Features of organization of corrective-development work in children with mental disorders

- Шевченко, Юлія Василівна (orcid.org/0000-0002-1861-3433) (2020) Features of organization of corrective-development work in children with mental disorders Освіта осіб з особливими потребами: шляхи розбудови (16). pp. 375-391. ISSN 2313-4011

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Abstract

The article looks at what, оne of the most important tasks of correctional education is to prepare a child with psychophysical disorders for a fulfilling life in today's socio-economic conditions. Purposeful correction-developmental education and upbringing is crucial for the mental development of children with mental disorders. The author reveals the essence of research through analysis, systematization and generalization. A child with a mental disability is less flexible in its interaction with the outside world, more dependent on the influence of the social environment; she will know only what she is taught, will be the way she is taught. Therefore, it is necessary to create such conditions of study, to choose such methods and means in order to make the best use of the preserved possibilities of the child in unforced circumstances. Correctional training and education requires special organization of the educational process. The organization of educational activities takes into account the level of knowledge, the pace of work, the dynamics of fatigue, memory, stability of attention, arbitrariness of mental processes. Children with intellectual disabilities are characterized by organic damage to the cerebral cortex, which results in insufficient formation of all components of the psyche and, above all, impaired cognitive processes. It manifests itself in the development of feelings, perception, memory, imagination, thinking, attention, speech. The diagnosis of this category of children should be approached responsibly and as early as possible. In the presence of a delay in the development of the child it is extremely important to identify its cause and to the maximum to eliminate it itself and the consequences of this as soon as possible (if possible). A child with a mental disability is less flexible in their interaction with the outside world, more dependent on the influence of the social environment; she will know only what she is taught, will be the way she is educated. Therefore, it is necessary to create such conditions of study, to choose such methods and means to make the best use of the saved possibilities of the child in the stage of attenuation of the disorder, and later for carrying out «proper correction» - a gradual, step by step movement in the direction of improvement of the impaired function.

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