Keyword: «adapted programs»

The article studies the actual problems of teaching children with mental retardation (MRD) in the conditions of inclusive education. On the basis of analysis of works of leading Russian specialists the key features of cognitive sphere are revealed: attention disorders (instability, reduced volume), specific difficulties of memory, specificity of thinking and systemic speech disorders. Special influence is given to the characteristic of the emotional-volitional sphere, manifested in immaturity, low learning motivation and difficulties in self-regulation.

The article deals with the development of cooperation skills in junior schoolchildren with autism spectrum disorder in the system of additional education as a key factor of their socialization. Methods for overcoming communication barriers are highlighted. The practice of reducing undesirable behavior, increasing involvement in the learning process and forming the basis of social interaction through structured activities and tutor support is studied.