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PSYCHOLOGICAL CHARACTERISTICS OF COMMUNICATION WITH THE TEACHER, OLDER ADOLESCENTS WITH MENTAL RENARDATION IN TERMS OF EDUCATIONAL INTEGRATION

Karpushkina N.V
The analysis of the specific features and obschevozrastnyh communicate with the teacher of older adolescents with mental retardation, depending on the psychological and pedagogical conditions of their education. The following factors: communication in the “teacher-student”: the main content, the topics of communication, the purpose of communication and motivation, attitudes of students in the interaction with the teacher. Studied the peculiarities of conflict interaction and the main difficulties in communication. Separately analyzed the ability of young people to empathize with respect to the teacher. With the formation of students as subjects of communication, during late adolescence is a significant restructuring of its structural components: objectives, contents, motives. Communicate with the teacher becomes less regulated, becomes confidential. At the same time, strengthen the sense of adulthood, combined with the increasing criticality of particular causes intolerance older teens to the authoritarian style of teacher communication, the use of interventions that are degrading of students. However, these features are manifested in different ways for different groups of older adolescents.

Библиографическая ссылка

Карпушкина Н.В ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ОБЩЕНИЯ С УЧИТЕЛЕМ СТАРШИХ ПОДРОСТКОВ С ЗАДЕРЖКОЙ ПСИХИЧЕСКОГО РАЗВИТИЯ В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОЙ ИНТЕГРАЦИИ // Научное обозрение. Психологические науки. 2020. № 1. ;
URL: https://science-psychology.ru/en/article/view?id=32 (дата обращения: 24.06.2026).