Developing conscious self-regulation of cognitive activity in schoolchildren with developmental delay in inclusive education

Context and relevance. The research problem is connected with the current practice of educating children with developmental delay (DD), whose inclusion in the general educational process without creating special conditions does not ensure the achievement of planned personal and educational outcomes. The key factor in the success of learning and socialization of schoolchildren of this nosological category is the development of conscious self-regulation of cognitive activity and behavior. The relevance and choice of the research topic are обусловлены by the need for scientifically grounded psychological and pedagogical support that promotes the formation of the regulatory sphere of students with DD. Objective. To confirm the effectiveness of using an evidence-based comprehensive program for the formation of the regulatory sphere as one of the key areas of psychological and pedagogical support for students with DD in inclusive education. Hypothesis. The purposeful formation of conscious self-regulation of cognitive activity in schoolchildren with DD contributes to a significant increase in the level of voluntary control of mental processes, the development of educational autonomy, a reduction in learning difficulties, and an improvement in social behavior. Methods and materials. The empirical study was conducted on the basis of secondary schools implementing inclusive practices in 9 regions of the Russian Federation (N = 907, 69,7% boys; Mage = 8,44, SD = 0,57). The effectiveness of the proposed program was assessed through a comparative analysis of the results of initial and final diagnostics, observations of children's behavior during classroom and extracurricular activities, as well as expert assessments from teachers. Results. The paper presents generalized results of the development and wide-scale implementation into inclusive education practice of a comprehensive correctional and developmental program for the formation of conscious self-regulation of cognitive activity and behavior in schoolchildren with developmental delay. After the implementation of the one-year program, a statistically significant change was revealed in the distribution of students by levels of self-regulation formation (McNemar–Bowker test, Q = 236, df = 3, p < 0,001). For most indicators of pedagogical assessments, a statistically significant positive dynamics was also revealed; the rank-biserial effect sizes indicate effects ranging from moderate to large (Rrb = 0,412–0,650). Conclusions. The developed comprehensive program is an effective means for correctional and developmental work with students with DD in inclusive settings. The results of the study confirm that purposeful, systematic, and gradual formation of regulatory skills creates a foundation for successful mastery of educational activities, enhances children's adaptive capabilities, and contributes to realizing the potential of inclusive education. The obtained data allow us to recommend the program for widespread implementation into the practice of psychological and pedagogical support for students with special educational needs.

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