Keyword: «mental retardation»

The importance of compliance of visual educational tools and mentally retarded primary school students needs is considered in the article. A technology of visual information at speech therapist work is shown as an example of modern visual educational tools. The appliance of this technology provides higher student engagement in corrective and developing process.

The article examines the peculiarities of the implementation of the procedure of in-depth psychological diagnostics as applied to children of primary school age with mental retardation (hereinafter – MR). The theoretical and methodological aspects of the integrative approach under the authorship of M.M. Semago and N. Ya. Semago, serving as the theoretical foundation of the indicated procedure. The data obtained in the course of the assessment of 30 children with MR concerning their psychological diagnoses is described. A comparative analysis of the diagnoses obtained with the psychological and pedagogical ones, formulated by the specialists of the central psychological, medical and pedagogical commission (hereinafter referred to as the CPMPC) was carried out.

This article discusses the current issue of attention development in preschool children with mental retardation. Based on the study of individual author's studies, the features of attention in preschoolers with ZPR are identified. The article considers various methods aimed at correcting the attention of this category of children, including non-standard methods. The material of the article is recommended to specialists working in preschool educational organizations, teachers-psychologists, teachers of correctional schools, it is recommended for familiarization of parents of preschool children of this category.

This article presents the features of mental operations of elementary school children’s with mental retardation. Description of the specifics of the mental function is considered as one of the most important directions in the development of a child of primary school age.

The article describes approaches to the definition of articulatory praxis, its types, and features of the formation of sound pronunciation in children with intellectual disabilities. The results of speech therapy examination of articulatory praxis in older preschool children with mental retardation are presented. The methods of organizing speech therapy work on the formation of articulatory praxis in this category of children are determined.