Journal of Siberian Federal University. Humanities & Social Sciences: Organization of Competence-Developing Environment Among Schoolchildren with Intellectual Disabilities (by Examples of Formation of Socio-Emotional Literacy Skills)

Journal of Siberian Federal University. Humanities & Social Sciences / Organization of Competence-Developing Environment Among Schoolchildren with Intellectual Disabilities (by Examples of Formation of Socio-Emotional Literacy Skills)

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Issue: Journal of Siberian Federal University. Humanities & Social Sciences. 2013 6 (9)
Authors: Verkhoturova, Natalia Yu.; Abdulkin, Viacheslav V.
Contact information: Verkhoturova, Natalia Yu.:Krasnoyarsk State Pedagogical University them. VP Astafeva 89 Ada Lebedeva Str., Krasnoyarsk, 660049 Russia;E-mail: ; Abdulkin, Viacheslav V.:Krasnoyarsk State Pedagogical University them. VP Astafeva 89 Ada Lebedeva Str., Krasnoyarsk, 660049 Russia
Keywords: competence-developing space; socio-emotional literacy; socio-emotional competence; emotional responding; competences of emotional responding; emotional responses; schoolchildren with intellectual disabilities
Abstract: Emotional sphere of schoolchildren with intellectual disabilities, as well as their normally developing peers, performs a number of the very important functions including ensuring the integrity of the organism in surrounding reality, as well as the regulation of the behavior and activities in a social environment. The points of emotional response, manifested in the absence of the adequacy, accuracy, difficulties in understanding the differentiation and verbalization of emotional reactions, disparity of the content of emotional reactions in strength and duration to external influences are characteristic of schoolchildren with intellectual disabilities. That largely predetermines the difficulties of social adaptation and integration of this group of schoolchildren in a modern society. The existing originality of the emotional response of schoolchildren with intellectual disabilities are caused not so much by organic factors in this child’s development as the lack of timely provided special psychological assistance in correcting existing deficiencies, as well as purposeful formation of their socio-emotional literacy skills manifested in the regulation and control skills and the skills of management of their emotional behavior in a social environment.
Pages: 1362-1373
Paper at repository of SibFU: https://elib.sfu-kras.ru/handle/2311/9953

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