The features of interpersonal relations of children with intellectual disabilities

This article reflects the main problems and difficulties experienced by junior schoolchildren with intellectual disabilities in relationships with peers.

how to establish interpersonal relationships, does not learn and does not reproduce already formed communication skills. The communicative qualities of a person are delayed in development due to the difficulties that are associated with the inclusion of a child of primary school age in joint activities such as the failure to complete educational tasks. Therefore personal and business relationships between children with intellectual disabilities are built slowly and with certain difficulties.
Younger schoolchildren with intellectual disabilities have characteristics as inadequate reactions and the ability to deeply understand the nature of their relationships with others. It is difficult for schoolchildren to understand the interests of a communication partner and to correlate their personal interests with the interests of the collective. Junior schoolchildren with intellectual disabilities adhere to the once prevailing opinion. If it is negative in relation to one of the classmates, then the children cannot change it without outside help and see positive qualities in their friend.
Students with intellectual disabilities tend to be close to their parents. They need their constant help, to which they are accustomed. Children tend to attract the attention of adults, provoke them into constant contact. Most students of primary school age with intellectual disabilities have negative experiences about the emerging interpersonal relationships with peers, which are rather superficial.
Differentiation of business and personal relationships presents particular difficulties for students with intellectual disabilities. The desire of children with intellectual disabilities for interpersonal interaction decreases by the 4 th grade. Any attempts to establish interpersonal relationships with peers in children with intellectual disabilities are accompanied by frequent conflicts, frustrating reactions, and a desire for isolation.
Deficiencies in communicative means of communication put younger schoolchildren with intellectual disabilities in a dependent position on more normally developing peers. Normally developing younger schoolchildren are ready from time to time to provide assistance to their classmates with developmental disorders, but generally they are not very friendly: they show a tendency to verbal aggression, forcing other children to do bad things in relation to children with intellectual disabilities.
Students with intellectual disabilities tend to be close to their parents. They need their constant help, to which they are accustomed. Children tend to attract the attention of adults, provoke them into constant contact. Most students of primary school age with intellectual disabilities have negative experiences about the emerging interpersonal relationships with peers, which are rather superficial.
Children with intellectual disabilities in interpersonal communication are focused on the external qualities of classmates, on their behavioral reactions, and not on intellectual or moral characteristics.
Children with intellectual disabilities, in contrast to children with preserved intelligence, more imitate the behavior of their peers, are more dependent on their general mood. Normally developing schoolchildren are pessimistic about communicating with peers with intellectual disabilities as they expect cognitive, communicative, and behavioral problems from this experience of communication.
Thus, difficulties arise in the socialization of persons with intellectual disabilities due to the unwillingness of healthy peers to enter into communication with them, since they do not see much sense in this. The reason for this attitude is improper upbringing: a child with intellectual disabilities is initially placed in different conditions than his normally developing peer, since the cultural environment and a normally developing peer, since the cultural environment and the rules of the sphere of interpersonal relations adopted in society are designed for a normally developing personality. Conflicts are an integral part of the interpersonal relationships of children with intellectual disabilities. They are superficial and insufficiently realized by the students themselves; pronounced manifestations of verbal and physical aggression are accompanied by attempts to offend a peer with their inappropriate behavior. Disobedience, a tendency to antisocial actions provoke the emergence of a communication barrier in the communication of children with intellectual disabilities with normally developing peers.
3. CONCLUSION Communication problems of children with intellectual disabilities are largely due to a violation of not only intellect, but also speech skills. The development of full-fledged communication is often hampered by the underdevelopment of dialogue speech. Difficulties in dialogical speech are associated with the fact that the student must constantly monitor the development of the interlocutor's thoughts and correlate his speech with his questions and statements. For children with intellectual disabilities, this task is difficult. Students find it difficult to concentrate on the conversation, especially when there are collateral visual or auditory triggers.