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.

References:

1. Antropov A.P. Adaptirovannye osnovnye obshcheobrazovatel’nye programmy v sovremennyh usloviyah obucheniya //Special’noe obrazovanie. 2016. №4 (44). S. 5-15.
2. Butko G.A., Evtushenko I.V. Primernoe soderzhanie rabochej programmy discipliny «Tekhnologii obrazovaniya umstvenno otstalyh v predmetnoj oblasti «Fizicheskaya kul’tura» //Mezhdunarodnyj zhurnal prikladnyh i fundamental’nyh issledovanij. 2017. №1-2. S. 307-312.
3. Verhoturceva E.E. Osobennosti organizacii obucheniya i vospitaniya detej s umstvennoj otstalost’yu v korrekcionnom uchrezhdenii: zadachi i prakticheskie metody raboty //V sbornike: Open innovation. Sbornik statej Mezhdunarodnoj nauchno-prakticheskoj konferencii. V 2-h chastyah. 2017. S. 158-161.
4. Gogoleva G.S. Organizaciya processa obucheniya i vospitaniya detej s umerennoj i tyazheloj umstvennoj otstalost’yu na osnove sotrudnichestva s roditelyami //Aktual’nye problemy social’no-pedagogicheskoj deyatel’nosti v regione /Sbornik materialov regional’noj nauchno-prakticheskoj konferencii. 2009. S. 26-28.
5. Ermolaev D.O. Socializaciya detej s intellektual’nymi nedostatkami razvitiya //Fundamental’nye issledovaniya. 2013. №9-1. S. 32-36.
6. Zajceva YU.A. Realizaciya adaptirovannyh osnovnyh obshcheobrazovatel’nyh programm dlya obuchayushchihsya s umstvennoj otstalost’yu (intellektual’nymi narusheniyami) (2-j variant): problemy i puti ih resheniya //Konferencium ASOU: sbornik nauchnyh trudov i materialov nauchno-prakticheskih konferencij. 2017. № 3. S. 279-290.
7. Koryakova E.V. Rol’ sem’i v processe socializacii rebenka s umstvennoj otstalost’yu //Obrazovanie i nauka v Rossii i za rubezhom. 2018. №13 (48). S. 159-165.
8. Popov V.S. Opyt ispol’zovaniya priema propedevtiki v podgotovke pedagogov k realizacii federal’nogo gosudarstvennogo obrazovatel’nogo standarta obuchayushchihsya s umstvennoj otstalost’yu //Nauchnoe obespechenie sistemy povysheniya kvalifikacii kadrov. 2015. №3 (24). S. 24-28.
9. Reznikova E.V. Problemy podgotovki uchitelej-defektologov dlya raboty s det’mi s tyazheloj umstvennoj otstalost’yu //Fundamental’naya i prikladnaya nauka. 2017. № 3 (7). S. 83-85.
10. Sarapulova E.A. Organizaciya processa obucheniya individual’no (na domu) po special’noj korrekcionnoj obrazovatel’noj programme dlya detej s glubokoj umstvennoj otstalost’yu (iz opyta raboty) //V sbornike: Nauka, obrazovanie, obshchestvo: tendencii i perspektivy razvitiya. Sbornik materialov XI Mezhdunarodnoj nauchno-prakticheskoj konferencii. Redkollegiya: O.N. SHirokov [i dr.]. 2018. S. 86-91.
11. Strebeleva E.A., Lazurenko S.B., Kuzenkova L.M. Deti s narusheniem intellekta: reabilitaciya sredstvami obrazovaniya //Pediatricheskaya farmakologiya. 2012. T. 9. №6. S. 80-84.
12. Terekhova T.P. Osobennosti realizacii adaptirovannyh osnovnyh obshcheobrazovatel’nyh programm v processe obucheniya i vospitaniya detej s OVZ v usloviyah federal’nogo gosudarstvennogo obrazovatel’nogo standarta //V sbornike: Pedagogika XXI veka: standarty i praktiki. Materialy mezhdunarodnoj nauchno-prakticheskoj konferencii: v 2 chastyah. 2016. S. 339-343.
13. Federal’nyj gosudarstvennyj obrazovatel’nyj standart nachal’nogo obshchego obrazovaniya dlya detej s ogranichennymi vozmozhnostyami zdorov’ya (OVZ) https://spl.edusev.ru/activity/fgos/post/145747
14. Federal’nyj gosudarstvennyj obrazovatel’nyj standart nachal’nogo obshchego obrazovaniya obuchayushchihsya s umstvennoj otstalost’yu (intellektual’nymi narusheniyami) https://school.coz.ru/dir/ministerstvo_obrazov
15. Federal’nyj zakon «Ob obrazovanii v Rossijskoj Federacii» ot 26.12.2012 №273-FZ (red. 25.12.2018) http://www.consultant.ru/document/cons
16. Habarova I.V., Sidorenko O.A. Ocenka lichnostnyh bazovyh uchebnyh dejstvij u detej s intellektual’nymi narusheniyami //EHlektronnyj nauchno-obrazovatel’nyj vestnik Zdorov’e i obrazovanie v XXI veke. 2018. T. 20. №7. S. 6-11.