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Characteristics of cognitive processes of mentally disabled pupils at primary school as the basis for the implementation of a level-differentiated approach in correctional and pedagogic work
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- Characteristics of cognitive processes of mentally disabled pupils at primary school as the basis for the implementation of a level-differentiated approach in correctional and pedagogic work
- Kryukovskaya N.V. Characteristics of cognitive processes of mentally disabled pupils at primary school as the basis for the implementation of a level-differentiated approach in correctional and pedagogic work. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2022, vol. 28, № 1, pp. 132-147 (In Russ.). https://doi.org/10.34216/2073-1426-2022-28-1-132-147
- DOI: https://doi.org/10.34216/2073-1426-2022-28-1-132-147
- УДК: 376
- Publish date: 2022-04-14
- Annotation: The article presents an analysis of the results of studying the cognitive processes of mentally disabled schoolchildren. Based on this analysis, the levels of formation of cognitive processes are identified and characterised. The basis for determining the levels is the number of fully correctly completed tasks. Mentally retarded children in forms I-V revealed low, below average or average levels of formation of cognitive processes. As general manifestations, difficulties in the logical processing of information and lack of drawing conclusions due to the lack of formation of thinking and mental operations can be noted; difficulties in retaining speech information in memory, as well as a reduced ability to regulate their activity were also evident. The remaining manifestations differ depending on the level of formation of cognitive processes. In this regard, the conditions of correctional and pedagogic work with the mentally disabled in correctional classes and at Maths lessons are highlighted.
- Keywords: correctional & pedagogic work, mental retardation, level-differentiated approach, cognitive processes, remedial classes, Maths lessons.
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