ADAPTATION OF CHILDREN WITH MENTAL RETARDATION IN CONDITIONS OF INCLUSION

Abstract

The paper presents substantiation of the relevance of the problem of adaptation of younger schoolchildren with mental retardation in terms of inclusion. The authors characterize the content of the concepts of “adaptation”, “school adaptation”, “inclusive culture”, and consider directions that reflect the organization of the psychological and pedagogical conditions to help students adapt in an inclusive environment. The indicators of school adaptation are described and compared with the peculiarities of its manifestation in children with mental retardation. A set of pedagogical and psychological conditions for organizing the process of adaptation of children of this group in an inclusive class is formulated. Based on the empirical data obtained, the reasons for the difficulties of adaptation of younger schoolchildren with mental retardation are presented. The results of the research can be used in the development of individual educational routes and adapted programs for younger students with mental retardation.