Creating conditions for the sustainability of communicative competencies

Abstract

The study is devoted to the psychological and pedagogical problems of the formation and stability of communicative competence necessary for the effective development of children with special educational needs, including severe multiple developmental disorders, the structure and features of the state of communicative competence are considered, the features leading to the inferiority of this competence are identified: the lack of formation of speech activity and its components that participate in communicative interaction between people, difficulties in determining the potential of communication skills in children with severe multiple disabilities, difficulties in determining the uniqueness of the personal and communicative development of children of the studied category at different stages of education, as well as conditions for the formation and stability of this phenomenon in children with severe multiple developmental disabilities receiving education in preschool and school periods. Among the main conditions for the stability of this phenomenon are the definition of an algorithm for the formation of communication skills in different types of activities; the presence of team communicative interaction of all subjects of the educational process. The continuity of the accompanying process is substantiated as the basis for the formation and further stable result of communicative competence in children with severe multiple developmental disorders.