Electronic scientific journal

E. Pukhaeva

FEATURES OF IMPLEMENTATION OF ADAPTED EDUCATIONAL PROGRAMS FOR CHILDREN WITH MENTAL REMEDIATION

Elizaveta G. Pukhaeva – Candidate of Pedagogical Sciences, Associate Professor at the Department of Theory and Methods of Physical Education and Sports Disciplines, North Ossetian StateUniversity named K.L. Khetagurova (Russia, Vladikavkaz), E-mail: bekoevamarina@mail.ru

 Abstract. Co-education in a general education school for children with mental retardation and the normal development of their peers requires special organized pedagogical conditions from the school’s leadership to ensure the implementation of integrated education. Educational and cognitive activity with mentally retarded children should be carried out taking into account the peculiarities of the mental, mental and psycho-physiological development of students. Children with impaired mental development experience difficulties in mastering the main educational program. These difficulties are associated with the peculiarities of the development of their higher mental functions, which are the cause of a significant lag in cognitive development. Pupils of the designated category try to snatch some parts in the studied material, not being able to analyze and generalize the acquired knowledge. Such children are characterized by lack of attention, episodic forgetfulness, instability of emotions and other personal qualities that are expressed in the inability to focus on the main object, memorizing and reproducing external, sometimes randomly perceived visual signs, lack of purposefulness of activity, etc.

Keywords: mental retardation, intellectual impairment, education of children with mental retardation, integrated education, features of education of children with disabilities.

 

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