RESEARCH OF THE EMOTIONAL SPHERE FEATURES OF YOUNG CHILDREN WITH INTELLECTUAL DEVELOPMENT DISORDERS

Abstract

The article is devoted to the study of the current problem of studying the features of the emotional sphere of younger schoolchildren with intellectual disabilities in inclusive education. The relevance of the work is due to the fact that successful socio-emotional integration of these children is key to their overall adaptation and comprehensive development. The purpose of the study was to conduct a comparative analysis of the emotional states of students with intellectual disabilities and their peers with normotypical development.The study involved 60 students, divided into experimental and control groups. To obtain an objective picture of the emotional state, a set of valid psychodiagnostic methods was used, in particular, the “SMAS Overt Anxiety Scale”, the SAN questionnaire, the anxiety test of R. Temml, M. Dorki, V. Amen, the Luscher color test and the “Visual-associative self-assessment of emotional states”.The results of the empirical study revealed statistically significant differences between the groups. It has been proven that children with intellectual disabilities are characterized by a totally high, generalized level of anxiety, as well as a significantly reduced psycho-emotional tone, which manifests itself in poor health and depressed mood. Frustration of basic needs, high internal tension, confirmed by unconscious color choices, and significant difficulties in identifying one’s own emotions have been established. The data obtained confirm the systemic nature of emotional distress in this category of children, which justifies the need to develop targeted psycho-correctional programs and provide practical recommendations for teachers working with students in an inclusive environment.