Teachers' Consciousness Of Importance Of Emotional Development Of Children With Special Needs


The relevance of the research is caused by the important study of the appropriate attitude of teachers to the emotional behaviour of students with special needs. They have to be taken into account when it is necessary to arrange to learn and provide psychological and pedagogical support for their development. The main trend in the research of the problem is to study teachers’ awareness of the importance of emotional development of primary school children with developmental disabilities needing assistance. Teachers’ consideration of the individual features of the emotional development of each student, application of the most effective means of intervention to promote a personal and developing environment, allowing to provide the available reserves of students with disabilities, will contribute to a decrease in negative tendencies in the development of their personality. In the study, we used a questionnaire developed by N.V. Shklyar aimed at studying teachers’ attitudes towards the emotional behaviour of students with individual differences. Participants in the study were teachers of special (remedial) educational institutions. The article presents the peculiarities of the way teachers respond to the emotional behaviour of their students, the impact of teachers’ emotional behaviour on students, taking into account the basic patterns and individual characteristics of emotional development of young students with intellectual disabilities when providing psychological and pedagogical support and guiding special learning.

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03 June 2022

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1st Edition




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Shklyar, N. V., Gordeeva, V. V., Korchagina, L. N., Shapovalova, O. E., & Karynbaeva, O. V. (2022). Teachers' Consciousness Of Importance Of Emotional Development Of Children With Special Needs. In & N. G. Bogachenko (Ed.), AmurCon 2021: International Scientific Conference, vol 126. European Proceedings of Social and Behavioural Sciences (pp. 860-866). European Publisher. https://doi.org/10.15405/epsbs.2022.06.95