PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF READING DEVELOPMENT IN PRIMARY SCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

Abstract

Summary. The article highlights the psychological and pedagogical foundations of reading development in primary school children with intellectual disabilities. It emphasizes that the formation of reading skills is a leading factor in the cognitive, speech, and social development of a child, since reading ensures the acquisition of knowledge, communication, and adaptation to the surrounding environment. It is noted that the process of mastering reading among children with intellectual disabilities involves specific difficulties related to limitations in phonemic perception, memory, attention, and thinking, as well as a low level of motivation. The article reveals the essence of the psychological and pedagogical foundations as a system of scientifically grounded principles, methods, and approaches that determine the regularities of reading skill development in children with intellectual disabilities within an inclusive educational environment.

The study analyzes regulatory documents governing the educational process for children with special educational needs, such as the Law of Ukraine “On Education,” the Concept for the Development of Inclusive Education, and the State Standard of Primary Education. It is determined that these documents form the basis for ensuring every child’s right to accessible and quality education, taking into account their individual developmental characteristics. The article outlines psychological and pedagogical conditions for effective reading instruction: individualization of the learning process, step-by-step skill formation, the use of multisensory technologies and didactic games, the creation of a positive emotional climate, and family partnership.

The paper generalizes scientific approaches of Ukrainian and foreign researchers (A. Baddeley, J. Bruner, O. Kovalchuk, and others) to the problem of developing reading skills in children with intellectual disabilities. The importance of developing executive functions, maintaining motivational and emotional support, and using modern information and communication technologies in the learning process is emphasized. It is proven that the combination of psychological support, correctional and developmental methods, and interdisciplinary cooperation among teachers, psychologists, speech therapists, and parents ensures the effective formation of reading skills, contributing to the socialization and integration of children with intellectual disabilities into society.