Pedagogical diagnostics of object activity in pupils with severe multiple disabilities

Abstrakt

Pedagogical diagnostics, which we consider a means of assessing the formation of the vital competencies, is an important element of teaching and upbringing preschool children with severe multiple impairments. If we take into account this nosologic group, we can state that in the early preschool age the object-oriented activity takes the leading role. The absence of criterion-diagnostic tools that could allow to determine the specifics of the object-oriented activity, and, consequently, the formation of functional life competences in preschool children with severe multiple disabilities, significantly complicates the determination of the effectiveness of pedagogical actions and the planning of the correctional and educational process. All this explains the relevance of this research. The purpose of the article is to determine the possibilities of using pedagogical diagnostics to study the formation of life competencies in the children of the early preschool age group with severe multiple disabilities on the example of the educational area “Object-oriented activity”. The ascertaining experiment was the leading method of the research. The empirical study was carried out in six state educational institutions “The Centres for Correctional Development Education and Rehabilitation” in Minsk, Minsk and Gomel regions (the Republic of Belarus). Examined 21 pupils with severe multiple disabilities in their first year of learning. The research was carried out in 2012–2016. The materials presented in the article allow seeing the level of formation of objectoriented activity in the children of early preschool age with severe multiple disabilities, which further will allow teachers to build their correctional work on the diagnostic basis.