The Development of Social Competence in Adolescents in the Conditions of Inclusive Education

Abstract

The work is aimed at determining the level of formation of social competence in adolescents with disabilities and assessing the state of ensuring its development in adolescents by means of a lesson and extracurricular activities. The materials of an empirical study are presented, in which adolescents from 12 to 16 years old took part (N=123 with disabilities and N=123 with normotypical development). The study examined the operational-content, personal-regulatory, motivational-emotional and behavioral components of social competence. We used the methodology for studying the understanding of social situations and ideas about growing up N. Moskоlenko; adapted method of M. Rokeach; scale of emotional empathic tendencies by A. Megrabyan, N. Epstein; method of coping strategies N. Ryan-Wegner; test by S. Rosenzweig and others; methods of observation, conversation and analysis of documentation. The data obtained for each criterion indicate that the social competence of adolescents with disabilities is formed at a low level, in adolescents in the norm – at a sufficient level. An analysis of the adapted curricula and a survey of teachers showed that the methods and resources that teachers and tutors use to work with adolescents in the classroom and outside of school hours are insufficient for the formation of the presented competencies in adolescents with disabilities.