The dissertation study is devoted to the development and approval of a special methodology of the relationship between the lesson and extracurricular activities for the formation of social competence of adolescents with intellectual disabilities (ID). The scientific work characterizes the social competence of adolescents with ID, substantiates its main structural components, presents the indicators of the formation of social competence of adolescents, proves the importance of the relationship between lessons and extracurricular activities in the formation of social competence of adolescents with ID.
Based on the analysis and generalization of psychological and pedagogical literature, we have specified the understanding of the essence of the concept of “social competence” of an individual as an integrative personal formation that combines basic and special competencies. It was established that social competence is a quality that determines the success of socialization. In our dissertation research, social competence is understood as an integrative characteristic of an individual, which includes level and substantive aspects of social behavior and mobility, necessary for successful socialization and social adaptation in the system of social relations. It includes a system of knowledge about social norms of interaction, social activity of an individual, peculiarities of perception of social reality, achievement of relevant social goals in specific conditions, ability to use resources of the social environment and personal potential in order to achieve positive results, readiness for self-development and creative activity, compliance with performance requirements of civic duty, the ability to adapt and accept any social conditions of the environment, the ability of social interaction in various types of activities.
The dissertation work defines the most essential components of social competence: operational-content, personal-regulatory, motivational-emotional, behavioral. For their research, the indicators of social competence are singled out: ability to analyze social situations; ability to predict, plan and achieve results; social awareness; formation of social reflection; ability to evaluate and regulate own behavior; formation of socially oriented motivation; formation of empathic tendencies in behavior; application of acquired competences in behavior, maintaining the ability to work in a team. We have elaborated the generalized levels of the formation of social competence among adolescents with intellectual disabilities: high, sufficient, average, minimal.
