MODELING OF PROGNOSTIC COMPETENCE AS A RESOURCE OF SOCIALIZATION OF A JUNIOR SCHOOLCHILD WITH DEFICIT DEVELOPMENT

Abstract

Relevance of the problem of predictive competence is determined by the need for explanation of psychological content of the socialization difficulties and the emergence of various forms of deviant behavior in children with disabilities. Behavioral disorders are studied as a separate type of deviant development, but the formation of deviant behavior in other types of dysontogenesis is not sufficiently studied. The conditions for the appearance of deviations in behavior as a secondary defect in children with visual, hearing, speech and locomotor disorders that do not have a personal pathology have not been studied. This determines the need to search for integrative formations that reflect the inconsistency of prognostic ability in spheres of vital activity that are important for a junior schoolchild, as well as the risks of further disruption of socialization and the emergence of deviations. The prognostic competence is considered as such integrative formation. The article presents the model of prognostic competence of junior schoolchildren with disabilities.