Peculiarities of the development of communication skills in younger schoolchildren with intellectual disabilities

The article shows the practical study and formation of communication skills in younger schoolchildren with intellectual disabilities. In the process of comparison, it was found that the majority of 4th grade children with intellectual disabilities show an average level of development of communication skills (52.08%), and those with normotypical development have a high level (84.00%). The article shows the practical study and formation of communication skills in younger schoolchildren with intellectual disabilities. In the process of comparison, it was found that the majority of 4th grade children with intellectual disabilities show an average level of development of communication skills (52.08%), and those with normotypical development have a high level (84.00%). Children are characterized by an elementary understanding of the concept of "communication"; mainly unconsciously reveal communicative interaction; not showing emotional equality during communication; failure to identify single motives for communication; inability to exchange feelings and thoughts; practical failure to combine communication and behavior; failure to identify the desire for communication and communication; not using communicative behavior as further personal adaptation and socialization. The method of forming communication skills in younger schoolchildren with intellectual disabilities includes 2 directions: the development of the need for a meaningful understanding of the term "communication", the formation of skills for its emotional and practical application in oral speech, and the formation of practical and effective communication skills by means of written communication. It includes the development of verbal and non-verbal means of communication in 4th grade students with intellectual disabilities; formation of the skills of meaningful content of terminology, phrasal monologue and dialogic speech; formation of skills of emotional and motivational components of communication, development of practical communication skills in the process of various types of activities. The result of our work is the development of methodological recommendations for correctional teachers regarding the formation of communication skills in younger schoolchildren with intellectual disabilities in the educational process, which took into account all the above-mentioned components and indicators of this process (the information-content component, the main indicator of which is the need for a meaningful understanding of the term "communication "; the emotional component - the need for emotional communication; the activity-adaptive component - the use of communication skills in the educational process). Methodological recommendations will make it possible to choose the right psychological and pedagogical support for the development, formation and correction of communication skills in younger schoolchildren with intellectual disabilities, and this will increase the level of their adaptation and socialization.