On the problem of relevance to develop emotionally competent behavior in children with intellectual disabilities

Abstract

Nowadays, improvement of the education quality remains a burning issue in the world and, in particular, in Russia. Modern social, economic and cultural transformations have bred new values in education to appear; educational objectives, goals, content and results have been reviewed. Contemporary changes have generated a reasonable request of the society for training a comprehensively developed, cultured and competent person who is given the necessary set of social important competences for various culture-congruent activities; actively interact with society and efficiently adopt social roles. Current trends dictate to look for new approaches and methods in education that actively form personal and social skills and competencies to facilitate a better social adaptation and socialization of every person with understanding of their potential. In this regard, investigation of emotional competence of school students with intellectual disabilities is of special relevance; state and condition of the disorder in many ways define the capacity of sound socialization for this group of children. Goal of our research is to analyze theoretical background, studies and methodological concepts in world and Russian psychology on the problem of regulation of emotional response of school students with intellectual disabilities through shaping emotional competence in their behavior; to pinpoint problems and potential to scrutinize this topic. The scope of the research is the process of emotion regulation of school students with intellectual disabilities through shaping emotional competence, which encompasses abilities to monitor, control and manage their emotional response in social environment. The research found that most scientists although declare the need for special programs to study and correct the emotional responses of intellectually disabled students with a view to their best socialization in modern society, there are still deficits in both the science and the practice of special psychology related to the development and implementation of technologies for monitoring, predicting and managing emotional responses among this group of schoolchildren.