Возрастная динамика социальной ситуации развития младших школьников в условиях инклюзивного образования

В статье представлены результаты эмпирического исследования возрастной динамики социаль¬ной ситуации развития младших школьников, обучающихся в условиях инклюзивного образования. Выборку составили 328 младших школьников в возрасте от 7 до 11 лет, в том числе 18 детей с ОВЗ, обучающихся в двух инклюзивных школах г. Москвы. Гипотеза исследования состояла в том, что ха¬рактеристики объективного и субъективного аспектов социальной ситуации развития детей изменя¬ются в соответствии с двумя фазами младшего школьного возраста. Характеристики социальной си¬туации развития школьников определялись с помощью метода «Социометрия» и двух проективных методик — «Цветовой тест отношений» и «Незаконченные предложения». Показано, что возрастная динамика проявляется в изменении социальной позиции и системы ориентирующих образов млад¬ших школьников. Обнаружены достоверные различия между распределением социометрических статусов обучающихся инклюзивных классов и возрастным нормативом, полученным в условиях традиционного образования. Результаты исследования выявляют специфику возрастного развития младших школьников в инклюзивных условиях обучения.

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