Своєрідність художнього сприймання у молодших школярів з порушеннями інтелектуального розвитку.

Abstract

The given article presents the results of a study of artistic perception of junior pupils with intellectual disabilities. Today special school faces the task of increasing the efficiency of educational process. The results of involvement of works of fine art in education show that in special school the reserves of productive achievement of correctional, developmental and educational tasks are not used fully. The issues of perception of junior schoolchildren with intellectual underdevelopment of artistic images and paintings, their understanding and experience, methods of conducting lessons-conversations in fine arts and relating extracurricular activities intended to form and correct the artistic perception of schoolchildren remain topical. The main purpose of a special school is to prepare a child with intellectual disabilities for community service. It is known that a child with special needs can be prepared for socially useful work on condition that school and family are able to correct, to some extent, the shortcomings of child’s intellectual and physical development, form the right attitude to work and point out the minimum of necessary general and vocational skills. Children’s esthetic education as an integral part of the general system of harmonious development has an important corrective value in achieving this goal. Children’s esthetic education in special school, of course, is polluted due to their general intellectual underdevelopment and weak opportunities in independent artistic creativity. Therefore, the leading role in the development of such pupils belongs to the correctional teacher, as well as parents. Intellectual underdevelopment, low level of cognitive activity, disorders of the emotional and volitional sphere make such work complicated. The esthetic perception presupposes the presence of judgments, evaluations, emotional attitude to the world around. Of course, this does not deal with the development of full aesthetic perception in junior pupils with intellectual disabilities. However, under the influence of correctional and educational work it is possible to reach a certain level of correct judgments and develop a certain aesthetic sensitivity with some elements of aesthetic perception. Thus, insufficient coverage of the problem of perception of fine arts by younger pupils with intellectual disabilities in special literature and the necessity to create pedagogical conditions contributing to tackling the problems of special schools in this sphere, the small use of the potential of fine arts in practice with junior pupils with intellectual disabilities, all that conditioned the relevance of the chosen research topic