Psychological and pedagogical correction of aggressive behavior in adolescence

Abstract

The article is devoted to the peculiarities of the communicative activity of younger schoolchildren in the conditions of inclusive education. The article examines the impact of teaching in an inclusive classroom on younger schoolchildren with normative development. The features of the communicative activity of younger schoolchildren in the conditions of inclusive education are determined. For the first time, a comparative study of the components of the structure of the communicative activity of younger schoolchildren was conducted. A comparative analysis of the state of development of communicative skills in ordinary and inclusive classes is carried out, as a result of which it is established that in the conditions of inclusive education there is an intensive development of communicative skills and, accordingly, group cohesion of primary school students. The new information obtained as a result of the empirical research on the peculiarities of the communicative activity of younger schoolchildren with normatypical development in the conditions of inclusive education adds to the knowledge base in the field of pedagogical psychology and can be used by social educators and psychologists of educational institutions in the work on the correction of interpersonal relations in inclusive classes, as well as by students during practical training.