Keyword: «mental retardation»

The article examines the dynamics of intellectual disability, which can be positive and negative. The positive dynamics is reflected in the gradual improvement of intellectual development indicators. It can be associated with the natural growth and development of the body, which increases its adaptive capabilities. Negative dynamics are more often observed in more severe forms of disorders, in particular in severe developmental abnormalities of the brain and other organs and systems. Various factors leading to decompensation of the condition contribute to the negative dynamics.

This article describes a system of speech therapy for the formation of articulatory and oral praxis in older preschool children with mental retardation using neurohymnastics techniques. The content and results of the examination of articulatory and oral praxis in older preschool children with mental retardation using neurohymnastics techniques are described.

Children with mental retardation have problems developing coherent speech. They serve as an obstacle to expanding the child's communication opportunities with peers and adults. In addition, these problems may affect the child's further successful assimilation of school curriculum material. Therefore, the issue of timely identification and correction of problems associated with the development of monologue speech in preschoolers with mental retardation is urgent. The article is devoted to the problem of monologue speech development in preschoolers with mental retardation. The results of the diagnostic experiment are presented, and the pedagogical conditions ensuring the effectiveness of correctional and developmental work are determined.

The development of monologue speech is the basis of children's readiness for school education. The article presents a theoretical analysis of the features of the development of monologue speech in older schoolchildren with mental retardation, summarizes practical techniques for its development. The research materials will help identify the key areas of speech therapy work with children with mental disabilities.

The article discusses the current problem of impaired understanding and use of prepositional-case constructions in younger schoolchildren with mental retardation. Violations of prepositional and case constructions create serious obstacles to the development of the educational program, the successful socialization of the child and his psychoemotional background of becoming a person. The purpose of the article was to identify specific errors and patterns of violation of prepositional-case constructions in younger schoolchildren with mental retardation. The study was conducted using the developed methodology based on the diagnostic methodology of V.A. Kovshikov with the participation of 10 primary school students with mental retardation of the federal adapted educational program according to option 7.2. Based on the analysis of the data obtained during the diagnosis, it was revealed difficulties in understanding spatial prepositions, the presence of persistent errors in the use of prepositions, a violation of the relationship between the preposition and the noun, the omission of prepositions, the use of inflections that do not correspond to the genus of nouns, specific errors in the formation of mainly dative, creative and prepositional cases. The revealed features of prepositional case management will allow us to determine the directions of speech therapy work, taking into account the manifestations of this variant of the dysontogenetic group.