The dissertation is devoted to theoretical and experimental study of psychological features of the development of communicative competence of adolescents in the inclusive educational space.
We understand communicative competence as the ability and ability to act on the basis of the acquired knowledge, which ensures successful fulfillment of the basic tasks of communication and self -realization of the individual, and is expressed in the adequate perception of the partner, effective interaction and correct transmission of information.
Having carried out a theoretical analysis of the status and features of the inclusive educational space in Ukraine, the difficulties of its implementation are identified: insufficient psychological readiness of students and teachers for effective communication, the need to create special educational programs, the impossibility of inclusive teaching of adolescents with all nosologies.
It is established that in the absence of purposeful psychological impact of communication of adolescents with special needs can be characterized by such negative manifestations as seclusion, self -doubt, low communicative activity, reduction of cognitive interest, impaired understanding of emotions and their manifestations.
The factors are analyzed and indicators of the development of communicative competence of adolescents in the inclusive educational space are determined: emotional intelligence, desire for self -development, kindness, anxiety, interactive orientation, group cohesion, psychological atmosphere, structure of interpersonal relationships in the collective.
The scientific novelty of the study is that:
For the first time: indicators of development of communicative competence of adolescents in the inclusive educational space are theoretically substantiated and empirically verified; The peculiarities of communication of adolescents with different special educational needs are analyzed.
The importance of purposeful psychological influence to avoid negative manifestations in communication of adolescents in the inclusive educational space is theoretically substantiated.
The concept of "inclusive educational space" is defined; Features and difficulties in the introduction of inclusive education in Ukraine.
The concept of "communicative competence" is clarified, which is defined by us as the ability and ability to act on the basis of the acquired knowledge, which ensures successful fulfillment of the basic tasks of communication and self -realization of the individual, and is expressed in the adequate perception of the partner, effective interaction and correct transmission of information.
Socio-psychological factors of development of communicative competence are systematized and a classification is developed, which includes: individual-psychological factors, factors of interpersonal interaction, group and indirect action factors.
Empirically, the indicators of communicative competence that require the greatest development for successful communication of adolescents in the inclusive educational space: the level of emotional intelligence, interactive focus on partnership, group cohesion and psychological atmosphere.
Further development took forms and methods of group training work aimed at increasing the level of communicative competence of adolescents in the inclusive educational space.
A program of social and psychological training for teenagers in an inclusive educational space, which consists of various methods of group work: group discussions, subgroup work, projective techniques, method of unfinished sentences, role-playing games, role-playing has been developed and implemented. Some exercises were adapted to actively involve adolescents with special educational needs.
The effectiveness of the program of social and psychological training of adolescents in the inclusive educational space, which helps to improve the skills of verbal and non-verbal communication, improve the psychological climate, raise the level of group cohesion, development of emotional intelligence, development of strategies and self-development, and self-use, has been proven.
Practical importance. The basic provisions of the work and the results obtained in the dissertation can be applied in the development of trainings, interactive classes, methodological materials in the inclusive educational space and during the professional training and advanced training In the conditions of inclusive educational space. "
The proposed program of social and psychological training can be used as a means of enhancing the communicative competence of adolescents by practical psychologists, social educators of general secondary education institutions in inclusive classes.
