Skyba H. Formation of interpersonal communication of pupils of primary school age under conditions of inclusive education.

Thesis research is dedicated to the topical problem of the formation of interpersonal communication of pupils of primary school age under conditions of inclusive education. The scientific novelty of the research results obtained is as follows: for the first time ever the special aspects of the development of skills of interpersonal communication of pupils of primary school age under conditions of inclusive education by means of the formation of the cognitive, motivational, emotional and communication and behavioral components of interpersonal communication were shown; the following idea was extended the idea of interpersonal communication of pupils of primary school age under conditions of inclusive education by means of interpretation of several methodological approaches: existentialistic, systemic and activity, axiological and personal; the essence of the idea of the formation of interpersonal communication of pupils of primary school age under conditions of inclusive education as the complex system of the inter-related and goal-oriented organizational exercises; the following was further developed means of the pedagogical support of the inclusive form of study through creation of the methods of the formation of interpersonal communication of pupils of primary school age under conditions of inclusive education. The author analyzed in the course of research the legislative and regulatory documents regulating the educational process at the general secondary education establishments under conditions of inclusive education etc. The interpersonal communication formation shall be interpreted as the goal-oriented and long-term process which is closely related to the terms of “personality”, “communication”, “interpersonal relationships”, “interpersonal conflict” etc. The key difficulties and inconsistencies preventing from the efficient development of skills of interpersonal communication of pupils of primary school age under conditions of inclusive education were determined. The experimental methods of the formation of interpersonal communication of pupils of primary school age under conditions of inclusive education were developed for the purpose of elimination of the abovementioned difficulties and inconsistencies. The indicators of the motivational criterion formedness include child’s desire to communicate with other pupils in the form; interest in communication topics and constancy to spoken language learning. The indicators of the cognitive criterion formedness include the understanding that communication is necessary for all pupils, even for those who seem to be persons of saturnine temper at first thought; the knowledge of the special aspects of interpersonal communication with children who have special educational needs, and the knowledge of the verbal communication rules, in particular, gestures, facial expression and body movements. The emotional and communication criterion formedness shall be determined by the empathy; the ability to conduct a dialogue and to express emotions in the appropriate way; the graciousness and friendliness to each participant of interpersonal communication; the expression of amiability during communication in group consisting of two or three persons. The behavioral criterion is considered to be formed when child expresses his/her readiness to the spontaneous involvement into conversation; when he/she is able to control his/her feelings during conversation and is able to assess his/her behavior and the other person’s behavior during conversation. The initial diagnostics of the formedness of skills of interpersonal communication of pupils was performed at the identifying stage of research by means of survey and observations. The diagnosis pointed to low (cognitive and behavioral criteria) and average (emotional and communication criterion) levels of the formedness of interpersonal communication of pupils both in control and experimental groups. There is restricted number of children who understand and take care of the process of communication with children who have special educational needs. At the same time, the diagnosis enabled to maintain that almost all children manifest a desire to communicate at the interpersonal level (being illustrative of rather high level of the motivational criterion formedness). So, the efficiency of the methods of the formation of interpersonal communication of pupils of primary school age under conditions of inclusive education was proved on the basis of the results of the educational experiment. Thesis research does not cover all aspects of the problem of the formation of interpersonal communication of pupils of primary school age under conditions of inclusive education.