Speech-communicative skills in the structure of predictive competence of young schoolchildren with sensory disorders

Abstract

The relevance of this research is determined by the fact that, until now, the issues concerning the study of prognostic competence in speech activity of young schoolchildren with sensory disorders have not been sufficiently studied. This determines the purpose of this study: to identify the main directions of development of speech-communicative function of prognostic competence in children of primary school age with sensory impairments with consideration of the identified specific features. The fundamental method of the study is the analysis of researches studying the speech-communicative skills of primary school age children in the structure of prognostic competence as a condition for their successful socialization, the method of experiment, quantitative and qualitative analysis of the obtained data with the use of mathematical statistics. The experiment involved 43 younger schoolchildren with sensory impairments and 50 younger schoolchildren with no disorders. The study was carried out in educational institutions for children with disabilities and for normotypical children located in Kazan. The research used the methodology called “The ability to predict in situations of potential or real violation of a social norm” which was developed by academic staff of the department of defectology and clinical psychology of K(VR)FU. The experiment revealed that speech-communication function in younger schoolchildren with sensory impairments is formed insufficiently. The answers of respondents are characterized by minimal verbalization of the forecasts in the form of a simple non-extended monosyllabic sentence or in the form of listing of different verbs, be the poverty of speech-language means, by the absence of other participants in the forecasts, and by the use of verbs of present or past tenses. In addition, respondents had low values in almost all spheres of relations, namely in the area of attitudes toward learning, relationships with peers, in the sphere of communication with adults, in virtual communication, in the spheres of attitude towards illness and relationships in the family. These data indicate low level of formation of the speech-communicative function of predictive competence in younger schoolchildren with visual and hearing disorders. The analysis of data helped to develop the program of correctional work on the development of the speech-communicative function of predictive competence in younger schoolchildren with sensory disorders. The program uses prognostic tasks presented in forms for recording the answers in the form of pictures. All tasks are divided into 6 areas, which turn out to be the most significant ones for younger schoolchildren with sensory disorders. Each unit consists of three prognostic tasks which the subject is offered to complete. The answers are given orally; the experimenter records the answers of younger schoolchildren in the forms. The results of the research let us to outline the areas for further research in the field of studying the prognostic competence of younger schoolchildren with sensory disorders of the development with consideration of the socialization space structure.