PSYCHOLOGICAL FEATURES OF THE EDUCATIONAL ACTIVITY OF STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The article theoretically substantiates the psychological features of the educational activity of students with intellectual disabilities. In accordance with the stages of educational activity, the features of the cognitive processes of students with intellectual disabilities are determined. It is substantiated that at the stage of perceiving educational material, the processes of perception and attention are most involved, which are inextricably linked with thinking as a complementary process. It is determined that perception in children with intellectual disabilities is characterized by a small volume, slowness, chaos, and lack of differentiation. Attention in these children is unstable, small volume; there are difficulties in distribution and switching. At the stage of comprehending educational material, thinking is activated, which in these children is characterized by concreteness, rigidity, lack of independence, uncritically, and underdevelopment of all operations and types of thinking. At the stage of consolidation of educational material, memory processes are activated, for which in intellectual disorders are characterized by slow memorization, small volume, dominance of mechanical memorization, predominance of the process of forgetting over storage, inconsistency and inaccuracy of reproduction. The application of acquired knowledge, skills and abilities by students in practice as the final stage of educational activity is characterized by the inability to transfer knowledge to new conditions, find rational ways to solve problems, performing a task without proper analysis and understanding of its conditions, etc. Difficulties in learning knowledge, as a result of impaired cognitive activity, make it difficult to master the skills of reading, writing, performing arithmetic operations, etc. The identified features of the development of cognitive processes in children with intellectual disabilities have shown significant difficulties in educational activity at each of the stages of its implementation.