Keyword: «mental retardation»

The article deals with the problem of developing attention in children with mental retardation, discusses the physiological aspects, the structure of the brain, the departments responsible for attention and thinking, studies of domestic psychologists, teachers and speech pathologists. This article contains information on working with children with mental retardation and correcting the lack of attention in younger preschoolers.

This article presents the peculiarities of thought operations of younger students with mental retardation. Unformed thinking component leads to the deprivation of the child's personality. In this regard, there is a need for development, correction of the thinking activity of primary school children, through well-chosen games and exercises.

The article shows the features of the development of spatial representations in children with disabilities, and also presents ways to solve problems for the development of spatial orientation skills, the formation of correct spatial representations through the use of didactic games. Practical application of the acquired skills in the classroom.

This article presents the results of a survey of oral speech, i.e. impressive and expressive speech, grammatical structure of speech, language analysis, as well as a survey of writing in younger schoolchildren with mental retardation, reveals the dependence of the state of writing on the level of formation of impressive and expressive speech, grammatical structure of speech, language analysis in younger schoolchildren with a delay mental development.

The article examines the problem associated with the creation of special conditions in preschool educational institutions for the expansion of social interactions among older preschoolers with mental retardation (DD), the formation of socially acceptable behavior, and a positive emotional reaction to participation in socially useful activities. A systematic approach to solving the problem is proposed, which includes not only education, but also the full involvement of children with ASD in socially useful activities through integrative forms of interaction. The article describes the technology of organizing and conducting integrated classes with children aged 6-7 years, aimed at developing the necessary competencies for social activity, taking into account the specifics of their development, their educational needs and capabilities.