SOCIAL AND PSYCHOLOGICAL SUPPORT FOR THE PROCESS FORMATION SKILLS OF SETTING LIFE GOALS IN TEENAGERS WITH INTELLECTUAL DISABILITIES

Abstract

The article is devoted to the creation of a system of complex social and psychological support by a team of specialists of teenagers with intellectual disabilities in the conditions of new type educational establishments, development and approbation of a complex of compensatory-corrective measures, methods of organization of process of forming of pupils with intellectual disabilities social adaptation within the framework of their complex social and pedagogical support. In the article the strategy is theoretically designed and reasoned and prepared the psychological team of the educational institution and parents for the implementation of the system of social and psychological support of teenagers with intellectual disabilities. The major objective of the Programme was to determine the social and psychological, as well as correctional and pedagogical conditions, to elaborate a special methodology for developing skills of setting life goals in teenagers with intellectual disabilities in the course of specially organised correctional trainings and to evaluate their effectiveness in special general education schools, and afterwards within the framework of inclusive education. The article suggests the particular stages of conducting classes for developing skills of setting life goals in children with intellectual disabilities. The authors also reveal the results of assessing the reasons for the underdevelopment of the life goal-setting skills in teenagers with intellectual disabilities. It is proved that the systematic, complexity and continuity of performance of diagnostic, formative, correctiondevelopmental and informational functions of social- psychological support in the educational process of teenagers with intellectual disabilities impairment at each stage of staying in the school under the condition of support of development and forming all the psychologists functions of the child, its communicative and interpersonal sphere, independent decision making and self-determination, in particular the professional one, leads to optimization of the process of its socialization and integration into society. In this work the levels of development key competences of teenagers with intellectual disabilities impairment which are necessary for successful socialization are designed in three components: development of individual-personal sphere, formation of interpersonal relationships and
socially approved behavior, development of motivation and self-determination, in particular professional one. Based on the study of scientific sources, it was found out that social-psychological support is a system of consistent, complex, social-pedagogical activity of a team of specialists, which provides the
processes of individualization personality of the of teenagers with intellectual disabilities, creates conditions for his self-determination at the expense of his own capabilities and abilities, provides assistance in overcoming problems and difficulties of his socialization, protects the rights of the of
teenagers with intellectual disabilities.