Teaching children with mental retardation. Education and training of mentally retarded children

Clinic and etiology of mental retardation

Under the concept mental retardation combined numerous and diverse forms of pathology, 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 central and decisive place is occupied by the underdevelopment of cognitive activity and other higher mental functions. 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.

Most frequent exogenous the 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 ¾ 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 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 preconditions for intellectual activity. 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 be observed externally good level development of speech with apparent richness vocabulary, correct construction phrases, 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 clinical picture illness.

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 organic damage CNS or congenital defect of the CSF 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 noticeably decreases.

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).

Modern research shows that there are no unteachable children and even the most difficult ones can be taught something using specific methods, techniques and teaching aids, organizing "step by step" learning, deep differentiation and individualization of learning, the mandatory inclusion of parents in the pedagogical process.

In recent years in special pedagogy wide use received integration ideas. They also extended to the education of the mentally retarded. For children with a slight and moderate degree of mental retardation, it is advisable to create special groups, classes at mass preschool and school institutions, so that children can study with an oligophrenic teacher in the first half of the day, and be with everyone during breaks and in the afternoon, participate in various types of additional education, holidays.

The most common forms of organizing the education of mentally retarded children and adolescents are special kindergartens for children with intellectual disabilities and special (correctional) schools of type VIII. The early start of corrective work with a mentally retarded child makes it possible to correct the defect as much as possible and prevent secondary deviations.

Unfortunately, not all forms of mental retardation can be diagnosed in infancy and early childhood. At this age, hereditary forms of oligophrenia and disturbances in the structure and number of chromosomes are revealed, as well as severe mental retardation (imbecility, idiocy).

As a rule, mentally retarded young children are brought up in a family or special nurseries of the health care system. Correctional assistance can be provided to them in early intervention centers, rehabilitation and habilitation centers and psychological, medical and pedagogical consultations. Mentally retarded kids left without parental care are in orphanages, and then at the age of 3-4 years they are transferred to specialized orphanages for children with intellectual disabilities. Work with young children in the conditions of the orphanage is aimed at enriching emotional and personal contacts with adults and peers, satisfying the need for benevolent attention from an adult and cooperation with him, the need to study the objective world, as well as stimulating psychomotor development.

Corrective work with children brought up in a family is carried out with the active participation of parents. With the systematic corrective work of parents with a mentally retarded child of an early age under the guidance of an oligophrenopedagogue, significant success can be achieved in the development of the baby.

Special kindergartens provide comprehensive assistance to mentally retarded children. Along with the correctional and pedagogical measures carried out by oligophrenopedagogues, group educators, speech therapist, psychologist, music worker, therapeutic and preventive measures are carried out. Most special kindergartens have swimming pools and phytobars.

In special preschool institutions, a sparing, protective regime is observed: this is, first of all, the creation of a benevolent, calm atmosphere, the prevention of conflict situations, and taking into account the characteristics of each child.

Preparation for schooling is carried out during all the years of the child's education in kindergarten and takes place in three directions: physical readiness; the formation of elementary cognitive interests and cognitive activity and the accumulation of knowledge and skills; formation of moral and volitional readiness.

Once in favorable conditions, mentally retarded preschoolers are making good progress in development, which makes it possible to prepare them for training in a special school.

Preschoolers with mental retardation can attend special groups at mass kindergartens.

Education in them is carried out, as in special kindergartens, according to special programs.

From the age of 7-8, mentally retarded children study in the first or preparatory grades of special (correctional) schools of the VIII type, where training is conducted according to special programs based on a separate educational standard. The number of students in the preparatory class is no more than 6-8 people, and the rest - no more than 12 people. In such schools, classes for children with severe mental retardation (no more than 5-6 people) can be created. Children are accepted up to the age of 12 and are educated until the age of 18. The recruitment of classes is carried out at three levels: 1) 6-9 years; 2) 9-12 years old; 3) 13-18 years old. Such educational institutions do not accept children with psychopathic behavior, epilepsy and other mental illness requiring active treatment. Terms of study 8 years; 9 years; 9 years and vocational training program; 10 years and professional training; 10 years if kindergarten class counts.

The main tasks of these schools are to overcome the shortcomings of cognitive activity and the emotional-volitional sphere of mentally retarded schoolchildren to the maximum, prepare them for participation in productive work, and social adaptation in the conditions of modern society.

In a special (correctional) school of the VIII type, both general education subjects (such as Russian, reading, mathematics, geography, history, natural science, physical education, drawing, music, drawing) and special (correctional) subjects are taught.

To remedial classes in the lower grades there are classes on the development of speech based on familiarization with objects and phenomena of the surrounding reality, special classes in rhythm, and in the older (5-9) grades - social orientation (SBO).

specific form of organization training sessions are individual and group speech therapy classes, exercise therapy and classes on the development of psychomotor and sensory processes.

An important place in special schools is given to labor training. It has been professional since grade 4. In the process of learning to work, adolescents master the professions available to them.

Education at school lasts from eight to eleven years. Throughout the years, favorable conditions are created for the development of each student.

A large place in a special (correctional) school of the VIII type is given to educational work, the purpose of which is the socialization of pupils, and the main tasks are the development of positive qualities, the formation of a correct assessment of others and themselves, a moral attitude towards others. specific task educational work in a special school is to increase the regulatory role of intelligence in the behavior of students in different situations and in the process different types activities.

Most graduates of special (correctional) Schools VIII species are quite well prepared for the life of an ordinary adult in society: they equip their life, work in the profession they have received, and are law-abiding citizens of their country. Only a small part of them, having fallen into unfavorable social conditions, lead an immoral lifestyle. Sometimes graduates of special boarding schools experience significant difficulties in solving complex problems of independent living. Young men and women left without parents, leaving the walls of the school, do not know how to properly dispose of their property, are not always able to economically calculate their budget. They often become victims of deception. Long-term follow-up of graduates of special schools is necessary social educator the way it is done abroad.

Currently in our country for education and training different categories children with developmental disabilities work in a variety of public and private institutions. These are special kindergartens and special groups at ordinary kindergartens, special schools and boarding schools, as well as special classes created at schools. general purpose. Some children, mostly those whose developmental differences are not pronounced, attend ordinary kindergartens and study in general schools. Many parents of such children systematically consult defectologists or experienced practitioners, or invite them to conduct extra classes with kids.

Some children, especially those with gross differences in development, are brought up and educated at home. Often no corrective work is carried out with them. Although there are also cases when parents do everything possible to contribute to the development of the child. A certain 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 correctional 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 not modern. Teachers and educators do not always have a defectological education, but, as a rule, they are good practitioners. But special kindergartens are by no means enough to accommodate all the children who need it. In addition, such kindergartens are located only in large settlements.

Since many parents do not want to send their own children of preschool age to institutions located far from their place of residence, special groups are organized in some kindergartens for certain categories of children with developmental disabilities.

There is practically no special equipment needed to work in these groups. The same is true with the invitation of defectologists. But the heads of kindergartens and experienced practicing teachers are making great efforts to organize perhaps more productive correctional and educational work and achieve undoubted sensations.

A significant part of children with mild developmental disabilities are children with mental retardation, with mild degree mentally retarded, visually impaired, hearing impaired, with mild speech disorders and mild deficiencies of the musculoskeletal system attend ordinary kindergartens. If these children do not have gross deviations in behavior, then they traditionally stay there until the time when it is time to go to school. Naturally, no targeted correctional and educational work is carried out with them. Teachers of ordinary kindergartens are not prepared for this and do not set themselves a similar task. In practice, this is the most deprived 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 own defect.

Nevertheless, 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 essential for social adaptation and preparation for later life and education. After all, traditionally in this way, children are prepared for admission to a special school or a general school. Only a small part of the children (in more with the deepest mental retardation) after being in kindergarten ends up in boarding institutions of the Ministry social protection or returned to the family.

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 a defectological education. In special schools and schools - boarding schools provide for the presence of medical workers, professionals in massage, physiotherapy, auditory work, speech therapists who conduct their classes there.There are sets of special equipment needed to correct 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 rhythmics, physiotherapy exercises, home economics and social orientation, etc.

In special schools and boarding schools, great attention is paid to labor training and education of students. We mean the formation of self-service skills and social orientation, manual labor lessons included in the program lower grades, work in different workshops and in agriculture carried out in the senior years of study. In addition, high school students undergo labor practice 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 difficulty of their employment and may appear to be temporary.

In special schools, teachers and educators work hard to instill in students a positive attitude towards work, which is necessary for the work of the team. This is a very important direction of pedagogical work, which has a huge 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 own capabilities, state of health, place of residence, graduates of special schools are included in the environment around them. social environment.

Special schools organize classes for children with complex disabilities. For example, visual impairments 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 lowers the child's cognitive abilities. There is one school for deaf-blind children in Russia. It is located in the city of Sergiev Posad, the capital region (former Zagorsk).

All children with developmental disabilities, not counting the mentally retarded and 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 provides an opportunity for more capable, knowledge-seeking children after graduation special school enroll in different courses, in vocational schools, in secondary and higher educational establishments and continue your education.

In special classes organized at general schools, corrective-oriented training and education is carried out with students, but healing activities, such fundamental classes as speech therapy, auditory, teaching reading relief drawings, labor training, home economics, social orientation, etc. They do not occur all the time. This is due to the lack of an appropriate material base and the lack of professionals. Nevertheless, special classes are a definite way out of a difficult situation. They make it possible to educate and educate a child with developmental disabilities in relatively favorable social conditions for him.

Some 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 absolutely 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 in the middle normally developing peers are quite comfortable and is an accomplished student. Naturally, a child left in an ordinary school without any additional help will soon find himself in a distressed situation.

The mentally retarded children have the hardest time in a general school. The curriculum turns out to be very difficult for them, and the pace of its passage is extremely fast. Even with additional exercises with a defectologist, they do not master the material of the first class. The further, the more sharply the difficulties increase. Their training is formal. It does not sufficiently contribute to the advancement of children in the overall development and correction of the defect.

Left to their own devices, mentally retarded children cannot study in an ordinary school. If for some reason they linger in it, then they do not receive enough utility, but they receive many negative personality traits, some children with developmental disabilities do not attend school at all, they constantly live at home. Traditionally, these include those children in whom the defect is expressed very sharply. For example, those who are lying down or deeply mentally retarded (idiots), but in some cases, parents prefer to educate and educate at home such a child who could well be a schoolboy.

COURSE PROJECT

"Features of teaching children with mental retardation (intellectual disabilities)"

Introduction

Section 1. Theoretical aspects of teaching children with mental retardation (intellectual disabilities)

Section 2. Practical aspects of teaching children with mental retardation (intellectual disabilities)

Conclusion

Practical part

List of sources used

Introduction

Today, the issues of education and socialization of mentally retarded children are of particular interest to speech pathologists and special psychologists. Scientists believe that the social development of the child is manifested in the ways of his knowledge of the world around him and the use of his knowledge in various ways. life situations. Every mentally retarded child gradually learns to understand himself and those around him. The acquired skills of interpersonal relationships help him master the culture of behavior. With age, the child expands for himself the objective, natural and social world. With the expansion of ideas about the environment, the intellectual and moral development of the child increases, the simplest forms of logical thinking are formed, self-consciousness and self-esteem, social feelings develop.

In changing socio-economic conditions, in order to solve the problems of social adaptation and integration of children with intellectual disabilities, it is necessary to update the content, forms and methods of education. Children with disabilities are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing.

The new GEF takes into account their age, typological and individual capabilities, special educational needs. As part of the implementation of the Federal State Educational Standard, the educational program of the school aims at general cultural, personal and cognitive development students, providing such core competence like the ability to learn.

The purpose of this course work is to analyze the education and socialization of children with intellectual disabilities.

The tasks of the work, the solution of which is necessary to achieve the goal, are:

1) analyze the psycho-pedagogical and methodical literature on this topic;

2) to consider the features of the mental development of mentally retarded children;

3) to identify the features of teaching a mentally retarded child.

1.1 Psychological and pedagogical characteristics of children with mental retardation.

Mental retardation is associated with disorders intellectual development that arise as a result of organic damage to the brain in the early stages of ontogenesis. common feature all students with mental retardation have an underdevelopment of the psyche with a clear predominance of intellectual insufficiency, which leads to difficulties in mastering the content school education and social adaptation.

The category of students with mental retardation is a heterogeneous group. In accordance with the international classification of mental retardation, four degrees of mental retardation are distinguished: mild, moderate, severe, and profound.

The peculiarity of the development of children with mild mental retardation is due to the peculiarities of their higher nervous activity, which are expressed in the imbalance of the processes of excitation and inhibition, the violation of the interaction of the first and second signal systems.

In the structure of the psyche of such a child, first of all, there is an underdevelopment of cognitive interests and a decrease in cognitive activity, which is due to the slowness of the pace of mental processes, their weak mobility and switchability. With mental retardation, not only higher mental functions suffer, but also emotions, will, behavior, and in some cases physical development. In turn, this has a negative impact on the acquisition of reading and writing in the process. schooling.

The development of all mental processes in children with mild mental retardation is qualitatively unique, and the first stage of cognition is already impaired. Inaccuracy and weakness of differentiation of visual, auditory, kinesthetic, tactile, olfactory and taste sensations lead to difficulty in the adequacy of the orientation of children with mental retardation in the environment. In the process of mastering individual subjects, this manifests itself in a slow pace of recognition and understanding. educational material, in particular, a mixture of graphically similar letters, numbers, individual sounds or words.

At the same time, despite the existing shortcomings, the perception of mentally retarded students is much more intact than the process, which is based on such operations as analysis, synthesis, comparison, generalization, abstraction, concretization. Named logical operations in this category of children, they have a number of peculiar features, manifested in the difficulties of establishing relationships between parts of an object, isolating its essential features and differentiating them from non-essential ones, finding and comparing objects on the basis of similarities and differences, etc.

In this category of students from all types of thinking (visually effective, visually figurative and verbally logical) logical thinking is more disturbed, which is expressed in the weakness of generalization, difficulties in understanding the meaning of a phenomenon or fact. Students have particular difficulty in understanding figurative sense individual phrases or entire texts. In general, the thinking of a child with mental retardation is characterized by concreteness, uncriticality, rigidity (poor switching from one type of activity to another). Students with mild mental retardation are characterized by reduced activity of thought processes and a weak regulatory role of thinking: as a rule, they begin to do work without listening to the instructions, without understanding the purpose of the task, without having an internal plan of action.

The peculiarities of children's perception and comprehension of educational material are inextricably linked with their peculiarities. The memorization, preservation and reproduction of the information received by students with mental retardation also has a number of specific features: they better remember external, sometimes random, visually perceived signs, while it is more difficult to recognize and remember internal logical connections; later than normal peers, arbitrary memorization is formed, which requires multiple repetitions. Less developed is logical mediated memorization, although mechanical memory can be formed for more high level. Memory deficiencies in students with mental retardation are manifested not so much in the difficulties in obtaining and storing information as in its reproduction: due to the difficulties in establishing logical relationships, the information received can be reproduced haphazardly, with large quantity distortion; at the same time, the reproduction of verbal material causes the greatest difficulties.

Features of the nervous system of schoolchildren with mental retardation are characterized by a narrowing of the volume, low stability, difficulties in its distribution, slow switching. Arbitrary attention is largely impaired, which is associated with volitional tension aimed at overcoming difficulties, which is expressed in its instability and rapid exhaustion. However, if the task is feasible and interesting for the student, then his attention may certain time be maintained at the proper level. Also, in the learning process, difficulties are found in concentrating on any one object or type of activity. Under the influence of training and education, the volume of attention and its stability are somewhat improved, but at the same time they do not reach the age norm.

The representations of children with mental retardation are characterized by undifferentiated, fragmentary, likeness of images, which, in turn, affects the recognition and understanding of educational material. Imagination, as one of the most complex processes, is characterized by significant unformedness, which is expressed in its primitiveness, inaccuracy, and schematicity.

Schoolchildren with mental retardation have developmental deficiencies, physiological basis which is a violation of the interaction between the first and second signaling systems, which, in turn, manifests itself in the underdevelopment of all aspects of speech: phonetic, lexical, grammatical. Difficulties sound letter analysis and synthesis, perception and understanding of speech cause various types of violations of written speech. Reduced need for speech communication leads to the fact that the word is not fully used as a means of communication; the active dictionary is not only limited, but also filled with clichés; phrases are of the same type in structure and poor in content. The shortcomings of the speech activity of this category of students are directly related to the violation of abstract logical thinking. It should be noted that the speech of schoolchildren with mental retardation does not properly fulfill its regulatory function, since often the verbal instruction is misunderstood, which leads to incorrect comprehension and performance of the task. However, in everyday practice, such children are able to maintain a conversation on topics close to them. personal experience using simple sentence structures.

The psychological features of mentally retarded schoolchildren are also manifested in violation of the sphere. With mild mental retardation, emotions are generally preserved, but they are distinguished by the absence of shades of experiences, instability and surface. There are no or very weakly expressed experiences that determine interest and motivation for cognitive activity, and the education of higher mental feelings is carried out with great difficulty: the moral and aesthetic sphere of students with mental retardation is characterized by weakness of their own intentions and motives, great suggestibility. Such students prefer to choose a path that does not require volitional efforts, and due to the overwhelming demands made, some of them develop such negative traits personality as negativism and stubbornness. The peculiarity of the course of mental processes and the peculiarities of the volitional sphere of schoolchildren with mental retardation have a negative impact on their nature, especially voluntary, which is expressed in underdevelopment motivational sphere, weakness of motives, lack of initiative. These shortcomings are most clearly manifested in educational activity, since students begin its implementation without the necessary prior orientation in the task and without comparing the progress of its implementation with the ultimate goal. In progress learning task they often move away from the correctly started execution of an action, “slide” onto actions performed earlier, and transfer them in their previous form, without taking into account changes in conditions. At the same time, when carrying out long-term, systematic and specially organized work aimed at teaching this group of schoolchildren goal-setting, planning and control, different types of activities are available to them: visual and constructive activities, games, including didactic, manual labor, and in senior school age and some types of profile work. It should be noted the independence and autonomy of this category of schoolchildren in self-care, thanks to the acquisition of the necessary social and everyday skills.

Violations of higher nervous activity, underdevelopment of mental processes and emotional-volitional sphere cause the manifestation of some specific personality traits of students with mental retardation, manifested in the primitiveness of interests, needs and motives, which makes it difficult to form correct relationships with peers and adults.

2.1 Features of teaching writing and reading to children with mental retardation.

At the present stage special education one of the main problems is the training and development of persons with mental retardation. One of the defects in mental retardation is a violation of speech activity, including writing. A large number of studies and publications are devoted to the problem of written speech in children with mental retardation, but the relevance of its study does not decrease.

As you know, written speech is speech created with the help of visible (graphic) signs on paper. The use of the written form allows you to think about your speech longer, build it gradually, correcting and supplementing, which ultimately contributes to the development and application of more complex syntactic constructions than is typical of oral speech. The concept of written speech includes reading and writing as equal components.

Being separate types of speech activity, reading and writing are complex processes that consist of numerous operations. So, the reader needs to perceive graphic signs, recode them into sounds, say what he read aloud or “to himself”, comprehend the information contained in each word, sentence, paragraph.

As you know, the acquisition of oral speech with mental retardation occurs rather slowly and with certain difficulties. This feature of speech development has a strong influence on the further formation of communication and writing skills. Underdevelopment of the cognitive activity of mentally retarded children, late development of speech, its qualitative originality (poor vocabulary, defective pronunciation, inaccurate, auditory perception of speech sounds, low level phonemic development, imperfection of the grammatical structure of speech), as well as the psychopathological characteristics of these children, adversely affect the acquisition of reading and writing skills.

The originality manifests itself already in the first period of learning to read and write: children slowly memorize letters, mix graphemes similar in outline, correlate sound with letter not fast enough, for a long time cannot switch from letter-by-letter reading to syllabic, distort the sound composition of words, experience great difficulties in correlating the read word with an object, action, sign. In addition, mentally retarded students accumulate syllabic images very slowly. This is due to the fact that children do not understand the generalized syllabic image and try to mechanically memorize each syllable separately.

The development of reading fluency is also hampered by the fact that the visual field of mentally retarded children is limited. They usually see only that letter (that syllable) to which their gaze is currently directed. In addition, such children cannot use semantic conjecture for a long time, which is associated with their main defect - intellectual insufficiency.

Reading the text, schoolchildren find it difficult to establish even the simplest connections, so the main content often remains unclear to them. The most accessible for students with intellectual disabilities throughout the years of study are small texts of a narrative nature, in which the plot is revealed clearly and consistently, the number actors small, and the situation is simple and close to their life experience. The presence in the texts of descriptions of the experiences of the characters that serve as motives for their actions, intermittent events, the second plan, and author's digressions complicate the understanding of the story.

Writing is an even more difficult process for children with mental retardation than reading. Writing involves the implementation of an accurate, strictly consistent phonemic analysis of the word and the correlation of the selected sounds with the corresponding phonemes, i.e. performing phonemic generalization. Phonemes must then be designated by strictly defined letters. Writing requires a clear delimitation of similar phonemes from each other, a strong memorization of the graphics of letters and their reproduction in the desired sequence.

For mentally retarded children beginning to learn, writing by ear causes great difficulties, due to the imperfection of their language analysis and synthesis. Phonemic analysis is carried out by them not clearly enough, which prevents the division of the word into its constituent sounds. Students, especially those with pronunciation defects, when analyzing a word, skip some sounds (more often vowels), others mix sounds based on acoustic similarity, and also often change their order, thereby violating the structure of the word. Schoolchildren do not always cope with the correlation of sounds with the corresponding letters. The task of mastering the images of letters, especially those that are graphically similar, is not easy for children. At the beginning of training, the inscription of letters is often simplified by them, the graphic image loses its specificity. This is often observed in schoolchildren suffering from disorders of optical perception and spatial orientation, who are also characterized by a fairly persistent mirror image of writing.

The easiest type of writing is copying, but it also presents a certain difficulty for mentally retarded children. Schoolchildren are slowly moving from imperfect methods of copying by letters, by syllables, when the meaning of what is being written off is lost, to more perfect ones - by words, phrases and sentences. Students write off in a more productive way only well-known simple material, and when it becomes more complicated, they use less productive ways to complete the task. It is far from always that copying is preceded by reading the material.

Thus, the mastery of written language in mentally retarded schoolchildren occurs slowly and with great difficulty. The reason for this is the peculiarities of mental development. In connection with the violation of intelligence in children, oral speech is formed late, which affects the formation of written speech. In violation of the mastery of writing and reading, dyslexia and dysgraphia are often observed, which are also characterized by their specificity. When reading and writing, children with mental retardation admit large spectrum various errors, and some of these errors are not noticed by them. Main Feature reading and writing disorders in mental retardation is their non-isolated nature, i.e. writing disorders are not independent disorders.

As a teacher of the Russian language, in my work I set myself correctional-developing, correctional-teaching and correctional-educational goals, for the implementation of which I set the following tasks:

1. Improve your professional skills and experience in working with children with developmental disabilities.

2. Use the most effective methods, techniques and forms of work that are acceptable for correctional and developmental education.

3. Development of oral and written speech of students as a means of communication, providing students with the formation of speech and communication skills and more successful social adaptation.

4. To teach love for one's "great and mighty" language, for one's native Fatherland.

5. To develop in students the creative beginnings of the personality and to form an interest in learning.

6. Creation of a benevolent, favorable emotional atmosphere in the classroom.
7. Using an individual approach to each student.

I believe that every teacher remedial school should in educational process take into account the clinical condition of students, master the skills of correcting development in training and clearly know what he is dealing with.
In my work I use various methods learning and development. Teaching methods.

Visually, demonstrative
verbal explanatory,
Experimental-practical,
Individually developing.
Mixed.

Methods of educational and educational work are implemented through specific educational activities, forms of education and upbringing, various types of student activities, as well as with the help of teaching aids that are used in the process of implementing a particular method.
In my correctional and developmental work on the Russian language and reading, I use a wide range of forms of work, involving a variety of teaching aids.

Work forms.
-lesson - the main form of correctional - developing
learning,
- literary conversation
- subject quizzes,
- testing,
- individual sessions on didactic material
- business games,
- elements of speech therapy classes,
- correctional and developmental classes,
- classes for the development of fine and gross motor skills of the fingers,
- physical education minutes
- listening to sound recordings
-tours.

Didactic game is effective tool, with which you can arouse the child's interest in the lesson of the Russian language, and also helps to improve the quality of education. Didactic games in teaching mentally retarded students are used to attract the attention of each student, arousing his interest in the learning process. Considering that mentally retarded children are unemotional, passive and do not show an active desire to act with objects, toys, the teacher needs to create such an attitude towards the game that contributes to a positive emotional background for the proposed activity.

The game is not only an entertaining part of the lesson, but also performs cognitive, educational and corrective learning tasks. When choosing didactic game should be based on the topic of the lesson, its purpose and content. In order for the game not to become tedious or even inaccessible, it is necessary to correctly distribute the mental operations that are performed by mentally retarded schoolchildren. At the beginning of the lesson, you can hold such games that can increase the activity of children, interest them. Games such as "Guess who came to us?", "What's in the bag?" etc. In the middle of the lesson, games should be played that correspond to the topic of the lesson. If possible, every child should participate in the game. It is important that students feel that their participation is equal, and that they have a desire to play and win.

If the game rules are not clear to children, the teacher can help them simplify the material of the game, as well as reduce the number of tasks. Mistakes made by students during the game should be analyzed after the game is over. Encouragement and encouragement is a necessary emotional moment. After the completion of the didactic game, the winners are identified and the results are summed up.

The game helps to increase the emotional background of schoolchildren, brings relaxation, if a lot of intellectual stress is needed to complete a task. The game also helps in reinforcing and repeating the theme.

Examples of didactic games.

Topic: "Noun"
"Who thinks more"

Purpose: Development of imagination, oral and written speech, consolidation of educational material through the use of game motivation.

Description: The class is divided into groups and each group receives plot picture(you can use illustrations for fairy tales). Task: Write as many nouns as possible. The team that writes the most nouns wins. A similar game can be played on other topics, such as "Verb", "Adjective".

Topic: "Verbs"
"Who quickly"

Purpose: Development of thinking, consolidation of educational material through game motivation.

Description: There are two texts on the board with an equal number of words and verbs. Task: Two participants should find and underline all the words that answer the question "what is he doing?" as soon as possible. A similar game can be played on the topics “Noun”, “Adjective”, “Pronoun”, etc.

Subject: "Offer"
"Living Words"

Purpose: Development of auditory concentration, consolidation of educational material through a motor analyzer.

Description: Students are invited to the board, acting as words, they each name their own word in order. Assignment: The class is given the task to put the "words" in such order as to make a complete sentence.

In the lessons of the Russian language and reading, I try hard to work on the development of speech and thought activity, on the development of students' speech.

I chose the topic of self-education for myself “Work on the development of coherent speech in the lessons of the Russian language and reading in the senior grades of the 8th type school”,

since speech development is one of the components of the overall mental development of a child with a developmental disorder. Therefore, I will continue and improve the purposeful and systematic work on the correction of the child's speech and thinking activity, which has a certain positive impact on the entire process of the child's development.

Conclusion

The most important direction of theoretical and practical developments in the field of teaching children with mental retardation is the study of the features, possibilities and pedagogical conditions for the formation of higher mental functions in students with intellectual disabilities through correctional and developmental education.

The purpose of correctional work is to correct the mental and physical functions of an abnormal child in the process of his general education, preparation for life and work.

In order to correctly determine the content of correctional work at school, it is necessary to link correction with all the main components of the education system and only after that consider the internal structures of the subsystem and their content-pedagogical role.

Correction of the development of mentally retarded children should be carried out mainly in various activities. The main method of teaching should be the organization of constant active subject-practical activities of children in all lessons. In this activity, children can acquire knowledge and skills to such an extent that the principles of consciousness and accessibility of learning are implemented.

remedial education- the assimilation of knowledge about the ways and means of overcoming the shortcomings of mental and physical development and the assimilation of ways to apply the acquired knowledge.

Any training and education simultaneously develop to some extent, which also applies to correctional processes. At the same time, developmental correction is not limited to the assimilation of knowledge and skills. In the process of special education, mental and physical functions are rebuilt, defect compensation mechanisms are formed, they are given a new character.

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 full-fledged children, and the more often than deeper underdevelopment The child has. 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. Concept mentally retarded child includes a rather heterogeneous mass of children who are united by the presence of brain damage, which is widespread. 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 following principles training: - educating and developing orientation of training; - 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 upbringing 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. AT curriculum It is possible to single out two groups of subjects that are especially brightly conducive to the upbringing 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 wealth native land and the need to protect native nature, about working people, certain 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 useful person 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 thoughtful and clear organization and a high methodological level of conducting labor classes are of great importance. industrial practice, good technical equipment of workshops, availability of basic enterprises in the field of study, appropriate training of teachers. 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 an active learning activities and development of 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 the admission of students to a special school, it is necessary to help them learn the world 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 the degree of assimilation of the program material by students with different learning opportunities, on the other hand, the need to differentiate them in training is determined in order to increase the level of assimilation of program material. 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 a special school, this principle has great meaning because that 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, thematic plans, at each lesson, when there is a logical connection between its constituent parts, when the 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, sounds are studied first. mother tongue, then letters in a certain sequence, reading is formed by syllables, and then by whole numbers. However, in individual 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 in 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 learning at school by social needs and the influence of the social environment on the process of learning and educating students. Its essence lies in close cooperation schools and the public in the education and upbringing of children. AT modern conditions this principle takes on a new meaning. 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 high school, graduates enter 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 educational institution, can gain credibility 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 it in the classroom and in extracurricular activities. good examples from life, including the local population, but one should not bypass the shortcomings 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 education It is known that mentally retarded children are characterized by a common main drawback - a violation complex shapes 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 has crucial for 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 training 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 their generalized educational and labor skills. 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 the 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 study, 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, but 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 students. 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 when implementing the principle of visibility also lies in the fact that, along with the creation of clear and complete submissions 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 in speech performed practical action, before, 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. cognitive activity mentally retarded schoolchildren in most cases do not arise on their own, so it is necessary to activate it. The activation of learning is understood as the appropriate organization of the actions of schoolchildren, aimed at comprehension of 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.