2313-8971Research result. Pedagogy and Psychology of Education2313-8971DOI: 10.18413/2313-8971-2017-3-2-46-531106PEDAGOGICSPSYCHO-PEDAGOGICAL SUPPORT OF CHILDREN WITH MENTAL RETARDATION IN MASS SCHOOLPSYCHO-PEDAGOGICAL SUPPORT OF CHILDREN WITH MENTAL RETARDATION IN MASS SCHOOLMishchenkoZinaida IvanovnaMishchenkoZinaida Ivanovnalimzim@mail.ruMishchenkoLeonid IvanovichMishchenkoLeonid Ivanovichlimzim@mail.ru20173200

The article presents a brief description of children with mental retardation, models of their integration into the mass classes of the general education school and the main directions for supporting these children in educational activities by a practical psychologist of education. In the characteristics of the diagnostic direction, the authors single out the primary examination, systematic stage observations of the dynamics and correction of the child's mental development. In the analysis of the correction and developmental direction, the development of the emotional and personal sphere and the correction of its shortcomings, the development of cognitive activity and the purposeful formation of higher mental functions, the formation of arbitrary regulation of activity and behavior are included. As one of the directions of psychological and pedagogical support of children with mental retardation in educational activities, a consultative, educational and preventive direction is being considered. The role of the organizational and methodical direction, which includes the activity of the school teacher and psychologist in the preparation and development of methodological materials for the councils, methodological associations, pedagogical councils, participation in the above events, as well as the preparation of documentation, is shown.

The article presents a brief description of children with mental retardation, models of their integration into the mass classes of the general education school and the main directions for supporting these children in educational activities by a practical psychologist of education. In the characteristics of the diagnostic direction, the authors single out the primary examination, systematic stage observations of the dynamics and correction of the child's mental development. In the analysis of the correction and developmental direction, the development of the emotional and personal sphere and the correction of its shortcomings, the development of cognitive activity and the purposeful formation of higher mental functions, the formation of arbitrary regulation of activity and behavior are included. As one of the directions of psychological and pedagogical support of children with mental retardation in educational activities, a consultative, educational and preventive direction is being considered. The role of the organizational and methodical direction, which includes the activity of the school teacher and psychologist in the preparation and development of methodological materials for the councils, methodological associations, pedagogical councils, participation in the above events, as well as the preparation of documentation, is shown.

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