Features of the formation of moral education in young schoolchildren with intellectual disabilities
Year: 2024
Type: article
Study design: Observational Study
Abstract: The article reveals the theoretical-methodological and practical foundations of moral education of students with normative development (ND) and intellectual disabilities (ID), as an integrative process of combining and highlighting the quality of their characteristic properties in accordance with the moral norms and requirements of the social environment. It is noted that the formation of the moral education of students takes place in the educational process, in which a significant place is given to correctional and educational work. When substantiating and developing the methodology of the psychological and pedagogical empirical study of the level of formation of moral education among younger schoolchildren, we singled out research directions (adapted methods of detecting morality in students; conversation with correctional teachers, educators and parents), components (cognitive, affective, activitybehavioral), indicators (full, adequate and conscious filling of the concept of moral education; stability of attitude to moral standards; awareness and consistency of use of moral ideas and concepts in practical behavior), levels (high, medium and low), criteria for evaluating the content base and methods (regarding research: the cognitive component describes conversations on the awareness of moral terms and norms by means of stories with ethical quintessence; the affective component - conversations on the content of moral mini-situations; the activity-behavioral component - observation of children's moral behavior). The qualitative and quantitative comparative characteristics of the level of the manifestation of morality according to the cognitive component were analyzed: high level in children with ND (75.00%), medium - with ND (25.00%) and with ID (36.36%), low - with ID (64.64%); according to the affective component - high level - with NR (91.66%) and with ID (9.09%), medium - with ND (8.33%) and with ID (63.63%), low - with ID ( 27.27%); according to the activity-behavioral component - high level - with ND (72.16%), medium - with ND (20.83%) and ID (72.72%), low - with ID (27.27%). As for the average indicator, the level of formation of moral education among younger students from ND and with ID according to the components, indicators and methods outlined by us ranges from high to low, in particular: a high level was obtained by 79.61% of students from ND and 3.03% with ID, average - 57.57% with ND and 20.39% with ID, low - 39.39% only with ID. The general features of the moral upbringing of children with intellectual disabilities have been clarified, in particular: an unclear vision of the content and relationships between moral categories accepted in society; inability to conduct elementary and detailed analysis of moral situations or stories; positiveemotional, but not always adequate, not stable passive attitude to the affective states of characters in stories; unconscious and chaotic giving of answers regarding the moral activity and behavior of the characters in the stories; isolation during communication and interaction with others; inadequacy, fluidity and instability of emotional reactions to moral standards; not stable, positive, not long-term attitude to moral categories; positive and benevolent attitude towards others; the ability to cooperate in a non-conflict situation; a positive attitude only towards those teachers who behave the same way with them (by analogy); not identifying one's own faults; inability to apply previously acquired knowledge when solving similar moral situations; the need for help from the teacher; lack of interest in fulfilling the rules of conduct and one's promises, etc. Based on the results of the empirical study, a pedagogically-targeted and corrective-educational system for the development and correction of moral education in younger schoolchildren with intellectual disabilities was developed, which provided for the step-by-step formation of moral education by components: cognitive, affective, and activity-behavioral. The system of correctional and educational influence we built included correctional and educational classes, which further contributed to the improvement of adaptation, socialization and moral education of children with intellectual disabilities.
Language: English
Topic: Values and Moral Education
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408118502