Teaching oligophrenic children. Education "oligophrenic"

Upbringing"oligophrenic"

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Oligophrenia - mental retardation - an organic defect, a kind of disease. Delayed children mental development- disabled people, and for them special educational, correctional programs. In order to place a child in a correction class, the medical and pedagogical commission checks him, and it often turns out that the child is not sick. His lagging behind his peers is the result of the joint efforts of parents and teachers. On the official language- Pedagogical neglect.

Usually, teachers, those whose profession is to teach, are blamed for the fact that the student is pedagogically neglected. Because there seems to be some demand from parents! They are not professionals. But a child comes to the class from the family, from school he again goes to his home. And, for that matter, the influence of a school teacher cannot be compared with the power of parental influence. So a bad student is first of all the son (or daughter) of unsuccessful parents.

Somehow I met a former classmate, we had not seen each other for a long time, I wanted to remember the past, and she invited me to her home. She herself is a nurse, her husband is a driver, and at that time they had a sixteen-year-old son. In general, an ordinary average family. We sat with them and had tea. Sasha, son, to my questions, which are always asked to children when they meet, answered reluctantly, in monosyllables. Eventually he got up and left. Parents began to complain: the guy is good, but some kind of lethargic, he studies somehow, with difficulty. Then, as usual, the owners began to show me their apartment. After the "excursion" I could not help asking: "Where do you keep your books?" You see, I did not find a single book in the house. Only newspapers. The owners were embarrassed, they say, somehow, we manage.

You say it's hard for him to study? Yes, this healthy, strong sixteen-year-old youth cannot connect two words, he simply cannot speak. Is he able to master the modern school curriculum? All reactions are inhibited. It's not just the lack of books: the fact that parents do not understand the developing power of reading is not so bad. They do not think at all that the child needs development. Parents raise the baby like cabbage or carrots, like mindless grass.

And that's why it's boring to study. The child came to school, having no idea what to think - to invent, to look for answers to various questions - it's interesting. That learning and reading aloud "with expression" a rhyme is a joy. That singing in chorus makes it more fun. Perseverance and attention are expected and required from him, but he is not used to straining his brains. Rather, I'm used to not straining. And therefore his gaze "advises" in any difficulty. He hardly memorizes the rules, hardly reads, cannot describe in words the object he saw for the first time.

And this, mind you, I'm not talking about a first-grader baby. There are many of them in 5th, 8th, and 10th grades. All of them are educated "oligophrenics". Their interests are limited by the formula "television-big-tape recorder-motorcycle", and, having become older, such guys famously drive a motorcycle, a car, and a tractor, they are well versed in the mechanisms. But their ingenuity seems to be taken away when mental operations are required, when what is happening becomes like a lesson. This is a habitual inhibitory reaction to the role of a student. After all, he was forced to study at school. And he developed a negative reaction to the "difficult" question. Often already quite adult people, hearing "difficult" questions, become aggressive, literally become furious, begin to scold the one who asked such a question, seeing him as their offender. “Also, a wise guy was found!”, “He will show off here!”, “You want to seem smarter than others!” - this is a typical reaction of a "educated oligophrenic". And such aggression is also a way of self-defense.

The underdevelopment of the intellect, the laziness of the mind do not prevent such people from remaining very enterprising, and in life they often achieve material well-being. And then the very formula "the telly is great:" acquires the force of the life law. Why are there books in the house, if - you see - you can succeed without them ?! And the circle closes. Next in line is the next generation of "educated oligophrenics."

Anatoly Bukin

With oligophrenia, the mental development of the child occurs on an inferior, defective basis, but a long course of the disease nervous system no, and the child is considered to be practically healthy.

The features of the mental development of oligophrenic children are similar in many aspects, since their brain is affected before the development of speech begins.
Oligophrenic children represent a homogeneous group from a psychological point of view, although they may differ in the etiology of the disease.
Most authors argue that the main defect observed in oligophrenia is the difficulty of generalization (MS Pevzner) or, in other words, the weakness of the regulatory role of speech.

G.E. Sukhareva identifies central defects. There are two of them: first, the lack of curiosity, the need for new experiences, the lack cognitive interests; secondly, poor learning ability, slow, difficult perception of everything new.

As the child grows, poverty of outlook, superficiality of thinking joins, ideas are poor, small, weakness of generalization, immaturity emotional sphere.

In the subject of special psychology, there are two concepts of the mental development of a mentally retarded child.
1. The theory of the ceiling.
A mentally retarded child more or less successfully learns everything elementary, simple, but still cannot reach the highest level of generalization, abstraction, moral heights are also inaccessible to him. The generally accepted position about the peculiarities of the mental development of oligophrenics suggests that the leading drawback in mental retardation is the weakness of abstraction and generalization.
2. The concept of development formulated by L.S. Vygotsky.
Development processes are considered as a single process, each subsequent stage depends on the previous one. Each subsequent way of responding, actions depends on what was achieved earlier. L.S. Vygotsky speaks of the need to distinguish a primary defect from a secondary, tertiary complication. It would be wrong to derive all the symptoms, all the features of the psyche of a mentally retarded child from the main cause of his retardation, i.e. from the fact of damage to the cerebral cortex. To do so would be to ignore the process of development itself.
Nuclear causes (primary defect) of mental retardation, according to L.S. Vygotsky and Zh.I. Schiff, consist in the insufficiency of the closing function of the cerebral cortex, inertia, stiffness of the main nervous processes (excitation, inhibition), as well as the weakness of the orientation defect.
The weakness of orienting activity underlies the reduced activity of the child and the need for new sensations, lack of interest in the world around him.
The most common complication of mental retardation is the underdevelopment of higher mental functions. This complication is characterized as a secondary defect. If a child falls into conditions of inadequate upbringing, education, then conditions arise for deviations of the tertiary level. Such violations are associated with manifestations in the emotional-volitional sphere, the behavior of the child.
The most amenable to corrective influence, according to L.S. Vygotsky, are secondary and tertiary deviations.
Theory L.S. Vygotsky says that a mentally retarded child is capable of cultural development. He, in principle, can develop higher mental functions in himself, but in fact remains underdeveloped in this regard.

The cultural development of a mentally retarded child is possible, but it is limited by nuclear features.
Failure logical thinking manifested in a weak ability to generalize, oligophrenics have difficulty understanding any phenomenon in the world around them. Figurative sense words and phrases are difficult to understand or not understood at all. Subject-practical thinking is limited. Oligophrenics compare phenomena and objects according to outward signs. Speech is underdeveloped, depending on the severity of the intellectual defect. Active vocabulary limited. The grammatical structure of speech suffers, pronunciation defects of various degrees are characteristic.
Oligophrenia is characterized by inertia of mental processes. Thinking is slow in pace, stiff. Switching from one type of activity to another is very difficult. Voluntary attention is weakly expressed. Attention is characterized by poor fixation on the object, easily dissipated.
The processes of memorization and perception are insufficient. new material memorized slowly, requires repeated repetition.
The underdevelopment of the emotional-volitional sphere is characteristic. Emotions are monotonous, little differentiated, shades of experiences are either very poor or absent. Emotional reactions are mainly observed in response to stimuli that directly affect a person. The psyche is inert, interest in the environment is insufficient. There is no initiative and independence on the part of oligophrenics. At the same time, they are unable to suppress the affect.
Often strong affective reactions to a minor cause.
There is an underdevelopment of motor skills. Movements are poor, monotonous, often angular, aimless, slow. There may be motor restlessness, the presence of friendly movements (synkinesia).
The level of development of the activity of patients is directly related to the degree of intellectual defect and distinctive features in the emotional-volitional sphere. Patients with a mild degree of oligophrenia are capable of mastering simple labor skills, have enough level adaptation to difficult life situations. With a severe defeat, one speaks of activity only conditionally, meaning the satisfaction of instinctive needs.
Hierarchy is also a sign of mental underdevelopment. It is expressed in underdevelopment higher forms thinking. The insufficiency of memory, perception, speech, emotional sphere, motor skills is always less pronounced than the insufficiency of thinking.

Kurgan 2010

Content:
I. Introduction…………………………………………………………………………
II. Theoretical substantiation of the problem of studying the personality of oligophrenic children………………………………………………………………………….
1.1. Psychological and pedagogical characteristics of oligophrenic children……..
1.2. Personality characteristics of oligophrenic children .............................. ................
1.3.
Chapter Conclusion……………………………………………………………………
III. Conclusion…………………………………………………… ………………
References…………………………………………………………… 49

Introduction
Pollution of nature has led to the distortion and even destruction of everything that is necessary for the preservation and continuation of normal life on earth. This is not least reflected in the reproduction of the human race. Consequence man-made disasters and excessive development of industry in the world was that not only the health of living people is being destroyed, but also their genetic roots. Gene mutations, chromosomal aberrations, arising under the influence of numerous natural and especially man-made factors, lead to a constant increase in malformations in the nascent generation. The number of newborn children who are destined to become disabled is increasing. The vast majority of them will be mentally retarded people. Every year the number of hazards that adversely affect the maturation of the fetus in the womb increases. Not only radiation, industrial and household chemical products have a teratogenic effect, the health of the expectant mother is endangered by polluted air and water, as well as food, the purity of which, as a rule, is difficult to verify. In the event that the infant bypasses these dangers, his fragile body is exposed to the same risk as the health of his parents. It is depressing that today neither urban nor rural residents, who are less affected by technological progress, are immune from these adverse effects.
The constant increase in children with mental developmental disorders, unfortunately, has not yet become a signal for a change in attitude towards this mental pathology. In the broad circles of the medical community, there is still an idea that it is impossible to have a significant impact on the fate of mentally retarded people. As a result, at best, mentally retarded children and adolescents, whose number is 1-3% of the population, are taken care of by pedagogical educational institutions and social protection agencies.
However, doctors have not exhausted their opportunities to contribute to this problem. The most important thing they can do is to make an early diagnosis of deviant psychomotor development, which should be followed by mandatory early intervention to stimulate and in many cases even out the development of the child's psyche. Moreover, a doctor familiar with modern scientific advances can already effectively treat or even prevent mental retardation. Today, medicine has great opportunities for its prevention, but for this it is necessary to use quite a variety of methods of prenatal diagnosis (in particular, amniocentesis).
The quality of life and habilitation (social adaptation) is adversely affected by the insufficient psychological preparation of the family for the acceptance and upbringing of a child with a developmental disorder. However, only the doctor who himself has minimal psychological training can provide it. In this regard, everyone working with such a family, be it a pediatrician, a neurologist or a psychiatrist, should be familiar in this context with the basics of family psychology in order to be able to alleviate family stress in connection with the adoption of a mentally retarded child, and also to help organize stimulating education adequate to his backlog. .
The achievements of special psychology and pedagogy, as well as medicine, have expanded our understanding of the clinic and psychology of individuals with mental underdevelopment. For example, the majority of them (85% of all developmentally retarded) - easily mentally retarded - have almost the same qualities as ordinary children and adolescents. They study (at correctional schools), have different characters, differ in their behavior, can become addicted to toxic or narcotic substances, suffer from neurosis or psychosis. All this requires taking into account the peculiarities of their personality, striving for everything that is not alien to a normal person, and in need of support and guidance, and not treating them as sick, suffering from a certain ailment, and nothing more.
Taking into account the indicated problem, the topic: "Peculiarities of the personality of oligophrenic children".
I. Introduction (continued).
Object of study: The personality of children - oligophrenics.
Subject of study: the process of personality formation of children - oligophrenics
Purpose of the study: theoretically substantiate the need to study the personality of children - oligophrenics.
Achieving the goal is carried out through the consistent solution of the following tasks:
- to give a psychological and pedagogical description of children - oligophrenics;
- based on the analysis of literature, to identify the characteristics of the personality of children - oligophrenics.
- selection of basic concepts.
- to consider the main directions of the technology of work on the formation of the personality of children - oligophrenics.
Methodological basis research made the main provisions of the fundamental works of leading scientists of our time.
The activity approach in psychology was formed thanks to the works of such authors as Abolin L.M., Abulkhanova-Slavskaya K.A., Brushlinsky A.V., Vygotsky L.S., Galperin P.Ya., Davydov V.V., Klimov E.A., Leontiev A.N. , Leontiev D.A. , Sukhodolsky G.V. , Elkonin D.B. etc. According to the requirement of this approach, any mental reality must be studied in the context of the activity in which it is included. At the same time, any mental manifestation can be represented as an activity with its internal structure: goals, motives, actions and operations. The activity approach significantly enriches the psychological analysis of development processes and expands its possibilities.
A systematic approach in psychology was developed by such authors as Ananiev B.G., Anokhin P.K. , Asmolov I.O., L. Bertalanfi, Vygotsky L.S., Vyatkin B.A., Klimov E.A., Lomov B.F., Petrovsky A.V., Petrovsky V.A., Platonov K. K., Popov L.M., Rubinstein S.L. etc. According to the main provisions of the systemic approach, any mental phenomenon should be considered as a system with its complex internal structure and system of external relationships. It is system analysis that makes it possible to overcome the opposition of the biological and social, psychological and psychophysiological in the human psyche and adequately assess the nature of the relationship between different structures as part of a unique mental reality.
The main features and patterns of the development of the psyche in ontogenesis are revealed and are described in the works of Burns R., Bozhovich L.I., Vygotsky L.S., Davydov V.V., Zankov L.V., Zaporozhets A.V., Kon I.S., Kraig G., Leontiev A. N., Lisina I.O., Petrovsky A.V., Feldstein D.I., Elkonina D.B. etc. In the works of these authors, the process of mental development appears as a complex multidimensional process of self-movement, not reducible to the sum of the growth processes of its individual characteristics. In the course of development, not only individual mental characteristics of a person are formed, but also a complex system of relationships between them.
The analysis of the driving forces of development carried out by these authors revealed a complex dialectical unity of biological and social factors in determining development. Leading psychologists have convincingly proved that the biological is the necessary basis for development, the social is its only source. The driving force of development is the self-development subject's own activity.
The main approaches to the analysis of mental development disorders in domestic psychology and psychiatry were developed by such specialists as Vygotsky L.S., Zaporozhets A.V., Zeigarnik B.V. and etc.
The main features of mental development in mental retardation were described in the works of Bgazhnokova I.M. , Dulneva G.M. , Zankova L.V. , Nudelmana M.M., Pevzner M.S., Petrova V.G., Pinsky B.I., Rubinshtein S.Ya., Shif Zh.I. and others. They analyzed the main mechanisms of formation of the phenomena of underdevelopment observed in oligophrenia and formulated priority ways for their correction.
The main research method is bibliographic.
II. Theoretical substantiation of the problem of studying the personality of children - oligophrenics.

1.1. Psychological and pedagogical characteristics of oligophrenic children.
The features of the psyche of oligophrenic children have been studied quite fully (L.V. Zankov, V.G. Petrova, B.I. Pinsky, S.Ya. Rubinshtein, I.M. Soloviev, Zh.I. Shif, etc.). Studies have shown that the possibilities of mastering knowledge in oligophrenic children are extremely limited. During their studies at a special school, children have time to acquire only elementary knowledge in the amount of curriculum elementary public school. Even a slight structural change in the brain due to previous diseases has a significant impact on the entire higher nervous activity child. This, in turn, is reflected in the formation of all cognitive functions and processes that underlie any educational activity, and thus determines the deep specificity of the learning process in an auxiliary school. The limited abilities of oligophrenic children are manifested both in perception, and in comprehending, and in memorizing, as well as in cases of applying knowledge, skills and abilities.
It is known that with mental underdevelopment, the first stage of cognition turns out to be defective - perception. Often the perception of the mentally retarded suffers due to a decrease in their hearing, vision, speech underdevelopment, but even in cases where the analyzers are intact, the perception of these children differs in a number of features, this is indicated by the studies of psychologists (K.A. Veresotskaya,.V. G. Petrova, .Zh.I. Shif). The main disadvantage is a violation of the generalization of perception, its slow pace is noted in comparison with normal children. Oligophrenic children need much more time to perceive the material offered to them (picture, text, etc.). The slowness of perception is aggravated by the fact that, due to mental underdevelopment, they hardly single out the main thing, do not understand the internal connections between parts, characters, etc. Therefore, their perception is also less differentiated.
Perception is inextricably linked to thinking. If the student has perceived only the external aspects educational material, did not catch the main thing, internal dependencies, then understanding, mastering and completing the task will be difficult.
The thinking of students in auxiliary schools has an extremely concrete and practically sensual character. However, their concrete thinking is imperfect and is not a reliable basis for the development of abstractions. In children with intellectual disabilities at a low level, the whole is divided into parts, the parts are separated from the whole, and then they are combined into a whole, that is, what is necessary in any kind of activity.
Thus, they analyze objects haphazardly, skip a number of important properties, isolating only the most noticeable parts. As a result of such an analysis, they find it difficult to determine the connections between the parts of the subject. Usually only such visual properties of objects as size, color are set. When analyzing objects, allocate general properties objects, not their individual characteristics.
Due to the imperfection of the analysis, the synthesis of objects is difficult. Highlighting their separate parts in objects, they do not establish connections between them, therefore, it is difficult to form an idea about the subject as a whole. G.M. Dulnev, A.I. Lipkina et al. note the poverty of students in auxiliary schools of the vocabulary fund necessary to determine the properties of objects in their analysis. This explains the inability of children to accurately and adequately name this or that property of an object. As a result, children avoid verbal analysis, trying to get by with just showing.
It has been established that the process of analysis in children occurs disorderly, unsystematic, with skipping of intermediate links, jumping from one part to the opposite, with unnecessary repetitions. Here. For example, a 1st grade student Vasya K. randomly names the parts of the body of the animal shown in the picture: “head”, “whiskers”, “nose”, “legs”, “ears”, “tail”. At the same time, he points with his finger, and then points to the upper, then to the lower, then to the middle parts of the body. A distinctive feature of the thinking of the mentally retarded is uncriticality, the inability to independently evaluate their work. They often do not notice their mistakes. This is especially evident in mentally ill children, in children with damage to the frontal parts of the brain, and in imbeciles.
They, as a rule, do not understand their failures and are satisfied with themselves, their work. All oligophrenic children are characterized by a reduced activity of thought processes and a weak regulatory role of thinking. Mentally retarded people usually begin to do work without listening to the instructions, without understanding the purpose of the task, without an internal plan of action, with weak self-control.
etc.................

Introduction

Psychology of a mentally retarded child

1.1. Features of personality development and emotional-volitional sphere

1.2. Features of the formation of self-esteem and the level of claims

1.3. Features of activity

Conclusion

Bibliography

Introduction

The concept of "mentally retarded child", adopted in domestic and foreign defectology, refers to a very diverse mass of children (they make up more than 2% of the total child population), which are united by the presence of an organic brain lesion that has a diffuse, i.e. widespread, as if developed character.

Morphological changes, albeit with unequal intensity, capture many areas of the cerebral cortex, disrupting their structure and functions.

Foreign psychologists dealing with defectological problems, speaking of mental retardation, usually expand this concept, including in it mental insufficiency, the occurrence of which happens due to sharply unfavorable social conditions for the development of a child in early childhood. This refers to the lack of emotional and intellectual contacts with other people, regular malnutrition, etc.

At present, attempts are being made in Russia to use its synonyms instead of the term "mentally retarded", since this term speaks, first of all, about the inadequacy of the child mentally, and he has deviations in both motor skills, and the emotional-volitional sphere, and the personality as a whole. The search for a more acceptable term has not yet been successful.

Mentally retarded children study for the most part in schools and boarding schools, which until the end of the 20th century were called auxiliary, and now - special (correctional) general education schools of the VIII type. Some of the mentally retarded children attend classes of correctional and developmental education organized at mass general education schools, and also study individually at home.

Most of the mentally retarded children are oligophrenics (from the Greek oligos - few, phrenos - mind). The defeat of the brain systems, mainly the most complex and late-forming brain structures, causing underdevelopment and mental disorders, occurs already at the early stages of development: in the prenatal period, at birth, or in the first year and a half of life, i.e. before speech. In oligophrenia, organic brain failure has a residual (residual), non-growing (non-deepening) character. The child appears to be practically healthy. Although its development is carried out on a defective basis, there are grounds for an optimistic forecast.

Mental retardation that occurs later in a child's life is relatively rare. Special cases are those in which the child's intellectual underdevelopment is combined with a current mental illness - epilepsy, schizophrenia, dementia, etc.

The most numerous, diversified and promising category in terms of development is children with mild and moderate degrees of oligophrenia.

Oligophrenic children are characterized by persistent disorders and underdevelopment in the sphere of cognitive activity (especially in terms of verbal-logical thinking) and the personal sphere.

The reasons for the birth of a mentally retarded child are different. Usually, endogenous (internal) and exogenous (external) factors are distinguished. It has been established that genetic forms of mental retardation, which are congenital, predominate. However, viral diseases of the mother (rubella), poisoning of the fetus with alcohol, drugs, excessive use of drugs, endocrine diseases of the mother, and chromosomal abnormalities play a significant role in the occurrence of disorders. Of certain importance are brain injuries of the child, which he can receive in the prenatal period of development, during childbirth or in the first year of life. Currently, the deterioration of the environmental and economic situation observed in our country is beginning to play an increasingly important role.

Psychology of a mentally retarded child

1.1. Features of personality development and emotional-volitional sphere

Personality is a specific person engaged in certain activities, aware of his attitude to the environment and having his own individual characteristics. Personality develops in the process of activity and communication with other people.

The development of personality in ontogenesis occurs along two complementary lines: the line of socialization (the appropriation of social experience) and the line of individualization (the acquisition of independence).

The level of personality development, the degree of its maturity is determined by the harmony of the combination of these lines in the process of individual development of a person. In the process of personal development, certain social guidelines are formed in relation to oneself and others.

The condition for the normal growth of a child into civilization is the unity of two plans of development - natural (biological and social (cultural).

A developed human personality is usually understood as a person with a certain worldview, aware of his place in society, his life goals able to act independently to achieve these goals.

Thus, a delay or deviation in the formation of a personal level of development can be due to both violations of the psychophysical organization of the child's body, and deviations, in the words of L, S, Vygotsky, in the cultural development of the child proper. As a result of unfavorable conditions of upbringing, often against the background of mild disturbances in the functioning of the central nervous system, by adolescence, the formation of a specific type of dysontogenesis of the child, defined as pathocharacterological personality formation, can be observed. The main negative consequence of the pathological level of personal development is the presence of pronounced difficulties in socio-psychological adaptation, manifested in the interaction of the individual with society and with himself.

Speaking about deviations in the formation of the personal level of regulation of behavior and activities in preschool age, it should also be borne in mind that the untimely development of any mental processes, including personal characteristics, will primarily affect the level of the child's socio-psychological adaptation.

All aspects of the personal sphere are formed in mentally retarded preschoolers also slowly and with large deviations. Children are characterized by a pronounced lag in the development of emotions, instability of feelings, limitation of the range of experiences, extreme manifestations of joy, grief, fun.

The manifestation of emotions does not depend on the qualitative originality of the structure of the defect, i.e. from the child's belonging to a certain clinical group. The development of the emotions of mentally retarded preschool children is largely determined by the correct organization of their entire life and the presence of special pedagogical influence carried out by parents and the teacher. Favorable conditions help smooth out impulsive manifestations of anger, resentment, joy, develop correct everyday behavior, consolidate the skills and habits necessary for life in a family or in a children's institution, and also allow children to take the first steps towards controlling their emotional manifestations. The first study in Russia of the personality of mentally retarded children (the so-called phenomenon of "mental saturation") was carried out in the 1930s. THEM. Solovyov, his results were reflected in the collection "Mentally Retarded Child".

In 1936 L.V. Zankov published the results of a psychological analysis of the personality of mentally retarded children suffering from different depths of the defect, and in others, when "manifestations of emotions cannot be passed through the filter of generalizations, false communication, false compensation occurs ... "

This paper describes how it was possible to make communication with others more adequate, to neutralize the impulsive manifestations of joy, anger, resentment in an 11-year-old child with mental retardation in the degree of imbecility through the upbringing of habitual stereotypes and a tendency to increased, often meaningless speaking. Abrupt appearances of negativism on insignificant occasions in a mentally retarded child with a mild degree of mental underdevelopment were overcome by stimulating the development of reflection, i.e. the thesis of L.S. Vygotsky that “in the form of a general rule, one can say: the farther the syndrome, in terms of its occurrence and the place it occupies in the structure, is from the root cause, from the defect itself, the easier it can be eliminated under other conditions with the help of psychotherapeutic and therapeutic and pedagogical techniques "(Vygotsky L.S. - V.5. - P. 293).

Preschoolers of senior groups kindergarten they listen with pleasure to expressively read or narrate simple texts that are accessible to their understanding, including emotionally colored components. With facial expressions, gestures and verbal reactions, they express sympathy for weak and kind heroes and a negative attitude towards their offenders. In a situation that is understandable to him, a mentally retarded child is capable of empathy, of an emotional response to the experiences of another person.

Moreover, children show a clearly expressed emotional attitude towards their relatives and friends. They love their parents and caregivers, and show it clearly.

The volitional sphere of mentally retarded preschoolers is at the very initial stages of formation. Its formation is directly related to the appearance of speech, which allows the child to understand the need for one or another mode of action.

The motivators of the child's behavior and one of the significant criteria for the social activity of the individual are his interests. The motivational-demanding sphere of mentally retarded preschoolers is at the initial stage of formation. Their interests are closely related to the amusement of the activity performed, they are not very intense, shallow, situational, unstable, and are caused mainly by physiological needs. Children are guided, as a rule, by immediate motives. Many researchers note as a characteristic feature of a mentally retarded child his lack of interest in knowledge.

Of particular difficulty is the formation of the correct behavior in the child. His inherent intellectual deficiency and meager life experience make it difficult to understand and adequately assess the situations in which he finds himself. The inertia of the nervous processes contributes to the stereotyping of reactions, which often do not correspond to the created situation.

Some children in an unfamiliar environment run, scream, grimace. Others, on the contrary, are silent, look around in fear, hide behind their parents, and do not come into contact with a doctor or teacher. In this regard, they seem to be more backward than they really are.

Ozerova Zukhra Asgatovna is a primary school teacher.
Place of work: MBOU Vyshegorodsk boarding school for students with disabilities.

REPORT

“Peculiarities of teaching mentally retarded schoolchildren. »

Primary School lays the foundation successful learning generally. And how school life develops for the child depends on his further socialization and integration into society.

School of the 8th type. What does it mean? Children with disabilities study there, i.e. oligophrenic children.

Oligophrenia (or mental retardation) is a pathology that cannot be cured, it manifests itself at birth and accompanies the child throughout his life. This is a developmental feature with which little man have to learn how to live in a world that, alas, is not adapted to the needs of people with handicapped. And the main task that parents, doctors and teachers face is to adapt such a child to society as much as possible.

Oligophrenic children whose mental underdevelopment is due to damage to certain brain systems in the prenatal period or in the earliest period of life due to external hazards.

Among the classifications of oligophrenia, based on clinical and pathogenetic principles, in our country the most common is the classification proposed by M. S. Pevzner.

With an uncomplicated form of oligophrenia, the child is characterized by a balance of nervous processes. Deviations in cognitive activity are not accompanied by gross violations of the analyzers. Emotional-volitional sphere changed unsharply. The child is capable of purposeful activity in cases where the task is clear and accessible to him. In the usual situation, his behavior does not have sharp deviations.

In oligophrenia, which is characterized by an imbalance of nervous processes with a predominance of excitation or inhibition, the child's inherent disorders are clearly manifested in behavioral changes and reduced performance.

In oligophrenics with impaired functions of the analyzers, a diffuse lesion of the cortex is combined with deeper lesions of one or another brain system. They additionally have local defects in speech, hearing, vision, and the musculoskeletal system. Speech disorders have a particularly adverse effect on the development of a mentally retarded child.

With oligophrenia with psychopathic behavior, the child has a sharp violation of the emotional-volitional sphere. In the foreground, he has an underdevelopment of personal components, a decrease in criticality regarding himself and the people around him, and disinhibition of drives. The child is prone to unjustified affects.

In oligophrenia with severe frontal insufficiency, cognitive impairments are combined in a child with personality changes in the frontal type with severe motor impairment. These children are lethargic, lack of initiative and helpless. Their speech is wordy, empty, has an imitative character. Children are not capable of mental stress, purposefulness, activity, poorly take into account the situation.

Possible reasons:

genetic;

Intrauterine damage to the fetus by neurotoxic factors of physical ( ), chemical or infectious ( , etc.) nature;

Significant ;

Disorders during childbirth , );

Head injuries, brain hypoxia, infections with damage to the central nervous system;

Pedagogical neglect in the first years of life in children from dysfunctional families.

Mental retardation of unknown etiology.

Oligophrenic children are capable of learning, mastering simple labor processes. They have a fairly developed speech, in which, however, imitative features, empty phrases are expressed. In behavior, they are more adequate and independent, which to some extent masks the weakness of thinking. This is facilitated by mechanical memory, a tendency to imitate and increased suggestibility. They show weakness abstract thinking, the predominance of specific associations. The transition from simple to more complex is difficult for them. Oligophrenics are trained at school, while slowness and inertia, lack of initiative and independence are found. They master predominantly specific knowledge; they fail to master the theory.

All oligophrenic children have all psychophysical functions impaired:

Speech components (all): pronunciation, vocabulary-passive (read words incorrectly, do not understand the meaning of words, cannot name colors, describe an object)

Syntox ( correct construction sentences: answer the question correctly, write down the answer - write the question)

Inversion (rearrangement) when memorizing a rhyme

Coherent speech (missing): answer the question, told what he did ..

auditory perception without which it is impossible to teach literacy: they listen, but they do not hear.

visual perception: looking but not seeing

Motor skills (small movements of the hand) at each lesson ex. for the development of fine motor skills (finger gymnastics, work with plasticine, sawdust, work with stripes, geometric cubes, etc.

For W.O. training is of paramount importance, since it includes the formation of cognitive activity and the personality as a whole.

Development deficiencies are being corrected. In the learning process, not only the abilities, but also the developmental opportunities of each child are taken into account. Corrective action should be aimed at improving cognitive activity.

Didactic principles of teaching :

educators

Educational

Systematic and consistent

Scientific and accessible

Linking learning to life

The principle of correction in training

The principle of visibility (basic)

Consciousness and activity of students.

Teaching methods :

Verbal (story, conversation, work with a textbook, book)

Visual (demonstration of the material: what pictures, tables, drawings, subject pictures, plot pictures, observation method saw)

Practical (exercises in reading, writing, counting, practical work in class)

Important: a combination of all methods.

Used Books:

1. Training and upbringing children in auxiliary school : Benefit forteachers and students defectologist. f-tov ped. in-tov / Ed.AT . AT . Voronkova - M.:School -Press, 1994.

2. Pevzner M . FROM . Children - oligophrenics ( the studychildren- oligophrenicsinprocessthemeducationandlearning). – M. Education, 1959 .