Keyword: «mental retardation (mr)»

The article explores the potential of art therapy in the development of the psycho-emotional sphere of primary school children with mental retardation (MR). It examines the specific features of psycho-emotional development in children with MR, such as increased anxiety, difficulties in expressing emotions, and challenges in social adaptation. The article describes the main forms of art therapy (drawing, sculpting, appliqué, etc.) and the conditions for their effective use in working with children with MR. The importance of creating a safe and supportive environment to achieve positive outcomes is emphasized.

The article addresses the organization of psychological and pedagogical support for preschoolers with mental retardation (MR) in three preschool educational institutions in Kazan. The study involved 24 children diagnosed with MR, who underwent three diagnostic assessments. Based on the initial diagnostics, a specialized correctional program comprising 16 sessions over three months was developed and implemented for 12 children (experimental group). Analysis of the developmental dynamics revealed significantly greater progress in the experimental group compared to the control group, confirming the effectiveness of comprehensive psychological and pedagogical support. The research findings can be utilized by practicing psychologists and special educators to optimize correctional work with preschool children with MR, as well as in the development of individualized educational pathways.