Pedagogical conditions for forming professional readiness of university students to develop the emotional intelligence of students with limited health opportunities

Abstract

The relevance of the article is determined by the growing requirements for training specialists in general education and special schools to work with students with disabilities in their professional work, as well as for developing and applying new methods of working with special children. A key aspect of the higher education system is the implementation of pedagogical conditions that contribute to the professional readiness of university students to work with children with special educational needs. Studying the research of scientists allows us to reveal the scope of this problem in detail. The «cultural-historical» concept laid the foundations for psychological and pedagogical diagnostics, correction, education, and development of children with disabilities, and the theory of «systemic dynamic localization» of higher mental functions (HMF) was a fundamental concept in modern neuropsychology. The method of studying a child in their natural environment, or the «observation method», involved analyzing the child's activities through specific tasks (L.S. Vygotsky, A.R. Luria and A.F. Lazurskaya). The purpose of this article is to provide a theoretical basis for the professional readiness of university students as the main element in the formation of their professional skills for working with students with disabilities and developing their emotional sphere in the current conditions of improving education. The authors have revealed the pedagogical conditions that contribute to the formation of a student's professional readiness, which include the implementation of an individual IE dynamics map for children with disabilities in the activities of subject teachers, the organization of workshops for teachers working with children with limited health opportunities, and the interpretation of the results of the «Intuitive Art in Overcoming Stress» training, as well as the development of methodological support for teaching university students the skills of developing emotional intelligence in students with disabilities. The article is intended for teachers, neuropsychologists, clinical psychologists, specialists, and researchers in the field of general and special education.