Mechanisms and methods of socialization of children with mental retardation

Abstract

Oneof the most important priorities of state policy in the country today is the equality of the rights of all children to quality education. And an inclusive education is a prerequisite for ensuring the availability of high-quality education. The modern task of inclusive education is to ensure equal access to education for all segments of the population, taking into account psychophysiological, intellectual development, and individual age. The article is aimed at identifying the mechanisms of socialization of children with mental retardation in a group of children with special educational needs. The article describes the use of role-playing, didactic and theatrical games for the formation of emotions in children with mental retardation. In addition, the mechanisms of socialization are identified and their pedagogical characteristics are developed and the following methods
are indicated: the method of using the interpersonal mechanism of socialization; the method of applying the «good-bad» personality structure; methods of inclusion in social roles and the study of role aspects; the method of teaching; a way to involve a child with mental retardation in game situations.The article describes the use of role-playing, didactic and theatrical games for the formation of emotions in children with mental retardation. In addition, the mechanisms of socialization and their pedagogical features are revealed. The following methods
were identified: the method of using the interdisciplinary mechanism of socialization; the method of applying the personality structure «good-bad»; methods of inclusion in social roles and the study of role aspects; teaching
method; a way to involve a child with mental retardation in a play situation.
During the study, the following results were obtained: a group of children with mental retardation was identified; a group of children with mental retardation was selected to test the effectiveness of the game method and the use of socialization mechanisms. The work with this group of children was carried out to test the
hypothesis about the possibility of socialization of children with mental retardation through the development of their emotional intelligence, the possibility of participating in interpersonal learning, andthe formation of role
playing skills. Difficulties in the socialization of children with mental retardation are revealed.
The conclusion is made about the possibility of developing the emotional intelligence of children with mental retardation, the formation of communication skills in the process of interpersonal communication, the
possibility of social adaptation, social adaptation through the development of «good» and «bad» models, the use of role-playing aspects.