EMPATHY IN THE STRUCTURE OF SOCIAL INTELLIGENCE IN ADOLESCENTS WITH MILD MENTAL RETARDATION

Abstract

In Russia, more children with mental disabilities receive education in so–called "specialized" educational institutions – schools or boarding schools for children with disabilities, despite the widespread introduction of inclusive education. The process of education and upbringing in this context leads to the problem of the development of social intelligence in such students. The lack of research in this direction is confirmed by a small number of publications over the past fifteen years. The social intelligence of adolescents with mental retardation is formed in such a way that it does not always allow them to understand the norms and rules of social behavior. The difficulty lies in the insufficient development of this type of intelligence. Many scientists say that when studying social intelligence, it is necessary to analyze and study all the criteria that make up it, namely: cognitive, behavioral and emotional. In this connection, the aim of the study was to study the level of empathy in the structure of social intelligence and its features in adolescents with mental disorders of secondary school. The study was conducted among high school students diagnosed with mild mental retardation. The study involved 59 schoolchildren, of the Regional state educational Institution "Boarding School No. 3" in Kursk for people with disabilities. The age of students is from 12 to 17 years When collecting data, standardized methods were used, as well as conversation, observation, and when processing the data obtained, computer methods of statistical processing were used. Empirical research has shown the relationship between the features of social intelligence and the age of students: with age, relationships develop, and the structure of social intelligence develops to older adolescence, helped to identify aspects inherent in younger and older adolescents with intellectual disabilities.