaches to the Problem of Development in the Context of Social Interactions: Lev Vygotsky vs. Jean Piaget]. Kulturno-istoricheskaia psikhologiia = Cultural and Historical Psychology, 2020. Vol. 16, no. 3, pp. 5–14. DOI:10.17759/chp.2020160302 (In Russ.).
13. Rubtsov V.V., Semya G.V., Shvedovskaya A.A. Vyzovy sovremennogo detstva: klyuchevye rezul'taty realizatsii Natsional'noi strategii deistvii v interesakh detei [Challenges of Modern Childhood: Key Outcomes of the National Strategy on Action for Children]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, Vol. 22, no. 6, pp. 5–24. DOI:10.17759/pse.2017220601 (In Russ., аbstr. in Engl.).
14. Rubtsov V.V., Ulanovskaia I.M. Uchebnaia deiatelnost kak effektivnyi sposob razvitiia metapredmetnykh i lichnostnykh kompetentsii u mladshikh shkolnikov [Education as an Effective Way to Develop Meta-Subject and Personal Competencies in Elementary Schoolchildren]. Kulturno-istoricheskaia psikhologiia = Cultural and Historical Psychology, 2020. Vol. 16, no. 2, pp. 51–60. DOI:10.17759/chp.2020160207 (In Russ.).
15. Tolstykh N.N. Sotsial'naya psikhologiya razvitiya: integratsiya idei L.S. Vygotskogo i A.V. Petrovskogo [Social Psychology of Development: Integrating the Ideas of L.S. Vygotsky and A.V. Petrovsky]. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2020. Vol. 16, no. 1, pp. 25–34. DOI:10.17759/chp.2020160103 (In Russ.).
16. Ulyanina O.A. Kompetentnostnyi podkhod v nauchnoi paradigme rossiiskogo obrazovaniya [Competence approach in the scientific paradigm of Russian education]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2018. Vol. 10, no. 2, pp. 135–147. DOI:10.17759/psyedu.2018100212 (In Russ.).
17. Yudina T.A., Alekhina S.V. Vozrastnaya dinamika sotsial'noi situatsii razvitiya mladshikh shkol'nikov v usloviyakh inklyuzivnogo obrazovaniya [Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education]. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, Vol. 17, no. 3, pp. 135–142. DOI:10.17759/chp.2021170317 (In Russ.).
18. Bystrova Yu., Kovalenko V., Kazachiner O. Social and Pedagogical Support of Children with Disabilities in Conditions of General Secondary Educational Establishments. Journal for Educators, Teachers and Trainers, 2021. Vol. 12(3), pp. 101–114. DOI:10.47750/jett.2021.12.03.010
19. Epstein N., Mehrabian A. Emotional Empathic Tendency Scale, EETS, 1972 [Electronic resource]. Available at: https://psytests.org/emotional/eets.html?ysclid=lasuneyiws871067020 (Accessed 12.11.2022).
20. Daniels E.A., Zurbriggen L., Ward L.M. Becoming an object: A review of self-objectification in girls. Body Image, Vol. 33, рр. 278–299. DOI:10.1016/j.bodyim.2020.02.016
21. Drozd L.V., Bystrova Yu.А. Features of communication of adolescents with intellectual disabilities in the interpersonal relations. Insight: the psychological dimensions of society: scientific journal, 2020, no. 3, рр. 123–133. DOI:10.32999/2663-970X/2020-3-9
22. Joyce S., Shand F., Tighe J. Road to resilience: A systematic review and meta-analysis of resilience training programmes and interventions. BMJ Open, 2018. Vol. 61, iss. 8, no. e017858. DOI:10.1136/bmjopen-2017-017858
23. Kemp C., Carter M. The Social Skills and Social Status of Mainstreamed Students with Intellectual Disabilities. Educational Psychology, 2002. 22, no. 4, pp. 391–411. DOI:10.1080/0144341022000003097
24. Kovalenko V., Bystrova Y., Sinopalnikova N. Características de compreensão e atitude emocional em relação às normas morais e sociais de alunos com deficiência intellectual. Laplage em Revista, 2021, no. 7(3A), pp. 575–580. DOI:24115/S2446-6220202173A1460p.575-588