ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ОСНОВИ ДОСЛІДЖЕННЯ ОСОБИСТІСНОЇ САМОРЕГУЛЯЦІЇ ПІДЛІТКІВ З ПОРУШЕННЯМИ РОЗУМОВОГО РОЗВИТКУ

Abstract

Changing learning strategies and education of children and adolescents which proved to be indispensable has led to an urgent need not only in a thorough update of the content of education of these children and adolescents, but also in a study of the overall development of their personal self-regulation, developing technologies of prevention and overcoming of functioning disorders. Procedural nature of personal self-regulation is expressed not only in its character and natural preconceived mental self-control and artificial personal component, but also in organic combination of thinking, speech and behavior of the person with intellectual disabilities. This wide range of problems of adaptation of adolescents in the socio-cultural environment is connected to the search for effective alternatives to the possibilities of ways to overcome them. All the above mentioned showed the existing need in personal self-regulation research, empirical organization of which is not possible without a clear delineation of the general methodology of the personal self-regulation phenomenon as the principal determinants of personality with intellectual disabilities in adolescence.