Психология и социология / 8 Педагогическая психология

Bagnyukova E.B., language teacher, psychologist, Russia, school №21.

A CHILD WITH MENTAL RETARDATION

About 20% of first grade students have difficulty in mastering the program. A special place among the causes of failure is the mental retardation is structurally unstable backlog requiring correction approach, but allows you to learn in a secondary school with a special approach.

Important: it must be remembered that mental retardation is a medical diagnosis, so it can be diagnosed only by the expert (doctor-neurologist).

The main characteristics of the mental retardation:

· Later he began to sit, to speak than their peers.

· During the game on impulse. First does, then thinks.

· Activity of the child in the classroom is not always purposeful.

· It is difficult to focus. Not able to plan their activities. Quickly distracted.

· Restless, inattentive.

· Hardly understand the terms of the proposed tasks.

· Low cognitive activity.

· Slow rate of perception and processing of incoming information (fragmentary, not fully).

· Memory is reduced. Resort to mechanical memorization.

The characteristics of teachers of children with the mental retardation:

"So cool and distracted, hears nothing and does not remember", "Everything just started working, and he was tired, the window is watching", "Doing homework for three hours, but it was no use, he did not want to do that", "is Lazy, not trying, did not want to do".

The result:

· The work is done "at random", a lot of mistakes.

· A lot of comments, bad ratings.

· Bad relationship the child has with classmates.

· The development of anxiety, resentment, and feeling of clumsiness.

· Low self-esteem.

· No desire to go to school, do homework, make new friends in the class.

· Underachievement in all subjects. Difficulties in the assimilation program.

· General recommendations for remedial work at school and at home:

· The importance of the child's communication with adults. Adult story needs to be exciting and interesting.

· Engage the child in dialogue, ask questions for understanding, clarification heard.

· Positivity in the child's relationship with older forms of cognitive activity that awakens in the child a belief in their strength, relieves stress, helps to maintain active, comfortable state.

· Craft, play, paint with children.

· Attend to the problems of the child, provide timely assistance and support.

· Advise parents to consult a neurologist for medical help.

· Remember that the sooner begun the work with the child, the higher the guarantee that he will not be injured, being without special assistance in the General flow of learning and realizing what the ineffective.

Literature:

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2. Kleiberg, Yu. a. Psychology of deviant behavior: textbook for universities. – M.: shopping center Sfera, 2003. – 160 p.

3. Krahe B. Social psychology of aggression. – SPb.: "Piter", 2003. – 336 p.

4. Plotkin, M. M., Kamaeva G. I. Pedagogical aspects of social rehabilitation of children with deviant behavior //Family in Russia, 1995. – №1-2. - S. 118-130.

5. Stepanov V. G. Psychology of difficult students: Textbook. a manual for students. ouch. PED. proc. institutions. – 3rd ed. Rev. and extra –M.: Publishing center "Academy", 2001. – 336 p.

6. Firsov M. V., Studenova E. G. the Theory of social work: textbook for stud. ouch. proc. institutions. – M.: Gumanit. ed. center VLADOS, 2001. – 432с.

7. Furmanov I. A., the Psychology of children with behavioral disorders: a Handbook for psychologists and educators. - M.: Gumanit. ed. center VLADOS, 2004. – 351с.