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DOI: https://doi.org/10.34069/AI/2022.55.07.18
How to Cite:
Prokhorenko, L., Sokolova, H., Forostian, O., Kravets, Y., & Horbatiuk, O. (2022). Typology of competence characteristics of
pupils with intellectual disabilities. Amazonia Investiga, 11(55), 172-181. https://doi.org/10.34069/AI/2022.55.07.18
Typology of competence characteristics of pupils with intellectual
disabilities
Типологія компетентнісних характеристик учнів з порушеннями інтелекту
Received: July 23, 2022 Accepted: August 23, 2022
Written by:
Lesіa Prokhorenko79
https://orcid.org/0000-0001-5037-0550
Hanna Sokolova80
https://orcid.org/0000-0002-9913-1814
Olha Forostian81
https://orcid.org/0000-0001-6084-2160
Yuliia Kravets82
https://orcid.org/0000-0003-1497-6269
Olena Horbatiuk83
https://orcid.org/0000-0002-8563-1535
Abstract
The purpose is to develop a typology of
competence characteristics of pupils with
intellectual disabilities as a measure of a child’s
integration into educational activity. The
following methods were applied: retrospective
analysis and generalization; empirical
measurement of relevant parameters of the
research subject by means of valid and
proprietary methods; k-means clustering,
mathematical methods for data processing. The
experiment participants: the total number
(n=114) of the children from the first to the fifth
grades: the pupils with intellectual disabilities
(Group 1: n=57; 50.0%) and the pupils with
normal development (Group 2: n=57; 50.0%).
Key differences were found in the following
competences of the research participants:
intellectual-cognitive, emotional-motivational
and social. It was established that deficiency of
cognitive and adaptive skills, violation of social
norms and limited communication prevail in the
children with intellectual disabilities. Three types
of competence characteristics in the pupils with
intellectual disabilities in education were
determined: Operational-Reproductive (ORT),
79
Doctor of Psychology Sciences, Full Professor, Director of Mykola Yarmachenko Institute of Special Pedagogy and Psychology,
Kyiv, Ukraine.
80
Doctor of Psychology Sciences, Full Professor, Full Professor of Department of Defectology and Physical Rehabilitation, South
Ukrainian National Pedagogical University named after K. D. Ushynsky, Odesa, Ukraine.
81
Doctor of Pedagogical Sciences, Full Professor, Associate Professor of Department of Defectology and Physical Rehabilitation,
South Ukrainian National Pedagogical University named after K. D. Ushynsky, Odesa, Ukraine.
82
Postgraduate student of Mykola Yarmachenko Institute of Special Pedagogy and Psychology, Kyiv, Ukraine.
83
Postgraduate student of Mykola Yarmachenko Institute of Special Pedagogy and Psychology, Kyiv, Ukraine.
Prokhorenko, L., Sokolova, H., Forostian, O., Kravets, Y., Horbatiuk, O. / Volume 11 - Issue 55: 172-181 / July, 2022
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Limited-Practical (LPT), Limited-Fixed (LFT).
The prospect is to create a conceptual model and
correction-development program for the
formation of key competences of pupils with
intellectual disabilities.
Key words: education, psychology, intellectual
and creative abilities, educational motivation,
social knowledge and skills.
Introduction
Implementation of a competency-based approach
is an issue of global discussions closely related to
modernization of Ukrainian education aimed at
adjusting it to European and global standards.
The outlined modernization implies changes in a
regulatory framework, scientific and
educational-methodological regulations
encouraging to determine guidelines for effective
formation of an individual’s key competences.
Formation of key competences is a condition for
a successfull individual characterized by
harmonious life activity and the ability to
participate actively in solving social problems.
The noticeable changes occurring in the field of
education of individuals with special needs
outline a range of problems. These are
organizational-content and methodological
issues, the solution to which is aimed at ensuring
the functioning of an effective system for
education of such children under conditions of a
competency-based approach. Such articulation
of the outlined problems and the formation of key
competences of children with intellectual
disabilities require special attention, since these
disabilities determine difficulties in the quality,
intensity and content of social interaction of such
children with a social environment. In its turn, it
causes slow formation of key competences in
such children and, as a result, failures in
education and integration into an educational
environment.
Hypothesis. The research on typological
competence characteristics of pupils with
intellectual disorders will allow making
important scientific conclusions which should be
considered by professionals working with
children with special needs and operationalizing
the results into educational teaching-
methodological materials for professional
training of future professionals.
Purpose is to develop a typology of competence
characteristics of pupils with intellectual
disabilities as a measure of a child’s integration
into educational activity.
Literature review
Theoretical aspects of the research on a
competency-based approach are thoroughly
investigated and presented in the following
directions: formation and development of a
competency-based approach in education
(Kremen et al., 2020; Lugovyi, 2020);
examination of competences as a systemic
manifestation of knowledge, skills, abilities and
personality traits on the basis of activity-based
and person-oriented approaches (Kostenko et al.,
2022; Lokshyna, 2021; Voronov, 2021);
practical realization of a competency-based
approach in education was outlined in the studies
by I. Halian et al. (2020), M. Mulder et al.
(2006), I. Popovych et al. (2021а); the problem
of the formation of key competences was
investigated in the works by L. Prokhorenko et
al. (2021). The authors agree that primarily
changes should occur in the system of evaluation
of the level of pupils’ achievements when
applying a competency-based model of
education.
Conceptual foundations of the formation of life,
basic and subject competences in children with
special educational needs are given in the studies
by M. Mulder et al. (2006). The scientists agree
in the opinion that education of children with
special educational needs on the basis of a
competency-based approach implies an integral
system of psychological-pedagogical support
that should be aimed at preventing and
overcoming life difficulties, challenges in
education and socialization, correction of
destructive tendencies in a child’s development,
harmonization of relationships with an
environment.
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In order to adjust regulations in the area of
educational legislation of Ukraine, the concept
“competency-based approach” was implemented
into regulatory legal acts, in particular (Law No
1838-IX, 2021; Law No 2471-IX, 2022; Law No
764-IX, 13, 2020; Law No 2145-VIII, 2017),
national standards for primary and basic
secondary education. Changes in stereotypes
related to understanding of the issues of teaching
children with special educational needs are based
on new approaches. These approaches do not
deal with personality disorders, but with
personality orientation, educational
competences, creation of appropriate conditions
for equal opportunities for education of children
and young people. It should be mentioned that
variability of education for such individuals,
according to their abilities and special needs,
allows them to study at all educational
institutions, irrespective of forms of ownership
and receive psychological-pedagogical, social-
rehabilitation, correction-development support
timely and actively participate in social life.
In teaching children with special educational
needs, a competency-based approach is related to
a person-oriented approach. L. Prokhorenko et
al., (2020) thinks that a competency-based
approach requires transformation in the content
of education, transformation of the model “for
everyone” into subjective achievements of a
pupil which can be measured. The scientist also
emphasizes that an activity aspect can be realized
only in activity, in the process of performing a
particular set of actions by a pupil (Prokhorenko
et al., 2020). The scientists highlight that
formation of key and subject-related
competences in children with special needs
occurs in the process of education. The above
mentioned formation is realized by means of
using a child’s abilities in the course of mastering
a particular subject on the basis of the principles
of a purposeful interrelation of education and
development of such pupils. It was established
that interrelations in the formation of different
key competences by means of different
educational subjects imply the development of
motivation for achievements, operationalization,
reflectiveness and self-esteem in children which
should be able to determine the aim of their
activity, focus their volitional efforts to achieve a
positive result, use the experience gained to solve
educational problems, perform practical actions
on reproductive and creative levels, realize
methods of their activity and improve it when it
is necessary (Prokhorenko et al., 2021).
In a pedagogical dimension, obtaining key
competences is necessary for the formation of the
abilities to gain knowledge independently in the
course of life, realize them in practical activity,
that is an important task of the educational
system for teaching children with special
educational needs (Sokolova, 2018). It can be
summarized that key competences formed at a
sufficient level in interrelation with
comprehensive skills form a pupil’s competence
characteristic enabling children to accept and
react properly to individual and social
challenges. Competence characteristics reflect
the acquired complex of attitudes, values,
knowledge and skills necessary for usual life
activities and social life of an individual.
Materials and methods
While developing an empirical strategy of the
research, we took into consideration the
approbated empirical studies characterizing the
following directions: components of an
intellectual process of educational activity
(Halian et al., 2021; Hulias, 2020); regularities of
sensory-motor (Plokhikh et al., 2021) and
anticipatory character of an individual’s activity
(Popovych et al., 2021c); regularities of the
development of educational process (Hulias &
Karpenko, 2022; Popovych et al., 2021b; 2021d;
Zaverukha et al., 2022); specificity of the
creation of intellectual models and typologies
(Nosov et al., 2020a; 2020b; Zinchenko et al.,
2019; 2020). The outlined directions and the
above studies were implemented into the
empirical strategy in order to develop a typology
of competence characteristics of pupils with
intellectual disabilities.
Participants. The research participants of the
experiment: the total number (n=114) of the
children from the first to the fifth grades: pupils
with intellectual disabilities (n=57; 50.0%),
comprising Group 1 and pupils with normal
development (n=57; 50.0%), comprising
Group 2.
Organization of research. The strategy of the
research was developed and implemented in
December, 2021 – January, 2022. The research
was agreed with administrations and Ethical
Committees of the schools whose pupils
participated in the experiment. The participants
were informed that they could stop their
participation in the experiment without
explaining if something did not suit them.
Voluntary participation and access to
information are the key principles for obtaining
reliable data.
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Procedures and instruments. In order to find
characteristics of pupils with intellectual
disabilities, complex evaluation of the key
competences was performed: intellectual-
cognitive, emotional-motivational and social
competences and the levels of their development
were determined by means of the proprietary
methodology “Complex evaluation of
competences” (Prokhorenko et al., 2020).
The following important element in realization of
the research was modelling special educational
situations, developed by the group of co-authors
supervises by L. Prokhorenko et al. (2020). In the
course of realization of the modeled special
educational situations, purposeful observation
with entering data to the protocols of
observations prepared in advance was applied.
The modeled situations involved withholding the
performance of reflective tasks that required a
pupil to realize a new problem, a certain
motivation to obtain a result, review of the
experience in terms of the ratio of the
components of the knowledge gained and skills
acquired, their generalization and
systematization, organization of the methods for
performing actions, development of the basic
criteria for regulation of activities when solving
an educational problem, the ability to cooperate.
The solution to these problems covered those
criteria which allowed determining functional
specificity of the key and subject-related
competences and the formation of the
corresponding skills. The research implied three
stages.
The first stage is creation of the “situation of
success”, accomplishment of the suggested tasks
allowed establishing the development of
creative-intellectual skills, motivation for
achievements and abilities of self-control and
self-evaluation. The children were given the
tasks with a familiar method for accomplishing
them, i. e. the pupils did not have to experience
any difficulties. In the course of their activities,
the children’s abilities to plan the
accomplishment of tasks independently,
determine methods for solving problems, control
each stage of solving those problems, aspiration
to achieve success while accomplishing a task
and ask an adult for assistance were analyzed.
The second stage is creation of the situation of
“intellectual storm”. The problems solved at this
stage allowed realizing a new problem,
formulating a new aim for the solution, the ability
to actualize, generalize and systematize the
knowledge gained and the skills acquired. The
children were given the tasks similar to the
previous ones only in external characteristics, but
accomplishment of such tasks was oriented
towards a new method for actions. It caused an
emotional experience of a common failure
(“nobody is able to”) in the children, that lead to
positive emotions, since there was no worry for
one’s own failure against the background of
other’s success.
The third stage implied the creation of the
situation of “disruption fixation”. The task of this
stage was to encourage the children to explain the
things they needed to solve a problem. The
children had to test the “deficiency of their
experience”. The children were asked to analyze
the situation of practical difficulties: where and
why there was a difficulty in solving the problem.
After that, the educational task and the aim of
further activity were formulated, a new method
for solving the problem was determined. It was
necessary to decide on a possibility to
accomplish the task independently or the
necessity of common assistance. The children’s
review of their own actions encouraged them to
analyze new details of the task, determine the
construction of a new algorithm, apply the
experience gained to solve the problem and find
a possibility to transfer the knowledge gained and
the skills acquired to new conditions of
accomplishing a task, change their actions under
these conditions etc.
Statistical analysis. In order to determine the
types, a simplified variant of k-means clustering
was used. Application of the approbated
proprietary methods and reliable criteria of the
research on competence characteristics of pupils
with intellectual disabilities allowed measuring
integration of the children into educational
activities.
Results and discussion
It was established in the course of the research
that children with intellectual disabilities poorly
orient themselves in different social and
educational situations, they cannot use the
information stored in their memory properly,
they are often passive and manifest a low rate of
interest. The level of motivation is closely related
to insufficient development of cognitive interest
to educational process. Additionally, motivation
is complicated with weak volitional efforts aimed
at overcoming difficulties in the course of
intellectual activity. A low level of the
development of social competence causes not
only behavioral problems, but also leads to
serious obstacles in academic, social and
emotional development of children.
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On the basis of analysis of the observation
protocols, the formation of the following
components was considered to be a common
diagnostic feature of the development of
competence characteristics in the children
participating in the experiment: intellectual-
creative abilities, i.e. cognitive processes, search
skills, internal motivation, adaptive capabilities,
the ability to cooperate and achieve mutual
understanding. In the course of the research the
formation of subject-related competences and the
abilities to use the knowledge gained in the
process of learning other subjects and in life
activities were analyzed.
Typological features of competence
characteristics of a pupil reflect the level of the
development of key competences of the
research participants with intellectual
disabilities. It was an important conceptual
decision to perform diagnostics of
comprehensive skills and establish their place
in the area of relations between knowledge and
action in real practice. A key competence was
considered to be an ability to learn, flexibility
in relationships with peers and adults,
adaptation in a social space. A subject-related
competence reflects specificity of a particular
subject area of educational activity.
Comprehensive skills allowed performing
educational activity in the context of
requirements to the system of education at a
certain stage of education. The outlined
competences and comprehensive skills are
interrelated, they develop simultaneously and
comprise a pupil’s competence characteristics.
It was determined in the course of the experiment
that by the level of the development of
competence characteristics (intellectual-creative
abilities, internal motivation, social adaptation,
the ability to cooperate and achieve mutual
understanding) the children with intellectual
disabilities have reliable differences unlike their
peers with normal development (t=2.1-3.8;
р≤.05-.01). Insufficient development of
educational motivation, disruption of purposeful
brain activity, a low level of motivational control,
cognitive decline, inability to regulate one’s own
feelings and behavior, diffidence, a lack of
abilities of self-control and cooperation comprise
specific features of the key competences which
have a negative impact on these children’s
educational activities, that cause serious
difficulties in the course of gaining theoretical
knowledge and acquiring practical skills.
On the basis of the comparison of the obtained
indexes by intellectual-creative abilities;
interests and internal motivation; adaptive
abilities; the ability to cooperate and achieve
mutual understanding; mobility in different
educational and social conditions, three types of
competence characteristics of the pupils were
determined: Operational-Reproductive (ORT),
Limited-Practical (LPT), Limited-Fixed (LFT)
and essential differences of these types were
outlined. In Tabl. 1 quantitative and percentage
ratios by the outlined types are given.
Table 1.
Quantitative and percentage ratios by the outlined types
Type
Group 1 (n=57), %
Group 2 n=57), %
Operational-Reproductive (ORT)
n=5; 8.77
n=36; 63.16
Limited-Practical (LPT)
n=32; 56.14
n=19; 33.33
Limited-Fixed (LFT)
n=20; 35.09
n=2; 3.51
Source: Personal elaboration, January, 2022.
Note: Group 1 – pupils with intellectual disabilities; Group 2 – pupils with normal development.
It was found that ORT competence
characteristics include (n=5; 8.77%) the pupils
with intellectual disabilities (Group 1) and
(n=36; 63.16%) the pupils with normal
development (Group 2). We can state that the
children with ORT competence characteristics
have a sufficient level of cognitive abilities with
domination of unstable educational motivation
and cognitive interest in educational subjects.
These pupils are motivated to obtain a correct
result of their work, they can apply methods of
interaction while performing activities in
familiar situations, they can use the assistance
received while analyzing and making
corrections to their work and they are interested
in positive evaluation. In a social context they
are capable of predicting people’s actions on the
basis of analyzing real situations of
communication (in families, at school, with
friends), realizing a new event on the basis of
understanding feelings and intentions of
communication participants.
It was established that LPT competence
characteristics include (n=32; 36.14%) the
pupils with intellectual disabilities (Group 1) and
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(n=19; 33.33%) the pupils with normal
development (Group 2). It was determined that
the abilities to act in educational situations are
developed insufficiently, educational knowledge
and skills often have processual character that
affects the level of perception, completeness and
adequacy of reflection of the requirements for
activity.
It was found that LFT competence
characteristics include (n=20; 35.09%) the
pupils with intellectual disabilities (Group 1) and
(n=2; 3.51%) the pupils with normal
development (Group 2). We can state that the
children referred to this type are characterized by
insufficient development of educational actions
that can be traced in manipulations and
randomness, domination of game motifs and
motifs of avoiding failure (punishment), a low
level of functioning of cognitive processes, a low
level of social adaptation and negative
perception of themselves.
In a pedagogical aspect, ORT is characterized by
adequate reproduction of a familiar practical
reality in the form of knowledge and finding
possibilities, correlation of knowledge under
conditions of a familiar activity. Specification of
theoretical knowledge in solving a problem
within the framework of the basic concepts and
the methods learned, the desire to achieve
success, the ability to cooperate is a
characteristic feature. ORT is characterized by
the awareness of a problem situation,
understanding of the necessity to choose optimal
variants of organization of cognitive actions,
however, there is a necessity of continuous
comparison of the content of one’s own
cognitive actions with a familiar sample, that
causes their “solution” and inability to use them
under conditions of a new activity. Therefore,
competence characteristics acquire a limited
character. The basis for LFT is insufficient
development of cognitive activity, in which, in
the course of realization of available knowledge,
interrelations between objects under new
conditions of activity are not realized, i. e. under
changes of the conditions of a familiar type of
activity, construction of a new model is not
accompanied by a change in the methods and
results. In the process of accomplishing
educational tasks, there is fixation of knowledge
on the totality of rules (methods), stipulating the
content and succession of familiar actions. There
is a desire to complete the work faster, inability
to take advantage of assistance, insufficient
development of interaction in the group.
In a psychological aspect, the common
manifestation of competence characteristics of
ORT is: а) motivational readiness
for educational process, motivation for
achievements; b) insufficient intellectual-
creative thinking (insufficient development of
the operations of generalization and abstraction,
at the same time most children have well-formed
operations of analysis and synthesis and they can
use them while accomplishing simple tasks, they
are able to transferal and reflexive analysis of the
knowledge gained in familiar situations); c) the
system of personal values is formed in the light
of the positions of values of micro- and macro-
society (family, school); d) value-based
positions both towards oneself and towards
others, manifestation of empathy in
communication, the ability to determine near
and far aims in education; e) balancing processes
of excitation and inhibition, that enables a pupil
to regulate manifestation of social emotions of
compassion and sympathy; active
communication.
The major manifestations of competence of the
pupils with LPT are: а) domination of external
motivation (motifs of praises, excellent marks,
avoiding failure or punishment, receiving a
certain award) and motivation related to the
process of education; educational motifs are
unstable and depend on emotional coloration,
the complexity of activity (they prefer simple,
familiar tasks); b) shortages of perception and
storage of information, partial perception of
requirements, fragmentary analysis of a task;
underdevelopment of reflexive thinking that
does not allow purposeful internal-intellectual
analysis of a task, these shortages are often
combined with unstable attention and disruption
of the process of switching; c) the ability to find
appropriate mode of communication with
different interlocutors in familiar situations and
the formation of a certain repertoire of role
behavior, but inability to recognize the structure
of interpersonal situations in dynamics;
d) availability of positive emotions and negative
experience which are situational and minimal,
that ensures emotional psychological comfort
and contributes to optimal functioning of a child
in society.
LFT involves: а) underdevelopment (limitation)
of educational motivation (children are more
attracted by emotional motifs (to receive a
candy, watch a cartoon), underdevelopment of
the system of purposes, needs and motifs which
encourage a child to gain knowledge; immature
motivational inclinations, insufficiently
developed curiosity, short-term interest in
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educational activity, insufficient formation of
educational needs; b) a lack of practical skills,
caused by a lack of realization of theoretical
knowledge and possibilities to use them, that, as
a rule, leads to a protective reaction and reduces
expressive sensibility; в) mixed attitude towards
oneself (positive, negative, conflictive);
c) spontaneous, uncontrolled character of
emotions, a lack of understanding of true reasons
of their manifestations; emotional centrality,
orientation towards oneself; limitation of social
contacts, their superficial and impersonal nature.
We can state that insufficient formation of
thinking, speech, imagination, attention, search
and adaptive skills, communicative skills in the
pupils with disruption of intellectual-cognitive
competence. These children show inability to
organize themselves in different educational and
social conditions. In other words, disorders of
pupils’ competence characteristics manifest
themselves in underdevelopment of educational
motivation, in the ability to use interactive
methods in education, functioning in micro- and
macro-society, that does not contradict to the
results obtained by other researchers
(Prokhorenko et al., 2020).
Additionally, we established a correlation
between intellectual-cognitive, emotional-
motivational and social components of
competences in the pupils of the groups under
study (Group 1 and Group 2) using the method
of Pearson’s R correlation analysis with р≤.01.
We determined the value of correlations from
r=.52 to r=.83 – in the pupils with normal
development (Group 2) and from r=.11 to r=.23
– in the children with intellectual disabilities
(Group 1).
Interpreting the results obtained, we can state
that there is a low correlation between all the
components of the key competences in the pupils
with intellectual disabilities: between
intellectual-creative abilities and educational
motivation – r=.21, between educational
motivation and social adaptation – r=.17. The
obtained data evidence that external motifs
dominate in educational situations of these
pupils (avoiding failures, receiving praises,
excellent marks and approval). In the process of
accomplishing educational tasks, they manifest
inability to observe requirements of a task,
analyze a problem situation, perform activity
following a given algorithm, make plans and
realize them independently, apply interactive
methods in the process of accomplishing a task,
use knowledge and information literacy. A lack
of educational motivation has a negative impact
on adaptive skills, therefore the majority of
pupils are unable to act in micro- and macro-
society according to the given
requirements/rules. A low level of adaptive
skills is combined with inability to interact with
others, cooperate and manage conflicts.
Moreover, most pupils with intellectual
disabilities have no ability of intellectual
analysis of a task from the beginning to the end,
compare the results obtained with the scheme of
solving the problem and the aim, that evidences
a lack of well-formed cognitive processes.
Unlike the pupils with intellectual disabilities,
the pupils with normal development have a high
correlation between the components of the key
competences: between intellectual-creative
abilities and educational motivation – r=.76,
between educational motivation and social
adaptation – r=.61, between intellectual-creative
abilities and social adaptation – r=.88. It means
that in educational activity these children are
guided by the motifs of achievements, which are
related to the content of education more than to
its process in most pupils. These children are
characterized by awareness of the necessity to
plan a task in advance, follow the plan while
accomplishing it, the ability to substantiate and
correct the mistakes made. In other words, their
intellectual-creative abilities, motivation and
social adaptation are formed at a sufficient level.
We presented quite detailed discussive
substantiation of the results obtained since there
are no similar studies which could be close to the
suggested typology.
Conclusions
1. The precondition for insufficient formation
of competence characteristics of pupils with
intellectual disabilities is underdevelopment
of the main categories of the key
competences, i.e. underdevelopment of
motivational intentions for education;
inability to subordinate one’s own activity
to the aim; a low level of the ability to set
goals; a lack of educational motivation,
domination of near motifs aimed at
performing some operations and actions;
inability to find
appropriateness/inappropriateness of
actions, evaluate and make corrections to
the stages of activity; inability to solve
problems, estimate risks and make
decisions; inability to manage emotions
constructively, use emotional intelligence
and cooperate in a team.
2. A typology of competence characteristics of
pupils with intellectual disabilities was
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developed and three types were suggested:
Operational-Reproductive (ORT), Limited-
Practical (LPT) and Limited-Fixed (LFT).
Essential differences of these types and their
content features were outlined. Pedagogical
and psychological aspects of the types under
study were found.
3. Using the method of Pearson’s R,
correlations between the components in the
groups under study (Group 1 and Group 2)
were determined, with р≤.01: from r=.52 to
r=.83 – in the pupils with normal
development (Group 2) and from r=.11 to
r=.23 – in the children with intellectual
disabilities (Group 1).
4. We suggested developing a conceptual
model of the formation of the key
competences of pupils with intellectual
disabilities. Creation of a correction-
development program for the formation of
the key competences will be a practical
foundation of the concept. The program will
be based on psychological-pedagogical
concepts of developing and person-oriented
education and will imply the formation of
readiness to solve complex practical
problems, the development of critical
thinking, the formation of organizational
skills, the formation of social adaptation, the
formation of the ability of effective
interaction, the development of abilities to
evaluate a problem and make decisions.
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