The Development of Social Competence in Preschoolers with Disabilities as the Condition for Their Successful Educational Integration

The article presents the results of a theoretical and experimental study of an age-related psychological formation - social competence in preschool children with disabilities. The characteristic of diagnostic tools aims at studying the cognitive, emotional and behavioral component of social competence is given. The article reveals the conceptual foundations and stages of experimental research. At the first stage of the study, the levels of social competence formation have been identified and described in accordance with the identified assessment criteria. The analysis of the influence of the level of development of social competence components on the process of social adaptation to new conditions in special (correctional) and inclusive educational organizations has been presented. The experimental data presented in the study indicate systemic lack of social competence in preschool children with disabilities of various nosological groups (children with mental retardation, children with mild mental retardation, children with general speech underdevelopment, and children with visual impairments). At the second stage of the study, it has been indicated that the pedagogically organized inclusion of children with disabilities into the system of new social relations (at the stage of adaptation to school) is a key condition for their successful socialization. The necessity of the activation of their developmental capabilities in a changing situation of social development has been substantiated. It is proved that the social competence of children with disabilities will be the subjective prerequisite of school adaptation.