At present, the issue of teaching children with intellectual disabilities in a general education school is very relevant, as an issue that meets the social needs of modern societies.

Joint education of mentally retarded children with normally developing peers in general educational institutions requires the creation of special pedagogical conditions that ensure the implementation of an integrated approach (Appendix 1).

When working with mentally retarded children, it is necessary to take into account the peculiarities of their development. Students with intellectual disabilities experience significant difficulties in mastering the program material in basic academic subjects (mathematics, reading, writing). These difficulties are due to the peculiarities of the development of their higher mental functions. This category of children has a significant lag in cognitive development.

Mental retardation is a qualitative change in the entire psyche, the entire personality as a whole, which was the result of organic damage to the central nervous system. This is such an atypia of development, in which not only the intellect suffers, but also emotions, will, behavior, and physical development.

Mentally retarded children are characterized by underdevelopment of cognitive interests, which is expressed in the fact that they are less in need of knowledge than normally developing peers. They have a slow pace and less differentiation of perception. These features when teaching mentally retarded children are manifested in a slow rate of recognition, as well as in the fact that students often confuse graphically similar letters, numbers, objects, similar-sounding letters, words. There is also a narrow scope of perception. Children of this category snatch out separate parts in the observed object, in the listened text, without seeing or hearing material that is important for general understanding. All noted shortcomings of perception occur against the background of insufficient activity of this process. Their perception must be guided.

All mental operations in mentally retarded children are not sufficiently formed and have peculiar features. The analysis and synthesis of objects is difficult. Highlighting their individual parts in objects (in the text), children do not establish connections between them. Not being able to single out the main thing in objects and phenomena, students find it difficult to conduct a comparative analysis and synthesis, they make comparisons based on insignificant features. A distinctive feature of the thinking of the mentally retarded is uncriticality, the inability to notice one's mistakes, reduced activity of thought processes, and a weak regulatory role of thinking.

The main memory processes in these children also have their own characteristics: external, sometimes accidentally perceived visual signs are better remembered, internal logical connections are difficult to recognize and remember, later arbitrary memorization is formed; a large number of errors in the reproduction of verbal material. Characterized by episodic forgetfulness associated with overwork of the nervous system due to its general weakness. The imagination of mentally retarded children is fragmentary, inaccurate and schematic.

All aspects of speech suffer: phonetic, lexical, grammatical. There are various types of writing disorders, difficulties in mastering the technique of reading, the need for verbal communication is reduced.

In mentally retarded children, more than their normal peers, attention deficits are expressed: low stability, difficulties in distributing attention, slow switching. The weakness of voluntary attention is manifested in the fact that in the learning process there is a frequent change of objects of attention, the inability to focus on any one object or one type of activity.

The emotional-volitional sphere in this category of children has a number of features. The instability of emotions is noted. Feelings are shallow, superficial. There are cases of sudden emotional swings: from increased emotional excitability to a pronounced emotional decline.

Weakness of one's own intentions, motives, great suggestibility are the distinctive qualities of the volitional processes of children with intellectual disabilities. Mentally retarded children prefer an easy way in work that does not require strong-willed efforts. That is why imitation and impulsive actions are often observed in their activities. Due to the unbearable demands made, some students with intellectual disabilities develop negativism and stubbornness. All these features of the mental processes of mentally retarded pupils affect the nature of their activities.

Noting the lack of formation of skills in educational activities in children with intellectual underdevelopment, one should state that they have an underdevelopment of purposefulness of activity, difficulties in independent planning of their own activities. Mentally retarded children start work without the necessary prior orientation in it, they are not guided by the ultimate goal. As a result, in the course of work, they often leave the correctly started execution of an action, slip into actions performed earlier, and transfer them unchanged, not considering that they are dealing with another task. This departure from the goal is observed when difficulties arise. Mentally retarded children do not correlate the results obtained with the task that was set before them, and therefore cannot correctly evaluate its solution. Uncriticality to their work is also a feature of the activities of these children.

All noted features of the mental activity of mentally retarded children are persistent, since they are the result of organic damage at different stages of development (genetic, intrauterine, postnatal). However, with properly organized medical and pedagogical influence, there is a positive trend in the development of children in this category.

When teaching mentally retarded children in a general education school, it is necessary to be guided by special educational programs:

Programs of preparatory and grades 1-4 of correctional educational institutions of the VIII type. Ed. V.V. Voronkova, M., Education, 1999 (2003, 2007, 2009).

Programs of special (correctional) educational institutions of the VIII type. 5-9 grades. Collection 1, 2. Ed. V.V. Voronkova. Moscow, Vlados, 2000 (2005, 2009).

Inside the educational institution where children with special needs study, the entire course of the integrated educational process is led by the school psychological-medical-pedagogical council (PMPC). He also carries out the necessary adjustment of the general educational routes of students with intellectual underdevelopment, if necessary. In addition, PMPK members recommend attending additional education classes, control the effectiveness of training and psychological and pedagogical support.

When teaching normally developing children and children with special needs of psychophysical development, it is important for the teacher to equally understand and accept all students, to take into account their individual characteristics. In every child it is necessary to see a personality that is able to be brought up and develop.

In the classroom, the teacher needs to create such conditions so that children can contact each other, the students of the class should be equally involved in collective activities, each student, to the best of his ability, should be included in the overall educational process.

A positive result in the relationship of schoolchildren in the context of integrated learning can be achieved only with thoughtful systemic work, the components of which are the formation of a positive attitude towards students with special needs of psychophysical development and the expansion of the experience of productive communication with them.

Teachers and PMPK specialists make calendar-thematic planning in such a way that in one lesson children of different developmental levels study the same topic, but the information received by the student is adequate to his personal educational program.

Training in special (correctional) programs for children with intellectual disabilities at the first educational level is carried out in the subjects "Reading and speech development", "Writing and speech development", "Mathematics", "Development of oral speech based on the study of objects and phenomena of the surrounding reality" , "Labor training". All these subjects are easily integrated with general education subjects provided by non-correctional programs. This allows all children to attend the same lessons.

At the second stage, it is more difficult to build such a system of work, since in accordance with the programs for children with intellectual disabilities (C (K) OU VIII type), the subjects "Foreign Language", "Chemistry", "Physics" in grades 5-9 are not provided . School subjects that are not provided for by a special (correctional) program for children with intellectual disabilities are not attended by students with developmental disabilities. At this school time, mentally retarded schoolchildren are encouraged to attend labor training lessons in the conditions of other classes.

A lesson in a class where ordinary schoolchildren and schoolchildren with special needs study together should be different from lessons in classes where pupils of equal learning abilities study.

Let us give an example of the structural organization of a lesson in a general education class where children with intellectual disabilities are taught together (Table 1).

The course of the lesson depends on how closely the topics in the programs for teaching children with different educational needs come into contact, what stage of learning is taken as the basis (presenting new material, consolidating what has been learned, monitoring knowledge and skills). If different program material is studied at the lesson and joint work is impossible, then in this case it is built according to the structure of the lessons of small-class schools: the teacher first explains the new material according to standard state programs, and students with intellectual disabilities perform independent work aimed at consolidating what they have learned earlier. Then, to consolidate the new material, the teacher gives the class independent work, and at this time he is engaged with a group of students with developmental disabilities: he analyzes the completed task, provides individual assistance, gives additional explanation and clarifies the tasks, explains the new material. This alternation of the activities of the teacher of the general education class continues throughout the lesson.

When teaching students with intellectual disabilities in the general education class, the teacher needs targeted didactic support for the lesson and the educational process as a whole. Providing textbooks and teaching aids to students and teachers falls on the school administration, which purchases sets of textbooks at the request of teachers.

The norms for assessments in mathematics, written works in the Russian language under the VIII type program are given in tables 2, 3.

Mentally retarded students can attend various classes of additional education. In order for the processes of adaptation and socialization to proceed successfully, it is necessary to choose the direction of additional education for mentally retarded children, taking into account the age and individual capabilities, the wishes of the child and his parents. The choice of this or that circle, section should be voluntary, meet the interests and internal needs of the child, but it is necessary to take into account the recommendations of the psychoneurologist and pediatrician. If a child expresses a desire to attend a circle (section) associated with physical activity, then it is advisable to have a certificate from a medical institution, where the doctor records that classes in this circle are not contraindicated for this child.

An important role in correctional work is played by the family in which the child is brought up and whose influence is constantly exposed. In building positive intra-family relations, the role of the teacher, PMPK specialists is significant. They help parents form an adequate perception of their own child, ensure that friendly parent-child relationships develop in the family, help establish various social ties and comply with the requirements adopted in a comprehensive school. Creating conditions for the self-development of each child is impossible without the desire and ability of teachers to design his development and education, allowing each student to be successful.

At the end of training (grade 9), mentally retarded children pass one exam in labor training and receive a certificate of the established form.

Table 1

Lesson structure with internal differentiation

Lesson stages	Methods and techniques	Organization of work on the general educational program	Organization of work on the program for C (C) OU VIII type
Orgmoment	Verbal (teacher's word)
Checking homework		front poll. Verification and mutual verification	Individual check
Repetition of the studied material	Verbal (conversation), practical (work with a textbook, on a card)	Conversation, written and oral exercises	Card work
Preparing for the perception of new material	Verbal (conversation)		Conversation on issues relevant to the level of development of children enrolled in this program
Learning new material	Verbal (conversation), practical (work with a textbook, on a card)	Explanation of new material	Explanation of new material (mandatory based on clarity, work on the algorithm for completing the task)
Consolidation of the studied	Verbal (conversation), practical (work with a textbook, on a card)	Doing exercises. Examination	Work on the assimilation of new material (work on the algorithm). Performing exercises according to the textbook, work on cards
Lesson summary	Verbal (conversation)
Homework instruction	Verbal	Homework level for children with normal intelligence	Homework level for children with intellectual disabilities

table 2

Norms of assessments in mathematics (VIII type, grades 1-4)

	Evaluation
	No mistakes
	2-3 minor mistakes
	Simple problems are solved, but a composite problem is not solved, or one of the two compound problems is solved, although with minor errors, most of the other tasks are correctly completed
	At least half of the tasks completed, the task is not solved
	Tasks not completed
Note	Non-gross errors are: errors made in the process of writing off numerical data (distortion, replacement); errors made in the process of writing off signs of arithmetic operations; violation in the formation of the question (answer) of the task; violation of the correct arrangement of records, drawings; slight inaccuracy in measurement and drawing

Table 3

Criteria for evaluating the written work of elementary school students

(VIII species, 1-4 class)

	Evaluation
	No mistakes
	4-5 mistakes
	6-8 mistakes
	More than 8 errors
Note	For one mistake in a written work are considered: all corrections, repetition of errors in the same word, two punctuation errors. The following are not considered errors: errors in those sections of the program that have not been studied (such spellings are pre-negotiated with students, a difficult word is written on a card), a single case of missing a period in a sentence, replacing one word without distorting the meaning

There are the following principles of teaching mentally retarded children:

educational and developmental orientation of education;

scientific character and accessibility of education;

systematic and consistent training;

connection of learning with life;

the principle of correction in education;

the principle of visibility;

consciousness and activity of students;

individual and differentiated approach;

strength of knowledge, skills and abilities.

The process of learning in a special school is primarily aimed at developing a variety of knowledge, skills and abilities in students, but, of course, during training, both the upbringing and development of students take place.

The educative orientation of education in the auxiliary school consists in the formation of moral ideas and concepts in students, adequate ways of behaving in society. This is realized in the content of the educational material and in the appropriate organization of the activities of students in and out of school.

In the curriculum, two groups of subjects can be distinguished, which especially clearly contribute to the educational orientation of education. On the one hand, these are educational subjects, the content of which includes material that reflects the heroism of our people in defending the Motherland and in peaceful construction, telling about the riches of the native land and the need to protect native nature, about working people, some professions, etc. These subjects (explanatory reading, history, geography, natural science) provide material for educating students in words. However, this work must be linked with socially useful activities for the protection of nature and monuments of history, culture, local history work, etc.

Another group of subjects (labor training in the lower grades, vocational training, social orientation) contribute to the education of honesty and conscientiousness, the desire to be a useful person in society.

In addition, there are academic subjects that contribute to aesthetic and physical education (physical education, drawing, singing and music, rhythm).

To solve the problems of preparing mentally retarded schoolchildren for independent life and work, a well-thought-out and clear organization and a high methodological level of conducting classes on work, industrial practice, good technical equipment of workshops, the presence of basic enterprises in the profile of education, and appropriate training of teachers are of great importance.

The developmental nature of education in the auxiliary school is to promote the overall mental and physical development of students. In the context of ever-increasing requirements for the level of preparation of mentally retarded schoolchildren for life, the focus of education on their overall development is of particular importance. However, the development of mentally retarded schoolchildren cannot be sufficiently successful without correcting their thinking and disturbing their psychophysical functions. Therefore, education in the auxiliary school is of a corrective developmental nature. However, the developmental orientation of education should be distinguished from the correctional orientation. In the process of correction, the development of a mentally retarded child always occurs, but development may not be associated with correction.

The development of mentally retarded schoolchildren requires special conditions, the most important of which is their education in an auxiliary school or other conditions adequate to their abilities, taking into account the psychophysical features of the development of this group of abnormal children. The implementation of developmental learning involves improving the quality of lessons by including students in active learning activities and developing their cognitive activity and independence.

The educational and correctional orientation of training permeates the entire educational process.

The peculiarities of mentally retarded schoolchildren correspond to a linear-concentric arrangement of educational material, when the same sections are first studied in an elementary form, and after a while, usually in the next class, the same is considered much more widely, with the involvement of new information. The content of many educational subjects is built in this way.

Systematicity implies continuity in the learning process: education in the upper grades is built on a solid foundation that is laid in the lower grades, the study of each subject takes place on the basis of previous knowledge that is learned in the study of other subjects. Each section of the training material should be based on the previously studied.

In the activities of a teacher, the principle of systematicity is implemented in planning the sequence of passing new educational material and in repeating previously studied material, in checking the knowledge and skills acquired by schoolchildren, and in developing a system of individual work with them. Based on this principle, it is possible to proceed to the study of new educational material only after the students have mastered the one that is being worked out at a given time. Taking into account this circumstance, the teacher makes adjustments to the previously outlined plans.

Conscious assimilation of educational material implies the activity of students in learning. The cognitive activity of mentally retarded schoolchildren in most cases does not arise by itself, so it is necessary to activate it. The activation of learning is understood as the appropriate organization of the actions of schoolchildren, aimed at their understanding of the educational material.

In a mass school, the leading means of activating the learning of schoolchildren is a problem-based approach to learning. Its essence lies in the fact that the teacher poses an educational problem to the students, the students together with the teacher or independently determine ways to find a solution to the problem, independently or with the help of the teacher find a solution, draw conclusions, generalizations, comparisons.

If we consider the problem approach in teaching as creating conditions for independent mental activity of schoolchildren when studying new educational material or generalizing it, then when using conditions that correspond to the conditions of mentally retarded schoolchildren, it can also be used in an auxiliary school as a means of organizing educational activities. If the teacher gradually leads schoolchildren to new educational material, involving them in reasoning and encouraging their own statements with an analysis of observation or their own experience, then such training will contribute to the activation of mentally retarded students and in cases of incorrect statements, moreover, it should be kindly and be attentive to them and patiently explain what their mistake is.

At present, various public and private institutions operate in our country for the upbringing and education of various categories of children with developmental disabilities. These are special kindergartens and special groups at ordinary kindergartens, special schools and boarding schools, as well as special classes created at general schools. Some children, mainly those with mild developmental disabilities, attend regular kindergartens and attend general schools. Many parents of such children systematically consult defectologists or experienced practicing teachers or invite them to conduct additional classes with children.

Some children, especially those with severe developmental disabilities, are brought up and educated at home. Often no corrective work is carried out with them. Although there are cases when parents do everything possible to contribute to the development of the child. A number of such children are in residential institutions of the Ministry of Social Assistance.

Kindergartens for children with developmental disabilities, as a rule, are equipped, although not always completely, with special equipment adapted for corrective and educational work. So for children with hearing loss, hearing rooms and hearing aids are provided. Special furniture, a variety of exercise equipment, swimming pools are used in kindergartens for children with disorders of the musculoskeletal system, etc. Unfortunately, this equipment is often out of date. Teachers and educators do not always have a defectological education, but, as a rule, they are good practitioners. However, special kindergartens are completely insufficient to ensure that all the children who need it are admitted to them. In addition, such kindergartens are located only in large settlements.

Since many parents do not want to send their preschool children to institutions far away from their place of residence, some kindergartens organize special groups for certain categories of children with developmental disabilities. In fact, there is no special equipment necessary for working in these groups. The same is true with the invitation of defectologists. However, the heads of kindergartens and experienced practicing teachers make great efforts to organize the most productive correctional and educational work possible and achieve undoubted success.

A significant part of children with mild developmental disabilities - children with mental retardation, with a mild degree of mental retardation, visually impaired, hearing impaired, with mild speech disorders and mild deficiencies in the musculoskeletal system attend ordinary kindergartens. If these children do not have gross deviations in behavior, then they usually stay there until the time when it is time to go to school. Of course, no purposeful correctional and educational work is carried out with them. Teachers of ordinary kindergartens are not prepared for this and do not set themselves such a task. In fact, this is the most disadvantaged group of children with developmental disabilities, since it is they who, having received special assistance in a timely manner, could make significant progress in terms of correcting their defect.

However However, it should be said that finding a child with developmental disabilities in a special group of a kindergarten or just in an ordinary kindergarten has a positive meaning for him. It is due to his stay in a group of peers, ample opportunities to communicate with them, which is important for social adaptation and preparation for later life and education. After all, usually in this way children are prepared for admission to a special school or a general school. Only a small part of children (mostly with severe mental retardation) after their stay in kindergarten end up in boarding institutions of the Ministry of Social Protection or return to their families.

For all categories of children with developmental disabilities in Russia "there are special schools and boarding schools, as well as special classes organized at general schools. They employ teachers and educators, some of whom have defectological education. In special schools and schools - boarding schools provide for the presence of medical workers, specialists in massage, physiotherapy, auditory work, speech therapists who conduct their classes there.There are sets of special equipment necessary for correcting children's hearing, vision, motor skills, sets of speech games, etc.

Classes of great correctional and developmental importance have been introduced into the curricula. These are rhythm, physiotherapy exercises, home economics and social orientation, etc.

In special schools and boarding schools, much attention is paid to labor training and education of students. We mean the formation of self-service and social orientation skills, manual labor lessons included in the junior school curriculum, work in various workshops and in agriculture, carried out in the senior years of study. In addition, high school students do practical work at enterprises located close to the school, performing feasible types of work. At some schools, production workshops are organized in which graduates work. This initiative is due to the complexity of their employment and is likely to be temporary. 11 Human psychology from birth to death. Ed. A.A. Reana. M., 2001.

In special schools, teachers and educators work hard to instill in students a positive attitude towards work, which is necessary for the work of a team. This is a very important area of ​​pedagogical work, which has a great correctional and educational value. After all, the success of a student's social adaptation depends not only on the availability of labor knowledge, skills and abilities, but also on the desire to work, on respect for the surrounding working people. Depending on their abilities, state of health, place of residence, graduates of special schools are included in the social environment surrounding them.

Special schools organize classes for children with complex disabilities. For example, with impaired vision and mental activity, or with hearing loss and mental retardation, etc. These classes are not available in every school. They are created as needed. Education in them is carried out according to special programs, since a complex defect sharply reduces the cognitive capabilities of the child. There is one school for deaf-blind children in Russia. It is located in the city of Sergiev Posad, Moscow Region (formerly Zagorsk).

All children with developmental disabilities, except for the mentally retarded and those suffering from complex defects (excluding the deaf-blind) receive a qualified education. They learn at a slow pace, according to special methods, but acquire the amount of knowledge that corresponds to the program of primary or secondary classes of general schools. This makes it possible for the most capable adolescents striving for knowledge after graduating from a special school to enroll in various courses, in vocational schools, in secondary and higher educational institutions and continue their education.

In special classes organized at general schools, corrective-oriented training and education is carried out with students, however, therapeutic measures, such important classes as speech therapy, auditory, teaching reading relief drawings, labor training, home economics, social orientation, etc. do not always take place. This is due to the lack of an appropriate material base and a lack of specialists. Nevertheless, special classes are a definite way out of a difficult situation. They provide an opportunity to educate and educate a child with developmental disabilities in relatively favorable social conditions for him.

Some of the children with developmental disabilities, in accordance with the desire of their parents, attend a general school. If the child’s defect is not gross, but he is smart and really wants to learn, if he systematically receives qualified corrective-directed help from adults and at the same time knows how to use various assistive devices (hearing aid, lenses, etc.), then he feels himself among normally developing peers is comfortable enough and is an accomplished student. Of course, a child left in an ordinary school without any additional help will soon find himself in distress.

The mentally retarded children have the hardest time in a general school. The curriculum turns out to be too difficult for them, and the pace of its passage is too fast. Even with additional classes with a defectologist, they do not master the material of the first class. The further you go, the more difficult it becomes. Their training is formal. It does little to advance children in the overall development and correction of the defect.

Left to their own devices, mentally retarded children cannot study in a regular school. If for some reason they linger in it, then they receive little benefit, but acquire many negative personality traits.

Some children with developmental disabilities do not attend school at all and live permanently at home. Usually these include those children in whom the defect is very pronounced. For example, those who are lying down or deeply mentally retarded (idiots). However, in some cases, parents prefer to bring up and educate at home such a child who could well be a schoolchild.

Home schooling certainly has its positive aspects. First of all, the child is not deprived of constant emotional contacts with parents and relatives. However, it is necessary to provide and organize such conditions under which he will not be isolated from other children and adults.

The most common shortcoming of home education and training is that parents strive to give the child the greatest possible amount of knowledge, instead of developing in him the skills and habits of a social and specifically labor plan. self-service, to the performance of vital actions, i.e. becomes helpless waiting for constant help. 11 Petrova V.G., Belyakova I.V. Who are children with developmental disabilities? - M.: Flint: Moscow Psychological and Social Institute, 1998. - 104 p.

HABILITATION OF CHILDREN AND ADOLESCENTS WITH MENTAL retardation

Education and training for mentally retarded children and adolescents is part of the rehabilitation work and is actually an abilitation.

habilitation children and adolescents with developmental disabilities - a process aimed at preventing the development of preventable disability during the period of treatment and helping people with disabilities achieve the maximum physical, mental and social usefulness for which they are fit, within the framework of an existing disease or condition.

Purpose of habilitation these children and adolescents - the achievement of such a social status, educational, professional activity and level of activity that corresponds to their capabilities and will allow them to adapt socially.

The upbringing of children with developmental disabilities is aimed at compensation. “Social usefulness is the final target point of education, since all processes of overcompensation are aimed at gaining a social position” (Vygotsky L.S., 1983).

Psychological habilitation aimed at compensating for mental disorders. In view of this, it is always a psychological and pedagogical habilitation, and therefore it is often called correctional education. Corrective educational process is the mobilization of mental resources.

The task of psychological habilitation- creation, if the severity of mental disorders does not interfere, balance in the psyche and behavior of the child, corresponding to the requirements of the environment in which he lives. The ultimate goal of psychological habilitation is the inclusion and integration of the behavior of a mentally retarded adolescent (child) into the social environment in accordance with the requirements of life.

The efforts of psychological and pedagogical habilitation (correctional education) are aimed specifically at creating a system of methods and means of social adaptation, taking into account the complexity of mental development disorders in children and adolescents. At the same time, they should be available for implementation in the usual conditions of educational or medical institutions with the guidance of psychologists, educators and doctors.

Deviations in the psyche and behavior of children and adolescents with developmental disorders are determined by many factors: the existence of persistent intellectual impairments, the presence of emotional and motor disorders in the clinical picture, etc.; the immutability of the underlying mental pathology; periodicity or paroxysmal appearance and course of other complicating disorders of the psyche or behavior.

Mental pathology in children with developmental disorders is different not only in its manifestations, but also in severity and origin. Naturally, their behavior depends on age and individual characteristics.

Whatever the features of the mental retardation of children and adolescents, giving rise to behavioral deviations of various manifestations and severity, in all cases the balance between them and the environment is disturbed, which leads to difficulties in adapting to it.

Due to impaired adaptation, these children and adolescents experience greater or lesser difficulties that prevent them from expressing themselves like most other intellectually complete children, and they need help, because without it they are not able to integrate in the social environment and take their place in society.

The indications that determine the need for psychological and pedagogical habilitation are different. Socio-economic indications arise in cases where a teenager (child) due to disturbed mental balance, limited abilities with a lag in mental development is not able to fully engage in educational work and fit into the regime of an educational institution. Public funds, the efforts of educators are spent inefficiently, adolescents (children) are not provided with the opportunity for the development necessary for them to become full-fledged members of society.

The inability of a teenager (child) to mobilize his activity and abilities, even with minor deviations from the norm, can be a serious obstacle to the full development of the personality. Experiencing one's own difficulties will create additional disorders that are not directly related to the main disorder: anxiety, depression, disbelief in one's own strength, which will worsen the already low working capacity, adaptive capabilities and can lead to serious additional mental disorders. It is in these cases that psychological indications for habilitation appear, during which new relationships, new skills, corresponding to the age and individual characteristics of the adolescent (child) and necessary for social adaptation and working capacity, will have to be formed.

THERAPEUTIC PEDAGOGY AS A MEANS OF IMPLEMENTATION OF HABILITATION

The existence of psychological and pedagogical indications for the habilitation of children lagging behind in their development led to the creation of a special branch of psychology and pedagogy that studies mental disorders and developmental anomalies in order to develop ways to overcome them.

Such an industry is curative pedagogy, i.e., the pedagogical impact of the presence of a developmentally lagging or sick child (adolescent) with a therapeutic purpose. The object of curative pedagogy is all children with developmental disabilities, who have difficulties while studying at school, when educating in the family and at school, children who are pedagogically and socially neglected. The effectiveness of the efforts of curative pedagogy is associated with the use of the successes of age-related physiology, child and adolescent psychiatry, medical and special psychology, pathopsychology, psychohygiene, individual and family psychotherapy. So, for example, collective psychotherapy is always a combination of psychotherapeutic and medical-pedagogical methods. Psychotherapy always contains elements of education, and curative pedagogy is accompanied by psychotherapeutic influence.

Tasks of curative pedagogy- correction of behavior, the elimination of pedagogical and social neglect associated with a developmental lag, stimulation of emotional, intellectual and social activity aimed at the emergence of the opportunity and desire to learn (pedagogical habilitation), or the acquisition of professional skills. The task of therapeutic pedagogy for children who are lagging behind in development is to stimulate and correct the development of the emotional, cognitive sphere, psychomotor, speech, and personality of the child.

The basic principle of curative pedagogy- unity of medical and pedagogical processes. When developing a corrective pedagogical program, one should take into account the etiology of developmental delay, the degree of its severity, the main clinical manifestations of the leading disorder, the form of mental underdevelopment, the child’s safe and compensatory abilities, the degree of social and pedagogical maladaptation, and the child’s age. In addition, an individual approach to each child is needed, taking into account the uniqueness of development, the state of both mental and somatic health and character traits. It is important to combine individual corrective educational work with the improvement of the surrounding microsocial environment.

The requirements for retarded children and adolescents should correspond to their mental and physical capabilities, which should help lift their mood, increase self-esteem and faith in their abilities.

The leading figure in medical and pedagogical work is a special teacher (defectologist), who, interacting with a child (adolescent), creates an emotional positive atmosphere and, due to this, has great opportunities for corrective educational influence. Along with the teacher, doctors and paramedical staff should take part in corrective educational work. The plan of therapeutic corrective and educational measures is compiled by a special teacher, a special psychologist and a doctor together.

SPECIAL (CORRECTIONAL) PRESCHOOL AND SCHOOL EDUCATIONAL INSTITUTIONS

The upbringing of both mentally retarded children (adolescents) and mentally retarded children with behavioral deviations or personality disorders is carried out in open special educational institutions and in special closed educational institutions.

There is a network of special preschool educational institutions, preschool groups at special schools, special groups at general kindergartens, special orphanages for children with mental retardation.

There are special educational institutions for school-age children in need of psychological, pedagogical and medical and social assistance, in which corrective educational work is carried out. Easily mentally retarded children study in special (correctional) educational institutions (classes, groups) of the 8th type.

Moderately and severely mentally retarded children and adolescents are sent to specialized boarding schools and orphanages. There, groups are organized for trained retarded individuals in which they expand their orientation in the immediate environment and improve self-service.

There are general educational institutions where integration forms of education of children with disabilities are carried out.

Educational institutions (centers, special vocational schools) of primary vocational training also carry out corrective educational work.

Among the students and pupils of special educational institutions, the number of children (teenagers) with developmental disabilities, affected by social and economic disasters, with delinquent behavior, with chronic somatic and psychosomatic diseases, etc. is increasing. This leads to the need to create for them in these institutions special psychological help.

The main goal of the special psychological assistance service in the education system is to identify, eliminate and prevent an imbalance between the processes of learning and development of children with special educational needs and their individual capabilities, creating conditions for social and psychological adaptation, including further professional self-determination of students and pupils.

This main goal is realized in the following activities of a special psychologist:

1. Differential psychological diagnostics aimed at identifying the psychological structure of the disorder, identifying safe development zones for selecting the appropriate educational institution.

2. Development of an individual psychological correctional program, consistent with the educational process, the psychological structure of the child's development.

3. Evaluation of the educational and social microenvironment for organizing optimal conditions for the education and development of the child.

4. Formation and implementation of an individual correctional program built into the holistic process of psychological, medical and pedagogical correction of the development of a child with special educational needs; joint work with the teacher on the development of cognitive functions and the emotional-volitional sphere, correction of behavioral problems.

5. Providing assistance to teachers in organizing adequate conditions for education and upbringing for a child with special educational needs, recommendations regarding the teaching load, parameters and forms for assessing learning outcomes, taking into account

individual characteristics of the child, proposals for the selection and distribution of children in the class.

6. Consulting and assisting the teacher in organizing and developing interaction between students in the educational process and beyond.

7. Providing psychological support to parents and persons replacing them. Psychological counseling for families aimed at developing an adequate educational approach to a child with learning problems, improving emotional contact with him, matching the child's capabilities with the requirements of the educational process.

8. Ensuring the socio-psychological prerequisites for the effective integration of children and adolescents into the educational socio-cultural environment at different age stages of a child's development.

9. Formation of the psychological culture of the subjects of the educational space in order to prepare the processes of integration of children with developmental disabilities into the socio-cultural environment of the educational institution.

10. Formation in teachers, educators of educational institutions of parents, as well as children and adolescents, the need for psychological knowledge, the desire to use it in working with a child or in the interests of their own development, creating conditions for full-fledged personal development (Shipitsy-naL. M, Zhdanova M. A., 1999).

CORRECTIONAL PEDAGOGICAL WORK WITH CHILDREN WITH DIFFERENT FORMS OF MENTAL retardation

The content of correctional pedagogical work with children and adolescents who are lagging behind in development covers a wide range of everything that is necessary for social adaptation. At the same time, it is necessary to take into account the capabilities of a mentally retarded individual and the correspondence of the proposed loads to them. It is very important to start corrective education and training of a mentally retarded child as early as possible, to determine the duration of this work, the time for its completion and the exit of an individual with developmental disabilities into independent life.

One of the first places in this correction of development is the development of communication skills, establishing relationships in peer groups and with adults.

Programs developed by JI are used to develop communication skills. M. Shipitsyna (1994, 2000), T. D. Zinkevich-Evstigneeva, L. A. Nisnevich (2000), I. N. Mamaychuk (2003), etc.

Raising in these children the right attitude and ability to learn, a positive response to help, interest in the world around them, cognitive activity will improve not only the development of the school curriculum, but will also make it more efficient to acquire the skills necessary to adapt to life. The formation of adequate self-esteem will cause the child to have more confidence in himself, reduce his fear of any activity and facilitate its implementation. To form a child's (teenager's) self-esteem, it is necessary to carry out exercises and develop in him, in the course of any activity, an appropriate reaction to success and failure, to encourage trust, since it can become an additional incentive for cognitive activity.

The training of tactile, deep sensitivity, hearing, vision and other senses in children with mental retardation deserves special attention in order to develop a more differentiated and active perception of the world around them. Improving gross and especially fine motor skills, spatial assessment of movements will not only expand the possibilities of movement and acquaintance with the outside world, participation in outdoor activities and games, but also improve the formation of speech and thinking. The development of mentally retarded children can be facilitated by the use of various pedagogical techniques, including one of the most effective - the method of comparison as a competitive form of analysis and synthesis, which increases their overall mental activity in the process of communicative training and education. This method is the initial means by which the transition of an objective "external contradiction" into an "internal contradiction" that stimulates development is ensured. Through comparison, mentally retarded individuals will be able to perceive difference, similarity, and similarity. They will be able to correlate the present and the real with the future, thus considering contradiction as a source of development. Comparison as an intellectual process will cause in the individual feelings and aspirations peculiar to him, acquiring great importance for the formation of personality.

Correctional pedagogical work with mentally retarded children (teenagers) suffering from cerebrovascular disease is carried out taking into account the mental weakness, fatigue, exhaustion, and memory impairment that they have, along with cognitive impairments. In this regard, it is necessary to use techniques that facilitate memorization. Greater use of visual images can help. The creation of visual aids by the students themselves also contributes to a better assimilation of the material. Facilitation of the taught material and reduction of requirements, combined with the provision of additional rest, are important conditions for curative pedagogy in this form of psychopathology. With increased affective excitability, irritability and a tendency to quarrel, children need activities that correspond to their abilities and to which they are prone. Involving them in social responsibilities facilitates adaptation.

Therapeutic pedagogy of mentally retarded adolescents (children) with personality disorders (psychopathy) is aimed at correcting pathological personal reactions associated with increased general excitability or lethargy, at eliminating pedagogical and social neglect and associated asocial tendencies and a negative attitude to learning. Success in corrective educational work can be achieved only with the coordinated actions of psychologists, social workers, teachers, doctors and family members. A strict regimen, the alternation of study, work and rest should be the main condition for medical and pedagogical measures. Among the various forms of labor education, attraction to useful and interesting activities is distinguished: caring for animals, working in the garden and garden, in carpentry, sewing workshops, classes in art circles, etc. Participation in collective work and social work is of great importance for the re-education of patients. activities.

With the predominance of increased affective excitability, the most effective may be systematic work and sports, regular assignments, the impact of a team discussing the behavior of a teenager (child).

With the syndrome of emotional-volitional instability observed in mentally retarded children, it is necessary to develop an understanding of the feelings of others, a positive labor attitude, responsibility for the task assigned, which can reduce lack of independence, passivity and irresponsibility.

Mentally retarded children and adolescents with hysterical personality traits require an even, without any discounts attitude, an interesting and feasible activity for them, overcoming their ideas of their own exclusivity, learning the ability to subordinate their own interests to the interests of the family, the team, fostering a sense of camaraderie.

Inhibited, timid, non-initiative retarded children will be able to overcome these traits by being involved in collective forms of activity with constant encouragement of every even the slightest success.

The organization of corrective psychological and pedagogical work with mentally retarded children (teenagers) with personality disorders should take into account that they have no interest in learning due to previous negative experience. The entire educational process should be harmonious and clear. The material should be presented as accessible and varied as possible. The assessment of knowledge is carried out in a form sparing pride. To restore motivation to study, it is advisable to give tasks in a clear form, accompanying them with an implementation plan, guaranteeing future success.

Therapeutic and pedagogical techniques, which are the main ones in the habilitation of individuals with a developmental delay, should be combined with psychotherapy. Doubts about the lack of effectiveness of this approach in the process of socialization of mentally retarded individuals were put to an end already in 1911 by V. M. Bekhterev, who said the following in his report at the 1st pedological congress: “In states of backwardness, depending on any individual conditions , as well as in cases of any other mental deviations in children, one simple upbringing almost always turns out to be powerless, and only psychotherapy turns out to be the method that sometimes corrects even very difficult and neglected cases of upbringing ... "

However, until recently, systematic psychotherapeutic correction has not found its application. In previous years, the teacher intuitively used elements of psychotherapy to a greater or lesser extent (suggestion, rationalization, certain methods of behavioral therapy, etc.). This approach differed from true psychotherapy in that this influence was not based on the unconscious part of the psyche, goals were not set that a mentally retarded individual could not set for himself, and even more so to consolidate new, more adaptive types of behavior.

The possibility of using psychotherapy is determined by the suggestibility of individuals with mental retardation. The effectiveness of this method is confirmed experimentally. Under the influence of suggestion, the productivity of completing tasks in adolescents who have undergone psychotherapy increases by about 20%. Under the influence of suggestion in combination with subsequent psycho-corrective work, mental activity and working capacity increase in mentally retarded children and adolescents, and in case of behavioral disorders (theft, deceit, rude abuse, escapes, etc.), social adaptation improves, and personal status also increases (Vaizman N . P., 1992). Hypnotherapy and therapeutic sleep are indicated for the treatment of neurotic reactions (enuresis, phobias, motor agitation) in mentally retarded children.

Labor training is an integral part of the correctional and pedagogical process. G. M. Dulnev (1969) identifies his tasks: preparation for participation in productive labor as part of ordinary labor collectives, the use of the process of labor training to correct significant shortcomings in cognitive processes and educate the positive qualities of the personality of a lagging individual, facilitating his inclusion in the labor relations of people in normal production team.

This section can be completed with the words of L. M. Shipitsyna (2002), who believes that the program of transitional age from childhood to adulthood of persons with mental retardation should include: socialization (personal adaptation and integration into society, learning to communicate, interpersonal interaction, organization leisure); vocational training (training for work in the service sector); ensuring equal opportunities for living (development of self-esteem and self-understanding, manifestation of oneself outside the usual home and school conditions, the ability to function independently).

Clinic and etiology of mental retardation Under the concept of mental retardation, numerous and diverse forms of pathology are combined, manifested in the underdevelopment of the cognitive sphere. Mental retardation refers to developmental diseases - dysontogenies. Accordingly, it can occur only when the developing brain is damaged, i.e. in the prenatal period, during childbirth, at an early and younger age (up to three years). Mental retardation should be understood as the general underdevelopment of the child's psyche, in which the underdevelopment of cognitive activity and other higher mental functions occupies a central and decisive place. The time of onset of mental retardation is limited to intrauterine, natural and the first three years of postnatal life. The structure of the defect is characterized by the totality and relative uniformity of the underdevelopment of different aspects of the psyche. The most common exogenous cause of postnatal mental retardation are neuroinfections, mainly encephalitis and meningoencephalitis, as well as parainfectious incephalitis. Less commonly, the cause of mental retardation is postnatal intoxication and traumatic brain injury. Exogenous forms account for at least half of all defects in the development of the cognitive sphere that have arisen after the birth of a child. Modern research in the field of the etiology of mental retardation indicates that the leading role in the origin of mental retardation belongs to genetic factors. Numerous and varied changes in the genetic apparatus (mutations) are responsible for approximately ½ of all cases of underdevelopment of the cognitive sphere in children. Mutations can be chromosomal or gene. The most common and well-known chromosomal form of oligophrenia is Down's disease, which occurs in 9-10% of all mentally retarded children. In chromosomal forms of oligophrenia, a pronounced and profound underdevelopment of the cognitive sphere is most often observed. Gene mutations can affect one single gene, or a group of weakly acting genes that control the same trait. Thus, according to etiology, all cases of mental retardation are divided into exogenous and genetic. It must be remembered that in the process of development and life of the organism, genetic and exogenous factors are in a complex interaction. In mental retardation, for example, those exogenous factors that are not the direct cause of the underdevelopment of the child's brain may contribute to the detection of genetic defects or aggravate the manifestations of a hereditary disease. Additional exogenies can introduce new, unusual symptoms into the clinical picture of hereditary mental retardation. The above data indicate that defects in the development of the cognitive sphere are extremely heterogeneous in origin. Accordingly, there may be numerous various mechanisms that disrupt the formation and development of the brain, as well as a large number of independent nosological forms of mental retardation. Common to all forms of pathology included in this group of developmental anomalies is an intellectual defect of one degree or another, which determines the degree of underdevelopment of the entire psyche of the child as a whole, his adaptive capabilities, his entire personality. The clinical picture of defects in the development of the cognitive sphere consists of the characteristics of the psychopathological, neurological and somatic symptoms present in children. Those forms in which there are clearly defined specific somatic manifestations that make it possible to establish a nosological diagnosis based on clinical data, and those in which the nosological form of the disease can be established using modern methods of special laboratory studies, are called differentiated forms of mental retardation. Uncomplicated forms of mental retardation are characterized by the absence of additional psychopathological disorders. An intellectual defect in these children, as well as in all mentally retarded children, is manifested primarily by disturbances in thinking: stiffness, the establishment of mainly private concrete connections, and an inability to distract. Inevitably, the prerequisites for intellectual activity also suffer. Attention is characterized by insufficient arbitrariness and purposefulness, narrowing of the volume, difficulty in concentrating, as well as switching. Often, with a good ability for rote memorization, there is a weakness in semantic and especially associative memory. New information is assimilated with great difficulty. To memorize new material, multiple repetitions and reinforcement with specific examples are required. Nevertheless, children with uncomplicated mental retardation are usually characterized by fairly stable working capacity and more or less satisfactory productivity. The level of speech underdevelopment in most children with uncomplicated mental retardation corresponds to the degree of their intellectual defect. They do not have local speech disorders, but there is always a general underdevelopment of speech, manifested by the scarcity of an active vocabulary, simplified construction of phrases, agrammatisms, and often tongue-tied speech. Along with this, some children can observe an outwardly good level of speech development with an apparent richness of vocabulary, the correct construction of phrases, and expressive intonations. However, already at the first examination it becomes clear that outwardly correct phrases are memorized speech clichés. The underdevelopment of motor skills is manifested mainly by the insufficiency of precise and subtle movements, especially small ones, by the slow development of the motor action formula. In addition, most mentally retarded children have insufficient muscle strength. Therefore, the importance of physical education for such children is great. Severe behavioral disorders in children with uncomplicated mental retardation are usually not observed. With adequate upbringing, children with a slight intellectual defect easily master the correct forms of behavior and, to some extent, can control their actions. General underdevelopment of the personality is characteristic of all children with general mental underdevelopment. Thus, in uncomplicated forms of mental retardation, the pedagogical prognosis depends mainly on the degree and structure of the defect and the compensatory capabilities of the child. Complicated forms are characterized by the presence of additional psychopathological disorders that adversely affect the child's intellectual activity and the success of his education. According to the nature of additional symptoms, all complicated forms of mental retardation can be divided into three groups: 1. With cerebrastonic or hypertensive syndromes; 2. With severe behavioral disorders; 3. With emotional-volitional disorders. This division mainly reflects that. Which of the additional psychopathological syndromes occupies a leading place in the clinical picture of the disease. In children of the first group, mainly intellectual activity suffers. Cerebrastonic syndrome is a syndrome of irritable weakness. It is based on increased exhaustion of the nerve cell. It is manifested by general mental intolerance, inability to long-term stress, to long-term concentration of attention. Hypertension syndrome - a syndrome of increased intracranial pressure - occurs in connection with liquorodynamic disorders that develop as a result of an organic lesion of the central nervous system or a congenital defect in the liquor system of the brain. An increase in intracranial pressure is accompanied by headaches, often dizziness and a violation of the general well-being of the child. Exhaustion increases and the performance of the child sharply decreases. In such children, peculiar disturbances of attention are noted: weakness of concentration, increased distractibility. Often memory is impaired. Children become motor disinhibited, restless or lethargic. Emotional lability and the phenomena of vegetative-vascular dystonia are clearly expressed. School performance is declining markedly. In children of the second group, behavioral disorders, which manifest themselves in the form of hyperdynamic and psychopathic syndromes, come to the fore in the clinical picture of the disease. Hyperdynamic syndrome is characterized by pronounced prolonged anxiety with an abundance of unnecessary movements, restlessness, talkativeness, and often impulsiveness. In severe cases, the child's behavior is not amenable to self-control and external correction. Hyperdynamic syndrome is also difficult to treat with medication. Psychopathic syndrome is usually observed in children with mental retardation due to traumatic brain injuries or neuroinfections. It is based on deep personality disorders with disinhibition, and sometimes with a perversion of gross primitive drives. Behavioral disorders in these children are so gross that they occupy a central place in the clinical picture of the disease, and the underdevelopment of the cognitive sphere, as it were, exacerbates their manifestations. In children of the third group, in addition to mental retardation, disorders of the emotional-volitional sphere are observed. They can manifest themselves in the form of increased emotional excitability, unmotivated mood swings, a decrease in emotional tone and motivation for activity, in the form of violations of emotional contact with others. Among the students of auxiliary schools, one can more often meet children with pseudo-autism, i.e. violation of contact due to reactive moments: fear of a new environment, new requirements, fear of a teacher, fear of aggressiveness of children. In addition, complicated forms also include mental retardation with local cerebral disorders: local underdevelopment or speech disorder, local spatial or frontal disorders, local movement disorders (ICP). In addition to complicated forms, there are also atypical forms of mental retardation. 1. Epileptic seizures occur in mentally retarded children much more often than in intellectually complete children, and the more often, the deeper the underdevelopment of the child. 2. The group of mental retardation with endocrine disorders includes a significant number of different defects in the development of the cognitive sphere, in which, in addition to an intellectual defect, primary endocrine or secondary - cerebro-endocrine disorders are observed. 3. Disorders of the visual and auditory analyzer negatively affect the compensatory and adaptive capabilities of a mentally retarded child and complicate his learning. Thus, according to clinical manifestations, all cases of mental retardation are divided into uncomplicated, complicated and atypical. Psychological features of mentally retarded schoolchildren Auxiliary school sets three main tasks for the defectologist teacher - to give students knowledge, skills in general subjects and work, to cultivate positive personal qualities in them - honesty. Truthfulness, benevolence towards others, love and respect for work, correct their defects and thus prepare them for social adaptation, for life among normal people. Mentally retarded (feeble-minded) children are the most numerous category of abnormal children. They make up approximately 1-3% of the total child population. The concept of a mentally retarded child includes a rather heterogeneous mass of children who are united by the presence of brain damage, which is of a widespread nature. The overwhelming majority of all mentally retarded children - pupils of the auxiliary school - are oligophrenic children. With oligophrenia, organic brain failure is residual, not aggravated, which gives grounds for an optimistic prognosis. Such children make up the main contingent of the auxiliary school. Mental retardation that occurs later than the full development of the child's speech is relatively rare. It is not included in the concept of oligophrenia. Already in the preschool period of life, the painful processes that took place in the brain of an oligophrenic child stop. The child becomes practically healthy, capable of mental development. However, this development is carried out abnormally, since its biological basis is pathological. Oligophrenic children are characterized by persistent disturbances in all mental activity, which are especially clearly manifested in the sphere of cognitive processes. Moreover, there is not only a lag behind the norm, but also a deep originality of personal manifestations and cognition. Thus, mentally retarded children can in no way be equated with normally developing younger children. They are different in many ways. Oligophrenic children are capable of development, which essentially distinguishes them from weak-minded children of all progressive forms of mental retardation, and although their development is slow, atypical, with many, sometimes sharp deviations, nevertheless, it is a progressive process that introduces qualitative changes in the mental activity of children, in their personal sphere. Didactic principles of the auxiliary school Distinguish the following principles of education: - educational and developmental orientation of education; - scientific character and accessibility of education; - systematic and consistent training; - the connection of learning with life; - the principle of correction in training; - the principle of visibility; - Consciousness and activity of students; - individual and differentiated approach; - the strength of knowledge, skills and abilities. 1. Educational and developmental orientation of education The process of education in the auxiliary school is primarily aimed at developing students' various knowledge, skills and abilities, but, of course, the education and development of students takes place during training. The educative orientation of education in the auxiliary school consists in the formation of moral ideas and concepts in students, adequate ways of behaving in society. This is realized in the content of the educational material and in the appropriate organization of the activities of students in and out of school. In the curriculum, two groups of subjects can be distinguished, which especially clearly contribute to the educational orientation of education. On the one hand, these are educational subjects, the content of which includes material that reflects the heroism of our people in defending the Motherland and in peaceful construction, telling about the riches of the native land and the need to protect native nature, about working people, some professions, etc. These subjects (explanatory reading, history, geography, natural science) provide material for educating students in words. However, this work must be linked with socially useful activities for the protection of nature and monuments of history, culture, local history work, etc. desire to be a useful person in society. In addition, there are academic subjects that contribute to aesthetic and physical education (physical education, drawing, singing and music, rhythm). To solve the problems of preparing mentally retarded schoolchildren for independent life and work, a well-thought-out and clear organization and a high methodological level of conducting classes on work, industrial practice, good technical equipment of workshops, the presence of basic enterprises in the profile of education, and appropriate training of teachers are of great importance. The developmental nature of education in the auxiliary school is to promote the overall mental and physical development of students. In the context of ever-increasing requirements for the level of preparation of mentally retarded schoolchildren for life, the focus of education on their overall development is of particular importance. However, the development of mentally retarded schoolchildren cannot be sufficiently successful without correcting their thinking and disturbing their psychophysical functions. Therefore, education in the auxiliary school is of a corrective developmental nature. However, the developmental orientation of education should be distinguished from the correctional orientation. In the process of correction, the development of a mentally retarded child always occurs, but development may not be associated with correction. The development of mentally retarded schoolchildren requires special conditions, the most important of which is their education in an auxiliary school or other conditions adequate to their abilities, taking into account the psychophysical features of the development of this group of abnormal children. The implementation of developmental learning involves improving the quality of lessons by including students in active learning activities and developing their cognitive activity and independence. The educational and correctional orientation of education permeates the entire educational process. 2. Scientific character and accessibility of education The principle of scientific character in general pedagogy presupposes reflection of modern achievements of science. Prospects for its development in each academic subject. The content of education in the auxiliary school is elementary and practical. Despite the elementary level of knowledge that mentally retarded students need to learn, they must be scientific, not contradict objective scientific knowledge. The principle of scientific character is realized, first of all, in the development of programs and compilation of textbooks, as well as in the activities of teachers and educators. It is known that mentally retarded schoolchildren may develop incorrect and sometimes false ideas about the surrounding reality, since they are not able to understand the essence of phenomena in abstraction from external, random signs and connections. Therefore, from the very beginning of students' admission to an auxiliary school, it is necessary to help them learn about the world around them from scientific positions, in accordance with reality. The principle of scientificity is closely related to the principle of accessibility, because in the end, mentally retarded students can only assimilate the material that is available to them. The principle of accessibility involves building the education of mentally retarded schoolchildren at the level of their real learning opportunities. Many years of practice and scientific research show that the educational opportunities of students in auxiliary schools are very different. These differences are based on objective reasons, consisting in the heterogeneity, degree and nature of the manifestations of the main and concomitant defects in the development of children. In this regard, the implementation of the principle of accessibility in the auxiliary school is distinguished by a certain peculiarity: on the one hand, it is assumed that students with different learning opportunities have an unequal degree of assimilation of the program material, on the other hand, the need to differentiate them in teaching in order to increase the level of assimilation of the program material is determined. The principle of accessibility, as well as the principle of scientific character, is implemented, first of all, in the development of curricula and textbooks. The content of instruction for mentally retarded schoolchildren is determined on the basis of its verification in many years of practice in the work of an auxiliary school. The content of teaching individual academic subjects is continuously improved, the scope of knowledge, skills and abilities is specified by years of study based on the results of scientific research and best practices. The principle of accessibility is also implemented in the constant activities of teachers through the use of appropriate methods and methodological techniques. It is known that the use of the most successful methodological system can make educational material relatively difficult for mentally retarded schoolchildren accessible. 3. Systematicity and consistency in teaching The essence of the principle of systematicity and consistency lies in the fact that the knowledge that students acquire at school must be brought into a certain logical system in order to be able to use it, i.e. more successful in practice. For an auxiliary school, this principle is of great importance because mentally retarded schoolchildren are characterized by inaccuracy, incompleteness or fragmentation of the acquired knowledge, they experience certain difficulties in their reproduction and use in practical activities. The principle of systematicity and consistency is implemented both in the development of curricula and textbooks, and in the daily work of a teacher. This implies such a choice and arrangement of educational material in programs, textbooks, in thematic plans, at each lesson, when there is a logical connection between its constituent parts, when subsequent material is based on the previous one, when the material covered prepares students for learning new things. Each subject has its own system of interrelated concepts, facts and regularities. It should be noted that the same system and logic is used in the development of the content of educational subjects in the auxiliary school as in the mass school. So, in mathematics lessons, addition and subtraction are studied before addition and division, while teaching literacy, the sounds of the native language are first studied, then letters in a certain sequence, reading is formed by syllables, and then by whole numbers. However, in some cases, the construction of the content of educational subjects of an auxiliary school has its own system, logic and sequence in the arrangement of educational material. And only when studying history, due to the fact that students experience great difficulties in understanding historical events in their sequence and in time, teachers are forced to inform them not systematic, but episodic knowledge about the most significant events from the history of our Rodia. The characteristics of mentally retarded schoolchildren correspond to a linear-concentric arrangement of educational material, when the same sections are first studied in an elementary form, and after some time, usually in the next class, the same is considered much more widely, with the involvement of new information. The content of many educational subjects is built in this way. Systematicity implies continuity in the learning process: education in the upper grades is built on a solid foundation that is laid in the lower grades, the study of each subject takes place on the basis of previous knowledge that is learned in the study of other subjects. Each section of the training material should be based on the previously studied. In the activities of a teacher, the principle of systematicity is implemented in planning the sequence of passing new educational material and in repeating previously studied material, in checking the knowledge and skills acquired by schoolchildren, and in developing a system of individual work with them. Based on this principle, it is possible to proceed to the study of new educational material only after the students have mastered the one that is being worked out at a given time. Taking into account this circumstance, the teacher makes adjustments to the previously outlined plans. 4. The connection of learning with life This principle reflects the conditionality of schooling by social needs and the influence of the social environment on the process of teaching and educating students. Its essence lies in the close interaction of the school and the public in the education and upbringing of children. In modern conditions, this principle receives a new sound. Most of the auxiliary schools are boarding schools and there is a potential danger for them of a certain isolation from the living life. Therefore, the principle of linking learning with life is given an important role in the process of teaching and educating mentally retarded schoolchildren. Indeed, after graduating from school, graduates enter an independent life and preparedness for it to a certain extent depends on how this principle is implemented in life. The implementation of this principle in the auxiliary school consists in the organization of educational work on the basis of a close and multifaceted connection with the surrounding reality, with the life, first of all, of local enterprises, organizations and institutions. This principle is also implemented by linking education with the productive work of students in the national economy. Forms of participation in this case may be different, but in all cases, high school students need to be introduced to socio-economic and legal relations in production, include them in the feasible public affairs of basic and parent companies. The special school should also actively participate in community activities. Only on the basis of the multifaceted connection of learning with the surrounding life, an auxiliary school, as an educational institution, can gain authority among the local population and the public. And this will improve the position of graduates of auxiliary schools and contribute to their more successful adaptation. In the daily activities of the teacher, this principle is implemented by using positive examples from life, including the local population, in the classroom and in extracurricular activities, but shortcomings should not be bypassed with a mandatory analysis of their causes. To strengthen the connection of learning with life, it is useful to use the media, watching television and listening to radio broadcasts. 5. The principle of correction in learning For mentally retarded children, as is known, a common main drawback is characteristic - a violation of complex forms of cognitive activity (moreover, there is an uneven violation). The emotional-volitional sphere is disturbed in a number of cases, but there are also children in whom it is relatively secure. A mentally retarded child, like any other child, grows and develops, but his development slows down from the very beginning and proceeds on a defective basis, which creates difficulties in entering a social environment designed for normally developing children. Support school education is critical to the development of mentally retarded children and their rehabilitation in society. It has been established that the greatest effect in their development is achieved in cases where the principle of correction is implemented in training, i.e. correcting the shortcomings inherent in these children. Only that teaching is good, which stimulates development, “leads it along,” and does not simply serve to enrich the child with new information that easily enters his consciousness. (L.S. Vygotsky, 1985) Thus, the principle of correction is to correct the shortcomings of the psychophysical development of mentally retarded children in the learning process through the use of special methodological techniques. As a result of the application of corrective teaching methods, some shortcomings in students are overcome, others are weakened, due to which students move faster in their development. The more a mentally retarded child advances in development, the more successfully he will master the educational material, i.e. development of students and teaching them on the basis of the principle of correction are two interrelated processes. Correction of developmental deficiencies among students of auxiliary schools is slow and uneven. - therefore, it is usually difficult for a teacher to notice shifts in the development of thought processes in students, in the formation of volitional and other personality traits. He knows well how each student mastered this or that educational material, but this is not enough to characterize the level of his progress in development. One of the indicators of the success of correctional work can be the level of independence of students in the performance of new educational and labor tasks. From psychological research it is known that the independence of schoolchildren depends on the level of formation of generalized educational and labor skills in them. Therefore, the implementation of the principle of correction in education consists in the formation of these skills in students, i.e. the ability to independently navigate the requirements for completing tasks, analyze the conditions and plan their activities, drawing on existing knowledge and experience for this, draw conclusions about the quality of the work performed. Generalized educational and labor skills are formed on the basis of specific skills for each academic subject and through systematic, purposeful work using methodological techniques specific to each subject. Not only the shortcomings of psychophysical development, common to all mentally retarded schoolchildren, but also the shortcomings characteristic of certain students (individual correction) are subject to correction. Individual correction is due to the fact that the main defect in mentally retarded children manifests itself differently and, in addition to the main one, there are concomitant defects of varying degrees. In education, this is observed in significant differences in the level of mastery of knowledge, skills and abilities by different students and in their uneven advancement in mental and physical development. To implement individual correction, it is necessary to identify the difficulties experienced by students in teaching various subjects and to establish the causes of these difficulties. Based on this, individual correction measures are developed. General and individual correction is carried out practically on the same educational material and almost at the same time. General correctional work is usually carried out frontally, individual correction - with individual students or with a small group. There may be several students in a class who require different measures of individual correction. In frontal work, it is advisable to carry out individual correction alternately, fixing attention or additionally working with one or another student. Correction of violations of the emotional-volitional sphere consists in the formation of volitional qualities of a personality in students, in the upbringing of emotions, including emotional-volitional components of behavior, which is reflected both in studies, and in work, and in relation to their comrades, teachers. 6. The principle of visibility The principle of visibility in teaching means the involvement of various visual means in the process of assimilation of knowledge by students and the formation of various skills and abilities in them. The essence of the principle of visibility is to enrich students with sensory cognitive experience necessary for the full mastery of abstract concepts. It is known that a person's sensations received from the outside world are the first stage of his knowledge. At the next stage, knowledge is acquired in the form of concepts, definitions, rules and laws. In order for students' knowledge to be conscious and reflect objectively existing reality, the learning process must ensure that they are based on sensations. Visibility just and -performs this function. There is a general rule for applying the principle of visibility in general education schools: teaching should be visual to the extent necessary for students to consciously assimilate knowledge and develop skills based on living images of objects, phenomena and actions. These general rules are the basis for the implementation of the principle of visualization in the auxiliary school; however, in particular, their application is distinguished by some originality. First of all, in the auxiliary school, for the formation of abstract concepts, generalizations, general labor skills and abilities, subject visualization is used for a longer time. This is due to the fact that in mentally retarded children the processes of abstraction and generalization are sharply disturbed, it is difficult for them to break away from the observation of specific objects and draw an abstract conclusion or conclusion, which is necessary for the formation of a particular concept. Object visibility is also used to study the properties of objects as such, as well as for the purpose of making them. The use of this form of visualization must be organized taking into account the peculiarities of the perception of mentally retarded schoolchildren. It is known that their perception initially has an undifferentiated character, they find it difficult to identify the main, essential features of the object. The images of objects that arise in the mind are fuzzy, incomplete and often distorted; speech often lacks the appropriate language tools necessary to correctly reflect the properties of the observed objects. Given all these characteristics of students, visual aids should be differentiated, containing the most basic features of the object and, if possible, without additional minor details, often diverting students' attention away from the main goal that the teacher achieves when using these aids. Taking into account the characteristics of mentally retarded schoolchildren in the implementation of the principle of visibility also lies in the fact that along with the creation of clear and complete ideas about the world around them, it is necessary to teach them to correctly use the appropriate words and terms denoting the properties of objects, signs of phenomena, relationships and connections that exist. in the real world. The word of the teacher in this process is the organizing and regulating factor. The role of the word increases even more in cases where visualization is used to form students' general ideas and concepts. Thus, the implementation of the principle of visibility in the auxiliary school is carried out in stages. . Enrichment of sensory cognitive experience, which involves learning the skills to observe, compare and highlight the essential features of objects and phenomena and reflect them in speech; . Ensuring the transition of the created subject images into abstract concepts; . The use of abstract visualization for the formation of concrete images of objects, phenomena and actions. 7. Consciousness and activity of students in learning Consciousness in learning means understanding by students of the studied educational material: the essence of the concepts being learned, the meaning of labor actions, techniques and operations. Conscious assimilation of knowledge and skills ensures their successful application in practical activities, prevents formalism, promotes the transformation of knowledge into stable beliefs. In the auxiliary school, this principle is among the most important, since in the process of conscious assimilation of educational material, a more intensive mental development of mentally retarded schoolchildren occurs. However, when implementing this principle, the teacher encounters great difficulties. Violations of analytical and synthetic activity, characteristic of mentally retarded schoolchildren, prevent the assimilation of educational material on the basis of its complete understanding. Therefore, in the auxiliary school, the question of how to achieve a complete understanding of the educational material by the students was and remains the most significant. The solution to this issue is possible if each teacher applies corrective methodological techniques aimed at developing mental operations, as well as the ability to express their thoughts in words. After all, it is possible to judge how much a student understands this or that educational material, first of all, by his statements, and only then - by the nature of the application of knowledge when performing exercises. There are a number of methodological techniques that help students to more consciously assimilate educational material: dividing complex educational material into parts that are logically complete and interconnected, highlighting the main essential aspects of an object or phenomenon and distinguishing them from secondary, non-essential ones, reflecting practical actions performed in speech, up to beginning, during and after work, the connection of new actions with previously learned ones, the variation of material during repetition, etc. It has long been known that the mechanical memorization of one or another educational material does not contribute to its conscious assimilation. This means that the knowledge acquired in this way cannot be used by the student in practical activities, that they are a passive fund. That is why the principle of conscientiousness in teaching in the special school is given such great importance. Conscious assimilation of educational material implies the activity of students in learning. The cognitive activity of mentally retarded schoolchildren in most cases does not arise by itself, so it is necessary to activate it. The activation of learning is understood as the appropriate organization of the actions of schoolchildren, aimed at understanding the educational material by them. In a mass school, the leading means of activating the learning of schoolchildren is a problem-based approach to learning. Its essence lies in the fact that the teacher poses an educational problem to the students, the students together with the teacher or independently determine ways to find a solution to the problem, independently or with the help of the teacher find a solution, draw conclusions, generalizations, comparisons. If we consider the problem approach in teaching as creating conditions for independent mental activity of schoolchildren when studying new educational material or generalizing it, then when using conditions that correspond to the conditions of mentally retarded schoolchildren, it can also be used in an auxiliary school as a means of organizing educational activities. If the teacher gradually leads schoolchildren to new educational material, involving them in reasoning and encouraging their own statements with an analysis of observation or their own experience, then such training will contribute to the activation of mentally retarded students and in cases of incorrect statements, moreover, it should be kindly and be attentive to them and patiently explain what their mistake is.

the group consisted of 11 people, and the control group - 16 points were introduced: I category (satisfactory -

athletes, which then decreased to 14 points) - 3 points, candidate master of sports of Russia

lovek due to non-participation in competitions for various (good) - 4 points, master of sports of Russia (excellent reasons for two wrestlers. After weighing but) - 5 points.

determined for each the amount of weight loss Before the tournament in the control group skill

(from 2 to 3 kg) - on average 2.7 (2.680±0.095) kg and was slightly higher than in the experimental -

built graphs of weight loss with individual 3.57 and 3.36, respectively (differences are unreliable for each participant in the experiment step, ny). Performance at competitions revealed the following

but not more than 0.5 kg/day. The composition of the experimental results - the sportsmanship of the participant

group: 7 wrestlers of the 1st category and 4 candidates for wrestlers of the experimental group reliably (P

master of sports of Russia, and control - 8 candidates< 0.001) повысилось от 3.360±0.095 до 3.910±0.050

Comrade in the master of sports and 6 wrestlers of the 1st category. and reliable (P< 0.05) стал выше, чем в контроль-

After the official weigh-in before the competition group (3.71±0.07).

innovations to each of the participants in the experiment. In a special experiment, it was proved that the

a 15-minute recovery work technique for weight loss and recovery was carried out

procedure. wrestlers' working capacity in preparation for

According to the results of the competition protocols, the participation in competitions is effective

whether the places occupied by the participants of the experimental and contribute to the formation of the readiness of the wrestlers

and control groups. In the control group, it is lower than competitions within the boundaries of the chosen weight category.

weight loss averaged 2.5 (2.460±0.063) kg. categories.

To determine the skill of athletes by us Received 08/06/2008

Literature

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2. Yushkov O.P., Shpanov V.I. Sports wrestling. M., 2000.

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4. Bahrakh I.I., Volkov V.M. The relationship of some morphological and functional indicators with the proportions of the body of boys of puberty. Teoriya i praktika fizicheskoy kultury. 1974. No. 7.

5. Groshenkov S.S., Lyassotovich S.N. On the forecast of promising athletes according to morphofunctional indicators // Teoriya i praktika fizicheskoy kul'tury. 1973. No. 9.

7. Nyer B. Mogrydodepeubsie university undep an a t ap d n d e d e n d e n<Л1сИеп т Ьгг РиЬегМ // Ното. 1968. № 2.

8. Mantykov A.L. Organization of the educational and training process of qualified wrestlers with a decrease in body weight before competitions. Abstract of diss. for the degree of candidate of pedagogical sciences. 13.00.04. Ulan-Ude, 2003.

9. Nikityuk B.A., Kogan B.I. Adaptation of the athlete's skeleton. Kyiv, 1989.

10. Petrov V.K. Everyone needs strength. M., 1977.

11. Ionov S.F., Shubin V.I. Decrease in body weight before the competition // Sports wrestling: Yearbook. 1986.

12. Mugdusiev I.P. Hydrotherapy. M., 1951.

13. Parfenov A.P. Physical remedies. Guide for doctors and students. L., 1948.

UDC 159.923.+159

G.N. Popov

PROBLEMS OF TEACHING CHILDREN WITH MENTAL RELATED

Tomsk State Pedagogical University

Mentally retarded (retarded) children - most of all - include a very heterogeneous mass of children, a more numerous category of abnormal children. which are united by the presence of brain damage,

They make up approximately 1-3% of the total child's diffuse, i.e. widespread,

populations. The concept of "mentally retarded child" is, as it were, a "spilled" character. Morphological

changes, although with unequal intensity, capture many areas of the cerebral cortex, disrupting their structure and functions. Of course, such cases are not excluded when a diffuse lesion of the cortex is combined with individual more pronounced local (limited, local) disorders, with different distinctness of pronounced deviations in all types of mental activity.

The overwhelming majority of all mentally retarded children - pupils of an auxiliary school - are oligophrenics (from the Greek "foolish"). Damage to the brain systems, mainly the most complex and late-forming structures that cause underdevelopment and disorders of their psyche, occurs at early stages of development - in the prenatal period, at birth or in the first years of life, i.e. until the full development of speech. With oligophrenia, organic brain failure is residual (residual), non-progressive (non-aggravating) in nature, which gives grounds for an optimistic prognosis.

Already in the preschool period of life, the painful processes that took place in the brain of an oligophrenic child stop. The child becomes practically healthy, capable of mental development. However, this development is carried out abnormally, since its biological basis is pathological.

Oligophrenic children are characterized by persistent disturbances in all mental activity, which are especially clearly manifested in the sphere of cognitive processes. Moreover, there is not only a lag behind the norm, but also a deep originality of both personal manifestations and cognition. Thus, the mentally retarded cannot in any way be equated with normally developing younger children, they are different in many of their manifestations.

Oligophrenic children are capable of development, which essentially distinguishes them from weak-minded children of all progressive forms of mental retardation, and although the development of oligophrenic people is slow, atypical, with many, sometimes sharp deviations, nevertheless, it is a progressive process that introduces qualitative changes in the mental activity of children, in their personal sphere.

The mental structure of a mentally retarded child is extremely complex. The primary defect gives rise to many other secondary and tertiary abnormalities. Violations of the cognitive activity and personality of the oligophrenic child are clearly detected in its most diverse manifestations. Defects in cognition and behavior involuntarily attract the attention of others.

However, along with shortcomings, these children also have some positive opportunities, the presence of which serves as a support that ensures the development process.

The position on the unity of the laws of normal and abnormal development, emphasized by L.S. Vygotsky, gives reason to believe that the concept of the development of a normal child in general can be used in interpreting the development of mentally retarded children. This allows us to talk about the identity of the factors affecting the development of a normal and mentally retarded child.

The development of oligophrenics is determined by biological and social factors. Among the biological factors are the severity of the defect, the qualitative originality of its structure, the time of its occurrence. It is necessary to take them into account when organizing special pedagogical influence.

Social factors are the immediate environment of the child: the family in which he lives, adults and children with whom he communicates and spends time, and, of course, the school. Domestic psychology affirms the provisions on the leading role in the development of all children, including the mentally retarded, the cooperation of the child with adults and children who are next to him, and education in the broadest sense of this term. Properly organized education and upbringing, adequate to the capabilities of the child, based on the zone of its proximal development, is especially important. It is this that stimulates the advancement of children in general development.

Special psychology suggests that upbringing, education and labor training for mentally retarded children are even more significant than for normally developing ones. This is due to the much lesser ability of oligophrenics to independently receive, comprehend, store and process information received from the environment, i.e. less than normal, the formation of various aspects of cognitive activity. The reduced activity of a mentally retarded child, a much narrower circle of their interests, as well as other peculiar manifestations of the emotional-volitional sphere, are also of certain importance.

For the advancement of an oligophrenic child in general development, for the assimilation of knowledge, skills and abilities, specially organized training and education is essential. Staying in an ordinary mass school often does not bring him any benefit, and in a number of cases leads to serious consequences, to persistent, sharply negative shifts in his personality. Special training for

aimed at the development of mentally retarded children, provides primarily for the formation of higher mental processes in them, especially thinking. Defective thinking in oligophrenics is revealed especially sharply and, in turn, slows down and makes it difficult to understand the world around. At the same time, it has been proven that the thinking of an oligophrenic undoubtedly develops. The formation of mental activity contributes to the advancement of a mentally retarded child in general development and thereby creates a real basis for the social and labor adaptation of graduates of an auxiliary school.

Speech serves as an instrument of human thinking, a means of communication and regulation of activity. All mentally retarded children, without exception, have more or less pronounced deviations in speech development, which are found at various levels of speech activity. Some of them can be corrected relatively quickly, while others are smoothed out only to some extent, manifesting themselves under complicated conditions. Oligophrenics are characterized by a delay in the formation of speech, which is found in a later than normal understanding of speech addressed to them and in defects in its independent use. Speech underdevelopment can be observed at various levels of speech utterance. It is found in the difficulties that occur in mastering pronunciation, which are widely represented in the lower grades. This gives grounds to talk about the later and defective, compared with the norm, the development of phonemic hearing in oligophrenic children, which is so important for learning to read and write, about the difficulties that arise when it is necessary to accurately coordinate the movements of the speech organs.

Deviations from the norm also occur in the assimilation of the vocabulary of the native language. The vocabulary is poor, the meanings of words are not sufficiently differentiated. The sentences used by oligophrenic children are often built primitively, not always correctly. They contain various deviations from the norms of the native language - violations of coordination, control, omissions of sentence members, in some cases - and the main ones. Complex, especially complex sentences, begin to be used late, which indicates difficulties in understanding and reflecting various interactions between objects and phenomena of the surrounding reality, and allows us to speak about the underdevelopment of children's thinking.

For the social adaptation of a person, it is very important to communicate with other people, the ability to enter into a conversation and support it, i.e. a certain level of dialogue formation is required

Czech speech. The education of mentally retarded children is largely based on the processes of memory, which has many peculiar features. The volume of material memorized by the students of the auxiliary school is significantly less than that of their normally developing peers. Moreover, the more abstract this material is, the less children remember it. The accuracy and strength of memorization of both verbal and visual material is low. The memorization of texts, even simple ones, suffers from imperfections among schoolchildren, since they are not sufficiently able to use mnemonic techniques - to divide the material into paragraphs, to highlight the main idea, to identify key words and expressions, to establish semantic connections between parts, etc.

Significant deviations from the norm can be seen by studying how mentally retarded children perceive the objects around them. Currently, the most studied is the visual perception of oligophrenics, with the help of which they receive a significant part of the information about the environment. It has been established that the visual perception of secondary school students is inhibited. And this means that in order to see and recognize a familiar object, students need more time than their normally developing peers. This is an important feature that has a certain influence on the orientation of children in space and, probably, on the process of learning to read.

Especially difficult for oligophrenics is the active adaptation of perception to changing conditions. Because of this, they incorrectly recognize inverted images of well-known objects, mistaking them for other objects that are in their usual position.

Significant deviations take place not only in cognitive activity, but also in the personality manifestations of mentally retarded children. Human personality is a product of socio-historical development. It is formed in the course of diverse interactions with the environment. Since the interaction of the oligophrenic child with the environment is changed due to intellectual inferiority, his personality is formed in peculiar conditions, which is revealed in various aspects.

In the totality of the diverse mental traits of a person, a significant place belongs to the will. Will is the ability of a person to act in the direction of a consciously set goal, overcoming the obstacles that arise. Often a volitional act includes a struggle of multidirectional tendencies. The decisive role in volitional processes is played by the mental construction of

future situation, the activity of the internal plan, which determines the result of the struggle of motives and the decision in favor of a volitional act. In mentally retarded children, who are characterized by sharp disturbances in thinking, volitional processes suffer significantly. This feature has attracted the attention of psychologists for a long time and was included as one of the characteristic features for this category of abnormal children in their general characteristics.

Closely related to the problem of will is the problem of emotions. Emotions reflect the meaning of phenomena and situations and manifest themselves in the form of direct experiences - pleasure, joy, anger, fear, etc. Our attitude towards other people, as well as the assessment of our own actions, the degree of activity of thinking, features of motor skills, movements largely depend on emotions. Emotions can in some cases induce a person to action, in others they interfere with the achievement of goals.

The formation of emotions is one of the most important conditions for the formation of a person's personality. The development of the emotional sphere is facilitated by the family, the whole life that surrounds the child and constantly affects him, and especially schooling. Emotions are directly related to the intellect. L.S. Vygotsky emphasized the idea that thinking and affect are different aspects of a single human consciousness, that the course of a child's development is based on changes occurring in the ratio of his intellect and affect.

Understanding the facial expressions and expressive movements of the characters depicted in the pictures causes significant difficulties in mentally retarded children. Often children give distorted interpretations, complex and subtle experiences are reduced to more

simple and elementary. This phenomenon is to a certain extent connected with the poverty of the vocabulary of oligophrenics, but is not limited to it. Adult help offered in the form of questions is not effective in all cases.

The study of the emotional sphere of mentally retarded adolescents with behavioral difficulties showed that the main cause of such conditions is the painful experience of a sense of one's own inferiority, often complicated by infantilism, an unfavorable environment, and other circumstances. Children have little control over their emotional manifestations and often do not even try to do so.

The formation of the personality of a mentally retarded child is directly related to the formation in him of a correct awareness of his social status, with self-esteem and the level of claims. The most important role is played by the relationship of the child with others, his own activities, as well as biological characteristics. Self-esteem and the level of claims of mentally retarded children are often not quite adequate. Many children overestimate their abilities: they are sure that they have a good command of knowledge, skills and abilities, that they are capable of various, sometimes quite complex tasks.

Significant positive shifts occur in the self-awareness of children by the senior years of education. They more correctly assess themselves, their actions, character traits, academic achievements, to confirm the correctness of their judgments, they give specific, often adequate examples, while revealing a certain self-criticism. In assessing their intelligence, children are less independent. Usually they identify it with school success.

Received May 16, 2008

Literature

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