У статті представлено результати дослідження поглядів майбутніх спеціальних педагогів на проблему підготовки учнів з інтелектуальними порушеннями до самостійного сімейного життя та народження дітей. Розглянуто окремі аспекти здійснення цієї підготовки, зокрема: формування уявлень про сімʼю, роль батьків та участь фахівців спеціальної освіти. Встановлено, що, незважаючи на переважно позитивне ставлення та розуміння значення здійснення підготовки до самостійного сімейного життя учнів з інтелектуальними порушеннями, у здобувачів вищої освіти бракує знань про методичні аспекти реалізації цього напряму роботи.
The article is devoted to the important problem of preparing students with intellectual disabilities for independent family life. It was determined that the main goal of the educational process in a special education institution is the successful socialization of graduates. That is why the psychological and pedagogical staff of the institution must make a lot of efforts to involve pupils in various spheres of human life, family life in particular, because for many persons with a mild degree of intellectual impairment, the post-school stage of socialization is connected with the creation of their own family. The relevance of the study is determined by the peculiarities of the mental development of this category of children and the low level of relationship culture in many families where they are brought up, which further hinders the formation of a positive image of relations between family members. It is important that future specialists in special education possess competencies that will ensure high-quality preparation of students with intellectual disabilities for independent family life. The article presents the results of a survey of future defectologists (students of higher education in the first and second year of study) with the aim of researching their views on the problem of preparing students with intellectual disabilities for independent family life, birth and upbringing of children. Certain aspects of this training are covered, in particular: the formation of ideas about the family, the role of parents, and the participation of special education specialists. It was found that future special education teachers underestimate the role of the psychological and pedagogical staff of a special education institution in preparing the young generation for independent life. The respondents assign the main share of responsibility for the formation of ideas about family life in children with intellectual disabilities to the parents. It was established that, despite the predominantly positive attitude and understanding of the importance of preparing students with intellectual disabilities for independent family life, students of higher education lack knowledge about the methodological aspects of implementing this line of work and formation of a set of ideas necessary for this.
