MILIEU OF COMMUNICATION OF PRIMARY SCHOOL PUPILS WITH DISABILITIES AS A FACTOR OF THEIR ADAPTATION TO LEARNING

Abstract

The article deals with the problem of socialization of children with disabilities. Emphasis is placed on inclusive education as a component of humanitarian policy in Ukraine. Attention is paid to ensuring the inalienable right of children to education and to obtain it at their place of residence, which provides for the education of children with disabilities in a general education setting. Adaptation of children with learning disabilities to the social environment is investigated due to lack of experience or limited communication. The process of communication of children with disabilities in the following trajectories is analyzed: "teacher - student", "student - teacher", "classmates - student", "student - classmates".
It is noted that for many years the paths of children with disabilities and mainstream students have practically not crossed due to the boarding school system for children with disabilities. Inclusive education has radically changed the situation, but it is still too early to talk about addressing the problem of teaching children with disabilities in secondary schools. Currently, an important condition for successful inclusion is the willingness of society to accept psychologically disabled people as equal individuals who deserve respect and equal communication. One of the main challenges facing educators and the administration of an inclusive school is to create an overall positive atmosphere. Certainly, awareness of certain etiquette rules, interaction features are also an essential component of a willingness to communicate. Communication in an inclusive environment should be understood by all people as a human value and as a means of achieving cooperation and mutual understanding.
It is established that the emotional state of a child depends on communication with friends, parents and teachers, and also depends of the quality of such communication. The social environment has important affects of the psycho-emotional state of children with disabilities, increases the sphere of communication. Positive emotions are important too: its contribute to the development of competencies and adaptability.