FEATURES OF THE FORMATION OF EDUCATIONAL MOTIVATION IN YOUNGER SCHOOL CHILDREN WITH DEVELOPMENTAL DISORDERS
The article deals with the problem of the formation of educational motivation in younger schoolchildren with severe speech disorders. The relevance of the problem under consideration is due to social and psychological factors of the development of modern society, which forced specialists to pay special attention to the formation of educational motivation in primary school children, including children with speech disorders. The change of paradigms in the education system to a humanistic, personality-oriented one requires a creative approach to the development of new psychological and pedagogical technologies of correctional and developmental education that ensure the maximum realization of the personal potential of each child. It is worth noting that despite the considerable amount of available knowledge among psychologists and teachers about the problem of the formation of educational motivation in schoolchildren as a whole, there are still many unexplored questions regarding the features of this process in younger schoolchildren with speech development disorders and there are difficulties in applying existing knowledge in practice. The emphasis is placed on the study, which follows from the assumption that children of primary school age with SSD, compared with children with normative development, have specific features of the development of educational motivation: 1. The level of motivation of educational activity in general is low or medium; 2. The leading motive of the teaching is a game or positional motive; 3. Low or medium level of reflexive self-assessment of educational activity.