Keyword: «maladaptation»

The article deals with the role of psychological boundaries of the individual in the socio-psychological adaptation of children with disabilities in inclusive education. The analysis of the connection between psychological boundaries and socio-psychological adaptation is carried out in accordance with the two-dimensional classification of adaptation.

The concept of school maladaptation of first graders is considered, the main causes of its occurrence, the symptoms of manifestation are identified. The signs of manifestation of maladaptation are also studied, which helps early detection and faster and more successful correction. Particular attention is paid to the prevention of maladjustment, in which an integrated approach, including the work of various specialists, occupies a special place. In addition, the types of psycho-correctional work aimed at correcting and preventing school maladaptation of first-graders are listed.

In the article, based on the analysis of psychological and pedagogical literature and pilot empirical research, it allowed to reveal the essence and indicators of social adaptation of young children. Adaptation is considered as the adaptation of the child's body to a new environment in a children's educational organization, leads either to positive (adaptability, i.e. the totality of all beneficial changes in the body and psyche) results, or negative (stress). Social adaptation is a part of the adaptation process and indicates the level of adaptation of the child to the social conditions of the preschool educational organization: communication of the child with adults and peers.