Abstract

At the present stage of the development of the system of psychological and pedagogical support for the subjects of the educational process, the goal of timely diagnosis and identification children with developmental problems that are the reason for the lack of the necessary psychological basis to master the educational program becomes the most urgent. According to research over the past 10 years, the number of primary school pupils who fail to cope with the program with preserved intelligence is steadily growing. The study aimed at identifying the psychological characteristics of children with developmental disabilities having learning problems involved 230 pupils of junior high school in the Sverdlovsk region, 111 of them girls (48 %) and 119 boys (52 %). The main diagnostic method was the Toulouse-Pieron test, universal for psychophysiological assessment. The most expressed signs of the minimal brain dysfunction are deficiencies in the formation of memory, thinking, voluntary attention, increased mental fatigue, distractibility, motor uncontrollability, weakness of self-regulation. As a result of the study hypotheses were confirmed that in children with the minimal brain dysfunctions, depending on the severity of the type, there are features of the development of the higher mental functions and the nature of behavior in the learning process that require special techniques for monitoring and evaluating pupils’ knowledge.

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