Using elements of visualization in pedagogical communication with children with special educational needs
DOI:
https://doi.org/10.32405/2308-8885-2024-4(114)-38-42Abstract
The article raises the question of optimizing the process of pedagogical communication through the visualization of various types of information of a communicative message as an element of the communicative process. The structure of the communicative process and the regularities of its course are analyzed. The components of communication are defined: communicative interaction as a system of mutual-oriented reactions; message consisting of types of information transmitted by the communicator; communicative behaviour, in which three components are distinguished: speech and non-speech means of communication and use; communicative goals and methods of their implementation; status characteristics of communicators.
It has been proven that for successful pedagogical communication, the teacher and the student must possess such communicative competences as listening carefully, perceiving and understanding communicative behavioral manifestations, and providing feedback to each other through messages about their own ideas and feelings.
The factors associated with the peculiarities of the psychophysical development of students with special educational needs and in the course of pedagogical communication can be the causes of its violation are characterized: the peculiarities of the psychophysical structure of the child, which are caused by a violation of the psychophysical apparatus, which have different etiologies; peculiarities of mental development caused by the peculiarity of the work of the central nervous system and the influence of the social environment; vulnerability, emotional instability, which is the result of the specificity of the work of the central nervous system and the social environment in which the child grows up.
When teachers organize pedagogical communication with a child with psychophysical disorders, they should take into account the following aspects: the peculiarities of the functioning of the student’s sensory system; the ability or specificity of the student to establish communicative contact; presence or absence of communicative strategies in the student; the student’s actual understanding of communicative messages; feature of the functioning of the emotional and volitional sphere; level of mastery of fine motor skills; features of motor activity.
The necessity of using additional means of communication in the communicative process in art lessons with children with special educational needs is substantiated. The concept of “alternative and additional communication” is revealed, and methods of using them are given by H. Usatenko and O. Kryvonohova (Ukraine).
Some examples of visualization of different types of information (motivational, informative, expressive, phatic) of communicative messages used in pedagogical communication in lessons with children with special educational needs are considered and given.
Moreover, the examples of visualization of communicative messages, which are used in work with children with special educational needs in lessons on various types of arts, are given: R. Bruzha (Lithuania) visualizes informative communicative messages in music lessons, D. Klimavičiute (Lithuania) – motivational and informative communicative messages in art lessons, M. Dergach (Ukraine) – persuasive, informative, expressive communicative messages in theatre art lessons.
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