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1

КОРЕКЦІЯ ГІПЕРАКТИВНОСТІ РОЗУМОВО ВІДСТАЛИХ ДІТЕЙ ШКІЛЬНОГО ВІКУ ЗАСОБАМИ ЛФК ТА АУТОГЕННОГО ТРЕНУВАННЯ

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Бублай-Єланкіна Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
412-418
EN
Nowadays, many research works are focused mainly on the study of ADHD in normally developed children and avoid children with different forms of pathologies, in particular, children with mental retardation. The purpose of this article is the theoretical substantiation of a complex of correctional-developing programs for children with mental retardation who have hyperactivity disorder. The author developed complexes of means of physical therapy and general advice on nutrition, aimed at the correction of psychophysical condition. It is stressed that over the past decade there have been significant changes in views concerning the deviations of mental development of children and adolescents. A number of positions in the psychology and psychopathology of children’s age was revised, which allowed a new approach to existing realities. Students with comorbidity disorder – mental retardation and ADHD – in the process of socialization causes many psychological difficulties that are not typical for children with mental retardation. As the result, they disturbed the formation of a personality. Such students constitute a group at high risk for school and social maladjustment. For the treatment and correction of hyperactive behavior the following means are used: drug therapy (psychostimulants); psychotherapy (meditation, autogenic training, family therapy, behavioral therapy); the dosed physical activity. However, in addition to medical effects, popular although not sufficiently justified means to a hyperactive child are psychological tools and means of physical culture. Taken together psycho-educational support along with medical, psychotherapeutic and rehabilitation are considered to be quite effective. Preliminary analysis of literature data showed that the complex correction of mentally retarded hyperactive children must include physical activity. We have developed a special program that included: physiotherapy with special exercises on the recovery of the behavioral reactions, improve coordination of movements, breathing exercises and relaxation of muscles; diet therapy and autogenic training.
2

РОЗУМОВО ВІДСТАЛІ ДІТИ ЯК МЕДИКО-ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

100%
Боряк О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
74-85
EN
The article deals with the modern approaches to the problem of mental retardation determination in medical, psychological and pedagogical aspects as well as study of psychological and clinical characteristics of mentally retarded children. Speech disorders in mentally retarded children are very different and have stable character. These speech disorders negatively affect the mental development of mentally retarded child and the effectiveness of his teaching. The purpose of the article is data generalization regarding the definition of mental retardation in medical, educational and psychological aspects; the reasonableness and determination of relationships and interdependencies of mental retardation levels and speech development disorders. While studying the problems of medical, psychological and pedagogical definition of mental retardation were used theoretical research methods: analysis, classification, comparison and generalization of scientific data in the field of medicine, speech therapy, correctional psycho-pedagogy, general and special psychology and neuro-psychology on the topic studied for the purpose of determining the state of investigation of the problem and promising directions of its solution. The modern stage of development of defectological science requires efforts which are aimed at deepening of scientific-theoretical and scientific-methodological views about integrity, systematic approach and integration, individual and personal focus of correctional-psycho-pedagogical influence on cognitive, general mental as well as speech development of a mentally retarded child. Probably, the expectation of a correctional effect in the development of speech activity of mentally retarded children can be achieved under certain specially created conditions: a science-based system analysis of demonstration both verbal and psychological dysontogenesis; development of principles, methods and content of the early differential diagnosis of speech development considering the psychological mechanisms and patterns of speech activity formation during ontogenesis; development of varied classification (typology) of different demonstrations of speech development disorders in the middle of children nosology considering the structure and complexity of both intellectual and speech disorders; development of a special system of correctional logopedic effect with support on the determination of the causes and individual characteristics of speech development disorders in mentally retarded children.
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