Abstract:

Moral education integrates the most important indicators of moral development: intellectual (meaningful), emotional (motivational), behavioral (effective). Their formation is possible on the basis of the phased formation of the relevant components of moral development: a conscious learning of the norms of morality, stimulation and strengthening of the positive attitude to their observance, the organization of the experience of moral behavior. Ensuring the formation of all components is a prerequisite for the formation of a child with limited opportunities for moral education and moral development in general.
In the course of the study, the manifestation of the contents, emotional, and behavioral components of the development of moral education, which is the basis for the personal development of children with disabilities, is revealed in children. The main parameters of the formation of the content component is determined by completeness, adequacy, awareness of knowledge; the emotional component - the nature of the attitude to the norms of morality, its stability and effectiveness; Behavioral - completeness and stability of the application of knowledge about the norms of morality in behavior. In accordance with the essence of each component of the formation of moral education and selected indicators of their manifestation, the general levels of their formation were determined: general levels of the formation of moral knowledge; general levels of formation of attitude to the norms of morality; general levels of application of moral knowledge in behavior.
The study developed a system of diagnostic techniques, through which children studied the level of knowledge about ethical norms, attitude to the norms of morality, the application of these knowledge in behavior. The analysis of the research results revealed in general the inadequate formation of young schoolchildren with disabilities, which are components of the formation of moral education for all the most important characteristics: moral knowledge (completeness, adequacy and awareness), attitude to moral norms and activities (the nature of the attitude, its stability and effectiveness); application of moral knowledge in behavior (completeness and stability).
The methodology foresees four stages of formation of moral education among junior pupils with disabilities: The first stage was aimed at mastering the students knowledge about the norms of morality on the indicators of completeness, adequacy and awareness, the formation of a positive attitude to them in the moral norms; The second stage provided for the consolidation and improvement of pupils' knowledge of the content of the moral norm; development of active positive attitude towards moral activity among children; development of skills of practical solution of moral situations; The third stage provided for the systematization and generalization of knowledge of children about the content of the moral norm; development of practical abilities and skills of moral activity in children; activation of moral activity, development of a positive positive attitude towards the child; The IV stage was aimed at teaching children independently and differentiatedly apply moral knowledge in practical situations; check, correct, generalize the knowledge of children about moral categories; to consolidate an active, stable positive attitude towards them.

Keywords:

Moral, moral development, moral upbringing, moral education, junior pupils, typical development, children with disabilities, psychological and pedagogical support.