Keyword: «mental retardation»

In comprehensive schools, a huge number of children are studying, who already at the initial stage of education can not cope with the training program and are not able to build interpersonal relationships with their peers. The problem of the difficulties of teaching these children is one of the most urgent and priority psychological and pedagogical problems and one of the reasons for the disadaptation of first-graders to school.

Article submitted by the author on the problem of correction of the emotional component from specific students. The problem of mastering emotions for students with mental disorders is an important factor in the pedagogical and psychological aspect. The author notes how the use of special techniques to help improve the emotional sphere in the process of correctional training and education. In conclusion, the recommendations for professionals working in special education.

The article reveals the essence of the concepts "adaptation" (from the point of view of different scientific fields), "social adaptation", "pedagogical adaptation", "psychological adaptation". On their basis, the author gives his definition of "psychological and pedagogical adaptation" category. He also notes the peculiarities of psychological-pedagogical adaptation to school for children with mental retardation and the indigenous peoples of the North. Taking into account the identified features, the author studies the methodological approaches to psychological and pedagogical adaptation to school for children with mental retardation: bilingual and ethnic.

The article considers the possibilities of assertiveness training as a means of psychological and pedagogical support of adolescents with a delay in mental development. The emotional-personal characteristics of the adolescents of this group are analyzed, which actualize the need to form and develop assertive behavior in them.

The article presents the results of studying the emotions of older preschoolers with mental retardation. The diagnostic procedure included two tasks on the material of children's literature. In addition, the observation method was used. It was found out that children with mental retardation make mistakes in the process of identification, verbalization and reproduction of emotional states. They do not differentiate similar emotions.