Babych N. Сommunicative skills formation of older preschoolers with visual and intellectual impairments

The thesis deals with the problem of communicative skills formation of older preschoolers with visual and intellectual impairments.The detailed analysis of general and special scientific literature in order to determine the nature of the difference between the phenomenon of "interaction" and "communication" gives the reason to claim that these concepts are multifunctional and have both common and distinctive features. After a comprehensive analysis of scientific literature concerning the concept "skill", we have found that working with children with visual and intellectual impairments it is appropriate to form and shape the skills themselves, rather than ability; as the skill is an action that is performed quickly, easily, confidently, habitually, without a moment's hesitation. It operates without any or with a minimal presence of intellectual and willing efforts, that is most affected among children with mental subnormality. A need to consider communication skills in the theoretical construct "communication skills in the structure of communicative potential" has also been suggested. There has been identified the two-component structure of a personality's communicative opportunities and the algorithm of its implementation in the work with older preschoolers with visual and intellectual impairments. There has been developed the diagnostic system, that found out the formation state of communicative skills in the structure of communicative potential. As a result of the experimental work it has been established that older preschoolers with visual and intellectual impairments have different distribution according to the level of communicative opportunity formation. In particular, preschoolers with intellectual disabilities, especially with both visual and intellectual impairments have shown an initial level of communicative opportunity formation. The designed program consists of four modules, which gradually became more complex due to certain correctional tasks; while performing them a child with the help of a teacher and then individually has reached some specific results in communicative activities that are reflected in the content of each module. The content of the developmental intervention is presented in blocks which are components of each module; the work on the modules is provided according to developmental purpose.