Abstract
Children with intellectual disabilities can freely orientate in everyday situations only if their orientation is properly developed. They can orient aided by their peers and the environment. However, the slightest change or complication of the route from one familiar place to another cause’s confusion and sometimes helplessness in the actions of children. Unlike their normally developing peers, children with intellectual disabilities cannot mentally imagine the location of the kindergarten and combine all its premises in one space. Neurophysiological mechanisms for children with mental development disorders defined as functional insufficiency of the left or right hemispheres and the features of intra - and interhemispheric interaction in the developments of mental functions. Children with intellectual disabilities or mental development disorders can freely circumnavigate in everyday situations only if this task is carried out in a situation which is known and familiar for them. However, the slightest change or complication of the route from one familiar place or space to another cause’s confusion and sometimes helplessness in the actions of children.
Highlights
Changes for both functional specialization of the hemispheres and interhemispheric interaction, based on integration of brain functions, cause complex violations of cognitive activity observed in children with mental disabilities
Differences and deviations from the normal functioning of the left and right hemispheric systems in children with developmental and mental retardation reflect the features of neurophysiological mechanisms that provide integrative brain activity
The specificity of the integrative activity of the brain in violation of mental development and mental retardation in particular, revealed in psychological, pedagogical and electrophysiological studies, due to differences in the nature of deviations from the norm of the system organization of structures of the left and right hemispheres and features of interhemispheric interaction in the processing of information. Changes for both functional specializations of the hemispheres and interhemispheric interaction, based on integration of brain functions, cause complex violations of cognitive activity observed in children with mental disabilities
Summary
Changes for both functional specialization of the hemispheres and interhemispheric interaction, based on integration of brain functions, cause complex violations of cognitive activity observed in children with mental disabilities. Differences and deviations from the normal functioning of the left and right hemispheric systems in children with developmental and mental retardation reflect the features of neurophysiological mechanisms that provide integrative brain activity. Intellectual and emotional-volitional processes of children development and improvement are closely associated with the development of neurophysiological mechanisms of functional specialization of the left and right hemispheres of the brain, with the formation of interhemispheric interactions, with an increase in the regulatory role of associative systems in the cerebral integration of intra-hemispheric and interhemispheric relations. According to the following view, postnatal development of both hemispheres functionally have equal potential and ability of the right hemisphere to the speech development in the initial stages until approximately 2-4 years equal to the level of abilities of the left hemisphere. Experimental data showed that there is still no strict dominance of the left hemisphere for speech and the functions of the hemispheres are interchangeable for 3-year-old children
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