The peculiarities of the formation of communicative activity of schoolchildren with special educational needs

the article describes the research of pedagogical conditions that promote the development of communicative activity among schoolchildren with special educational needs. In the context of inclusive education, it is important to take into account the individual characteristics of such students in order to create an effective educational environment. Inclusive education plays a big role in the modern world, because every child has the right to education. Education and upbringing of children with special educational needs is an integral part of the organization of the educational process. When creating special pedagogical conditions, it is necessary to take into account the characteristics of each category of students (intellectual disabilities, mental retardation, hearing disorders, visual impairments, autism spectrum disorders, etc.). The creation of such conditions implies an organizational process that affects not only the development of personality as a whole, but also the solution of a number of correctional tasks, namely the development of communication activities. To determine the vector of solving this problem, it is necessary to conduct a pedagogical experiment aimed at identifying the deficits of successful communication not only in the educational process, but also in working with parents (legal representatives). The research methodology includes an integrated approach combining theoretical analysis, empirical data analysis and conducting a survey of parents (legal representatives) of students with special educational needs. The work is based on the theoretical foundations of a number of authors and methods in the field of research on the communicative activity of school-age students. Empirical data were reflected in the adaptation of methods aimed at studying the communicative functions of schoolchildren with special educational needs. A survey and analysis of the data obtained were also conducted. The presented research results may be useful for teachers working in inclusive classrooms, as well as for developers of educational and parenting programs. The results of the study will make it possible to take into account the individual capabilities of each student, differentiate the program material in the educational organization, and build a model of communication with parents (legal representatives). The formation of communication skills among schoolchildren with special educational needs is a significant problem in pedagogical and psychological science. This is due to the fact that these children have specific difficulties in social interaction and communication. These difficulties are determined both by the peculiarities of their cognitive, emotional-volitional and perceptual spheres, as well as by health limitations that affect the development of speech and social competencies. The results showed that the family environment directly influences the formation of communicative activity. It is in the family that the foundation for communication and its further development is laid. A special role is played by the propensities of schoolchildren to communicate, their individual characteristics.

special educational needs, communication, communicative activity, communicative activity, psychological and pedagogical support, pedagogical conditions