RESEARCH OF THE LEVEL OF FORMATION OF SOCIAL COMPETENCE OF YOUNGER SCHOOLCHILDREN IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT OF SCHOOL: RESULTS OF THE INITIAL CONSTANT CUTTING

Abstract

The article talks about the relevance of the introduction of inclusive education in the Russian Federation. The definition of the concept of “social competence” is given and the importance of the formation of social competence of primary school students in an inclusive educational environment of the school is indicated. A comprehensive study of the levels of formation of social competence of younger schoolchildren in the inclusive educational environment of the school is presented. Special attention is paid to the selected indicators (motivational-value, cognitive-orientation, activity-behavioral, reflexive-prognostic) and the levels of formation of social competence (levels of social spontaneity, situational social competence, formed social competence in the inclusive educational environment of the school). For each indicator, a set of diagnostic techniques and an analysis of the data obtained during the initial ascertaining section are presented. The description of the research bases and the period of the initial ascertaining section is given. The conclusion reflects the need to introduce a pedagogical model into pedagogical practice and the implementation of pedagogical work on the formation of social competence of younger schoolchildren in an inclusive educational environment of the school.