Methodology of increasing the level of motor abilities development among 13-14 year-old schoolchildren with mental retardation in terms of inclusive educational organization

Viktor Andreev,Igor Konovalov,Alexander Fominih,Larisa Parfenova,Aleksandr Morozov

doi:10.1051/bioconf/20202600009

Abstract

The article presents the results of a pedagogical research concerning age-related development retardation compensation of motor abilities in children with mental retardation. The authors created the separate form of inclusive education organization in physical upbringing of general educational establishment, methodology with adapted methods and means realized on the basis of the differentiated approach. The effectiveness of the methodology is proved during the received indices analysis. The level of the respondents physical readiness corresponded age norm and in some cases increased it; progress and independent regulation of behavioral norms also increased.

Highlights

The period of school age is the definite life period, when all systems of a child’s organism are formed and developed
Age related retardation revelation and stating indices according to the level of motor abilities revelation among schoolchildren with mental retardation and their coevals, who don’t have deviations, we carried out pedagogical testing
At the end of the pedagogical experiment, which was directed toward motor abilities development in 13-14 year-old schoolchildren with mental retardation, we held the control test checking the effectiveness of the chosen methods, methodical techniques and means

Summary

Introduction

The period of school age is the definite life period, when all systems of a child’s organism are formed and developed. The mentioned age range includes considerable changes in all motor abilities formation, development and improvement. During this period children gain skills and abilities. They can be the essence of the happening physical and psychological development [1,2,3,4]. The functions of motor analyzer include the main indices of mutual connections of all structural directions of central nervous system. It takes part in mutual work and intellective activity formation. Corresponding age characteristics of sensory-motor development is the part of a schoolchild’s general psychic development [7]

Methods

Results

Conclusion