ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ТЕХНОЛОГИИ РАЗВИТИЯ МЫШЛЕНИЯ У МЛАДШИХ ШКОЛЬНИКОВ С ЗПР

Abstract

According to the Ministry of Health of the Russian Federation, the Ministry of Social Policy of the Russian Federation, the Ministry of Education and Science of the Russian Federation, the number of children with disabilities is increasing every year. The main nosology that is observed in school institutions is children with delayed mental development. In the context of the implementation of inclusive education, adapted educational programs are developed for students with mental retardation, which take into account the peculiarities of their development and are aimed at helping to assimilate the educational program. The main branch in this work is the development of higher mental functions, including thinking. The problem of the development of thinking in primary school children is central in special pedagogy and psychology, it is the lack of intellectual activity that is determined as the main reason for the school failure of children in this category. Teachers are faced with the task of developing and implementing such programs using psychological and pedagogical technologies to develop thinking in younger students with mental retardation. The article presents an integrated approach using psychological and pedagogical technologies to the development of thinking in younger students with mental retardation, which favorably affects the dynamics of the development of their thought operations. The practical significance of the study lies in the expansion and deepening of empirical research on the problem of thinking of younger students with mental retardation as a result of obtaining new qualitative and quantitative data that can be used by psychologists. A psychological program for correcting the thinking of younger students with mental retardation can be recommended to psychologists, teachers, and other specialists who work with younger students with mental retardation.