Keyword: «children with mental retardation»

The article examines the issues of developing environmental culture in children of primary school age with mental retardation, as well as psychological and pedagogical aspects, methods and technologies of educating environmental responsibility in children with special educational needs. The importance of practical activities, adapted educational programs and the role of parents in the process of developing environmental culture are noted. The main attention is paid to the use of game methods, as well as the creation of conditions for direct interaction of children with nature. The use of various means of teaching and education, taking into account the specifics of the development of children of this category, their individual characteristics, as well as active involvement in natural processes through practical activities are of particular importance in the formation of environmental culture.

The article discusses the problem of dysgraphy in middle school-age children with mental retardation in inclusive education. It is noted that dysgraphy is one of the main factors hindering the full-fledged education of such children, as it exacerbates difficulties in mastering written speech and written assignments. The paper analyzes the features of the development of dysgraphy in this group of students, as well as provides key approaches to the correction and adaptation of the educational process, including the use of individualized training programs, modern technologies and speech therapy. The need to train teachers and involve parents in the child support process is emphasized. The article substantiates the relevance of an integrated approach to solving the problem within the framework of an inclusive educational environment.

The article examines the problem of interaction between a psychologist and parents of children with mental retardation in the context of the modern education and social assistance system. Based on the identified difficulties and needs of families, a psychological support program was developed and tested, aimed at forming a partnership between specialists and parents. The theoretical foundations, research methods, program structure and the results of its implementation are presented. Based on the results of testing, positive dynamics were revealed: increased parental confidence, improved understanding of the child's characteristics, increased motivation for cooperation.