Keyword: «mental retardation»

The development of graphomotor skills is an important prerequisite for preparing a child's hand for writing and successful adaptation to school. The article describes and analyzes the results of studying the characteristics of graphomotor skills in older preschoolers with mental retardation. It was revealed that children have impairments in the pace and rhythm of hand movements, as well as a reduced level of spatial and visual-motor coordination. The key directions and conditions have been identified that contribute to effective correctional and pedagogical work on the development of graphomotor skills in accordance with the age characteristics and special educational needs of children with mental retardation.

This article presents a comprehensive analysis of the specifics of imagination development in preschool children with mental retardation. Modern research in the field of defectology emphasizes the importance of studying imagination as a key cognitive process that influences the formation of the personality of a child with special educational needs. The authors of the article conducted an empirical study aimed at identifying the qualitative and quantitative characteristics of imagination in preschool children with mental retardation. The data of the diagnostic examination are systematized, allowing us to determine the level of imagination development in the studied category of children. The presented results of the experimental work can serve as a basis for the development of correctional and developmental technologies in the system of modern preschool education.

The article is devoted to the problem of the formation of regulatory actions in patients with mild mental retardation. The article analyzes the ideas about the content of the concept of regulatory learning activities, as well as approaches to their formation in children with mild mental retardation.

The article discusses the problem of cognitive development in students with autism spectrum disorders and mental retardation. The features of cognitive impairments in children with ASD and mild mental retardation are analyzed. Various approaches to the formation of cognitive basic learning activities in children with autism are considered.

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.