PECULIARITIES OF DEVELOPMENT OF THE MOTOR SPHERE OF PERSONS WITH INTELLECTUAL DISABILITIES IN THE CONDITIONS OF MODERN EDUCATIONAL PROCESS

Abstract

The article defines the peculiarities of the development of the motor sphere of persons with intellectual disabilities in the conditions of the modern educational process. It is emphasised that the physical development, motor abilities, learning abilities, and adaptability to physical activity are influenced by the severity of the intellectual defect, concomitant diseases, secondary disorders, and peculiarities of the mental and emotional-volitional spheres of children. It is noted that disorders of the motor sphere of persons with intellectual disabilities are systematised according to the following criteria: physical development disorders, disorders in the development of motor abilities, and disorders of basic movements. The absence or restriction of motor activity inhibits the natural development of a child, causing a chain of negative reactions in the body. Students with intellectual disabilities are characterised by rapid depletion of the nervous system, especially during monotonous work, increasing fatigue, and decreased performance. Secondary disorders of the musculoskeletal system include foot deformities, postural disorders, functional insufficiency of the abdominal press, and paresis, which indicates that a significant part of physical education classes should include exercises aimed at correcting musculoskeletal disorders. The disharmonious development of children with intellectual disabilities is manifested in a lower level of physical development compared to the norm and is implemented in the form of motor disorders. The author notes a low level of development of physical qualities (indicators of strength, speed, endurance, flexibility, accuracy and static balance), coordination abilities and fine motor skills in students with intellectual disabilities compared to students in mainstream schools. New approaches to the study of psychophysical developmental disorders, their structure, depth and potential of children with intellectual disabilities require a thorough study of all components of special education (content, forms, methods), the introduction of innovative technologies and new comprehensive programmes for corrective work with such children.