Командний підхід до організації корекційно-розвиткової роботи з дітьми дошкільного віку з інтелектуальними порушеннями

У теоретико-оглядовій статті розглянуто сучасні наукові погляди на порушення інтелектуального розвитку у дітей дошкільного віку. Оглядово представлено характеристику інтелектуальних порушень за Міжнародною класифікацією хвороб 11 перегляду. Змодельовано структури команди корекційно-розвиткового супроводу для дітей досліджуваної категорії. Охарактеризовано корекційно-розвиткові завдання, які вирішує кожен спеціаліст команди супроводу дитини дошкільного віку з інтелектуальними порушеннями.

The theoretical review article examines modern scientific views on violations of the intellectual development of preschool children. The study presents the characteristics of intellectual disorders according to the 11th revision of the International Classification of Diseases. It was established that the structure of the defect in intellectual disabilities is quite complex and has a large number of secondary defects and tertiary layering. At the same time, there is a deep primary underdevelopment of the cognitive and personal sphere, which necessitates the implementation of systemic corrective and developmental measures by the medical-psychological-pedagogical support team. The composition of the team of correctional and developmental support is stable and includes the following specialists: a defectologist (oligophrenopedagogist), a psychologist, a speech therapist, an educator, a rehabilitation specialist, and physical therapy. Only the formation of individual corrective and developmental work, taking into account diagnostic indicators in each individual case, depends on the depth of the degree of intellectual impairment. The structure of the correctional and developmental support team for children of the studied category is modeled. The corrective and developmental tasks, which are solved by each specialist of the support team for a preschool child with intellectual disabilities, are characterized. Corrective and developmental tasks implemented by specialists in the process of psychological and pedagogical influence may be duplicated. In our opinion, such repeated solving of corrective and developmental tasks ensures thorough assimilation of the studied category of knowledge, abilities and skills by children, because due to the inertia of mental processes and the violation of the closing function of the cerebral cortex, they need more repetitions to study the educational material.