The effectiveness of neuropsychological correction of developmental disorders of preschool children with mental retardation
The article discusses the importance of the neuropsychological approach aimed at activating the resources of brain plasticity in modern psycho-correction technologies in inclusive education. The purpose of using neurotechnologies is to restructure the impaired brain functions and create compensating means so that the child can learn independently and control his behavior in the future. The use of this approach contributes to overcoming pathological forms of ontogenesis, helping the child to get involved in the social environment. The importance of neurotechnologies in the correction of cognitive disorders in older preschool children with mental retardation is described. Correctional work with children of this age category is based on the Method of substitutive ontogenesis A.V. Semenovich, the Method of correction of neuromotor immaturity by Sally Godart Blythe, Brain Gymnastics by Gale and Paula Dennison. The necessity of developing and using a correctional and developmental program for children with mental retardation, which will contribute to improving the level of cognitive development of children with pedagogical and microsocial neglect, is shown. For the first time, within the framework of this program, the selective effect on children of other groups with mental retardation was studied. In particular, it was revealed: an increase in the level of development of attention and thinking of children with somatogenic type of SPD, optimization of attention and thinking of children with infantile variant of SPD and activation of such mental processes as memory and attention of children with cerebral organic delay. The results obtained indicate a significant correctional potential of the neuropsychological approach when working with older preschool children with mental retardation.