Zabramnaya Sofia Davydovna - Professor of the Department of Oligophrenopedagogy of the Moscow State Pedagogical University.

My pedagogical activity started in 1954. teacher of Russian language and literature at school. After defending her Ph.D. thesis, she began to actively engage in the study, education and upbringing of children with developmental problems, problems of differential psychological and pedagogical diagnostics. She traveled with lectures to various regions of Russia (more than 45 cities).

She has made numerous presentations at International conferences abroad and in Russia; at scientific sessions, pedagogical readings, pedagogical marathons. Manages experimental sites in educational institutions. Provides advice to parents. Conducts direct psychological and pedagogical work with children. Author of more than 140 works of a scientific, methodological and educational nature, devoted to various aspects of preschool, school and university education. Many works have been translated in Germany, Hungary, Mongolia, Bulgaria, Cuba; Exhibited at VDNKh, won prizes at competitions of scientific works.

Under the guidance of Sofia Davydovna, 18 dissertations were defended for success in teaching and educational, methodological activity was awarded the badge "Excellence in Public Education", "Excellence in Education of the USSR", the medal "Veteran of Labour", the Order "For Contribution to Education", as well as diplomas of the MPSSR, the USSR State Committee for Public Education.

Books (7)

Practical material

Practical material for conducting psychological and pedagogical examination of children.

The manual provides practical material for the psychological and pedagogical examination of children in order to determine their learning opportunities and establish the type of educational institution.

Guidelines for the manual

This methodological manual is fully consistent with the practical materials for conducting PMPK by the authors S.D. Zabramnaya, O.V. Borovik.

Contains a detailed description of the use of 115 tables to determine the mental development of preschool and younger children school age published in the practical guide.

Didactic material for classes with children experiencing difficulties in learning mathematics and reading. 1 class

The manual contains materials that can be used as additional in the study of mathematics and the Russian language (reading section), with students of the first grades of secondary schools, and students of various types of special (correctional) educational institutions.

Parents can use the materials of the collection to provide timely assistance to children experiencing learning difficulties.

Selection of mentally retarded children in special institutions

Issues related to the study of mental retardation are among the most important in defectology.

They are dealt with not only by oligophrenopedagogues, but also by specialists in related sciences: psychologists, neuropathologists, psychiatrists, embryologists, geneticists, etc. Attention to the problems of mental retardation is due to the fact that the number of people with this type of anomaly does not decrease. This is evidenced by statistics for all countries of the world. This circumstance makes the question of creating conditions for the maximum correction of defects in the development of mentally retarded children paramount.

Psychological and pedagogical diagnostics

The textbook "Psychological and pedagogical diagnostics" is addressed to students of faculties special psychology and correctional pedagogy (defectological faculties) of pedagogical universities. The main purpose of the publication is to familiarize students with theoretical foundations psychodiagnostics of developmental disorders in children and show different approaches and ways of studying children with various developmental disabilities.

The textbook contains factual material that reflects the features of the psychodiagnostic procedure for examining children with developmental disabilities, as well as a description of the methods and techniques of psychological and pedagogical diagnostics.

FOR THE STUDY OF CHILDREN

WITH SEVERE AND MODERATE

mental retardation

S. D. Zabramnaya, T. N. Isaeva

Creative Center

Introduction

The proposed guidelines for the study of children with moderate and severe mental retardation contain materials from the experience of the authors in conducting a psychological and pedagogical study of such children. At the same time, they took into account theoretical knowledge and practical experience specialists in this field, whose views are close to the authors (see references).

It should be noted that when creating this manual we did not set the tasks of differential diagnosis and were guided not by psychologists who knew special psychological methods, but proceeded from the purely practical tasks of assisting teachers and educators in their daily work with children at the initial stages of education. That is why attention is focused on the criteria for evaluating the child's activities in the performance of the proposed tasks; the examination procedure itself is disclosed. It is possible to obtain certain information about a child not only when performing individual tasks of a diagnostic nature, but also when using these tasks directly in the course of a lesson with children. Inclusion of them in the course of classes in work with this category of children, from our point of view, is the most appropriate.

We strove for a holistic vision of the child through the identification of the formation of the individual components of his psychophysical development and tried to show how this can be achieved. It was important for us to pay attention to those qualities of the child's personality, areas of activity that would allow us to better understand him and outline a work strategy.

Approaches to the psychological and pedagogical study of children with moderate and severe mental retardation

“Everyone has the right to education,” as it is written in the Constitution of the Russian Federation and in the Universal Declaration of Human Rights.

The task of the state is to implement these provisions in life, ensuring education for everyone in the volume and form accessible to him. This also applies to those who, for various reasons, have pronounced disorders of psychophysical development. These include children with moderate and severe mental retardation.

In accordance with the international classification (ICD-10), mental retardation, depending on the quantitative assessment of intelligence (IQ), includes four degrees of its decline: mild, moderate, severe and profound.

It should be noted that in previous years, children with severe intellectual disabilities and multiple disabilities were placed in homes for the disabled of the social security system.

At present, along with boarding schools for social protection of the population, there are various types of special correctional schools, as well as medical and pedagogical centers (TPC) for children with disabilities, in which they are trained and educated.

The implementation of assistance to these children in obtaining an education accessible to them, in their development as individuals, is also undertaken by special correctional schools of the VIII type. Of course, each school develops its own concept, which is improved in the process of work.

The possibilities of these children are extremely limited, however, the results of the work show that by creating the necessary pedagogical conditions, positive dynamics in their development can be achieved. Under pedagogical conditions it implies the presence of a child-friendly environment, evidence-based education and training programs, adequate methods and techniques of work, methodological and staffing.

Inclusion in educational process special correctional schools of the VIII type of children with moderate and severe mental retardation necessitates a clear understanding of the level of development and potential opportunities in teaching each of them.

Knowledge of the psychological and pedagogical characteristics of children with varying degrees of intellectual disability will allow teachers to choose not only rational methods of work, but also to differentiate the content educational material without excluding the child from the peer group.

At the same time, differentiation itself does not in any way provide for its simplification. We are talking about the selection of the content of educational material and integration into various educational courses. The degree of integration is determined by the capabilities of the students and at the same time depends on the specific educational goals. This, in turn, implies a constant correlation of the selection of material, didactics and teaching methods with the psychological and pedagogical characteristics of the current age state of children and the prospects for their development. The relationship of educational subjects in the pedagogical process awakens, on the one hand, the interest and self-awareness of students, and on the other hand, makes learning more visual and situational.

We believe that the educational opportunities of children with moderate and severe mental retardation should be considered from the standpoint of their participation in the process learning activities. First of all, it means their ability voluntary mental activity, volitional control of their behavior. It is these qualities that provide the child and the adult with the establishment of the primary contact, without which it is impossible to organize the educational process.

At the same time, attention should also be paid to the nature of the contact itself, which can be different: speech, using gestures, facial expressions, visual means.

Initial contact, becoming the beginning interactions child and adult, is largely determined by the child's understanding of the adult's appeals (instructions for tasks, requests, instructions, comments, praise, etc.).

For some children, verbal instructions are enough (close the door, come to me, etc.). They understand verbal requests, praise, and so on. Other children require visual, facial and gestural reinforcement when addressing them. With some children, interaction is established only under the condition of visual and effective accompaniment. The higher the mental abilities of the child, the more accessible the understanding of addressed speech.

An indicator of the level of development of the child and a condition for success in learning is Nature of activity him with an adult.

Some children are only capable of joint actions, others are capable of imitating actions, some actions are sufficient according to the model, and only a few rise to the level of independent actions.

One of the most important characteristics of the child's activity is the acceptance and use of help by an adult. The measure of this assistance can be different: organizing, explaining and teaching. Organizing assistance testifies to the higher abilities of students, when only a facial expression on the face (displeasure, approval, etc.), a gesture (pointing with a finger, shaking the head, etc.), intonation or speech appeal such as “more attentively”, “ think”, etc. Most children with moderate to severe mental retardation require explanatory and educational assistance.

The participation of the child in the process of educational activity also implies the presence self-control own actions and ability evaluate results his work. Practical work with these children shows that the formation of their self-control skills is one of the most difficult tasks. Without instructions from adults, children cannot find a mistake, they do not know how to check their actions themselves.

These features not only characterize the entire group of children with moderate and severe mental retardation, but can also form the basis of differential psychological and pedagogical diagnostics in distinguishing between these children and in determining the content academic work with them.

Studies and observations in the process of work have shown that children with moderate mental retardation can maintain situational contact with an adult, in some cases make contact on their own and show interest in interaction. In the process of interaction, they are able to receive help of an explanatory and educational nature. Understand the speech addressed to them (a simple instruction). The transfer of learned methods of action is possible with the help of an adult. Basically, actions by imitation and model predominate. Independent activity It is possible under the condition of learned methods of action and organizing assistance. In the process of activity, a comparison of their actions with a sample is available. noted emotional reaction on success, failure, and understanding at the same time both praise and blame.

Children with severe mental retardation do not initiate contact on their own. They are characterized by passive obedience, difficulties are found in understanding the oral address, a visual-effective instruction with gestural or mimic clarification is required. Difficulty accepting help when completing assignments. They are not capable of transferring the shown mode of action to a similar task. The main way to learn new things is through joint actions. Independent actions only at the level of individual operations. There is no self-control skill and, as a rule, children are indifferent to censure.

It should be noted that the presented characteristics of the two groups of children are mobile. Each child has his own pace, dynamics of development, different opportunities for learning new things, and therefore training should be individually oriented. The strategy and tactics of correctional and pedagogical work are built taking into account the "personal situation" of a single student.

To help these children be effective, it is important to create the necessary conditions, the environment in which correctional and developmental work will be carried out, aimed at achieving a certain social and labor rehabilitation and adaptation of children in a family environment, in a team of peers and in society. Of course, the possibilities of a child with severe mental retardation are extremely limited. Nevertheless, with the systematic, purposeful, complex interaction of teachers, psychologists, doctors, parents and the availability of evidence-based education and training programs, positive dynamics are real. It is clear that assistance should begin as early as possible, and this is due to early diagnosis, both medical and psychological and pedagogical. Moreover, it is important not only to state the presence of an intellectual underdevelopment in a child, but also to establish the degree, nature and structure of the defect. The tasks of medical examination are solved by doctors. Psychologists and teachers-defectologists must determine the educational "route" of the child and carry out his "accompaniment" during the entire period of stay in a special correctional institution.

To do this, you need to know the actual and potential psychophysical capabilities of the child. Establishing a “starting” level of development will allow it to be regulated and to influence the formation of those processes that need it most, to choose adequate pedagogical technologies, to trace the dynamics and formation of the formed functions. And this is the great practical significance of psychological and pedagogical diagnostics.

When mentally retarded children reach school age, it is required to determine the form, content and methods of their education. To do this, it is necessary first of all to identify the degree of maturity of the child, on which the productivity of all types of his activities depends. It is important to know not only the depth and structure of the defect, but also psychosomatic health the child, his performance, in order to properly dose the amount of individual load and provide an adequate protective regimen (alternating classes with rest, hygienic conditions, preventing emotional overload, etc.). An important indicator of school readiness is formation of the motor sphere(general coordination of movements and the ability to control one's body; fine motor skills of the hands). You also need to install household and social experience child (self-service skills; elementary ideas about oneself, others; the ability to communicate with peers, adults; understanding situations and the adequacy of behavior, etc.). In the course of observing the gaming and subject-practical activities, one should analyze those background learning, which are the basis cognitive activity children (attention, perception, ideas). Particular attention should be paid to the condition speeches(understanding of addressed speech; passive and active vocabulary; sound pronunciation; the presence of phrasal speech). It is necessary to identify the formation emotional sphere and ability to self-regulation, which are the most important indicators of the child's psychological readiness for schooling.

To get all this information about the child, it is advisable to use the following methods study: observations in the game, labor, educational and other types of activity; natural experiment (inclusion of tasks of a diagnostic nature in the structure of classes); analysis of products of activity. In each specific case, one or another method or a combination of them is chosen. The form of study can be individual and group.

Pyramid of six rings

Equipment: two pyramids with rings of different sizes, different colors and configurations (in one the rings are round, in the other they are square).

Carrying out procedure:	What is revealed:
A pyramid is placed in front of the child.	- emotional reaction (shows interest, expressed pleasure, indifference);
The rings are removed in front of the child, after which an oral instruction is given (“Put on the rings”) or with a show.	- understanding the instructions (starts to put the rings on the rod or senselessly shifts them, throws them, first puts on the cap, etc.); - is there any refusal to work; - manual skill (how he takes rings, can he put a ring on the pyramid rod, dexterity of movements, is there a tremor, etc.); - the method of assembling the pyramid (visual correlation, by trial, at random); - takes into account the size of the rings (understanding the sign of the size);
If the child does not take into account the sign of size when assembling the pyramid, he is given help: they offer to lay out the rings on the table from large to small. Show largest, smallest. Make a choice of two rings that are close in size.	- comparison and differentiation on one basis;
The child is asked to show a red, blue, green, yellow, white ring.	- color discrimination;
Then they are asked to say what color this ring is (all rings are shown in turn).	- knowledge of the names of primary colors;
In order to clarify whether the child is able to carry out the transfer of the shown method of action to a similar task, another pyramid is offered to him.	- the impact of assistance, learning; - the ability to find and correct erroneous actions.

Find the same picture

Equipment: a set of paired pictures depicting objects familiar to children (from loto)

Carrying out procedure:	What is revealed:
4 familiar images are laid out in front of the child (ball, dog, hat, mug).	- manifestation of interest, emotional reaction;
The child is asked to show its image by the name of the object. Then they ask: "What is this?"	- understanding instructions; - whether attention is attracted and how persistent it is; - whether the word correlates with the image and whether it can differentiate images;
Then they show a paired picture (for example, a ball) and ask for the same one.	- formation of the concept of identity; - whether finds in common in the same images based on visual analysis; - comparison processes; - purposefulness in work;
This work can be carried out on real objects (toys).	- understanding the names of the objects (toys) used and the verbal designation of actions with them.

Split pictures

Equipment: 4 pictures depicting objects familiar to children, cut into two, three and four parts.

Carrying out procedure:	What is revealed:
Before the child put a picture cut into two parts and ask what is shown.	- manifestation of interest, emotional reaction to the very fact of the examination;
	- recognition of objects that the child has seen before;
Then the picture is “broken” and the parts are placed separately in different positions on the plane. Instructions: “Fold the picture”, “What should happen?” (this is already the first dose of help if the child does not start work).	- understanding of the instructions and purpose of the task; - the ability to operate with images, to see the whole on the basis of its constituent parts; - the formation of visual-effective and visual-figurative thinking, combinatorial abilities; - the use of assistance (enough organizing or need a demonstration, clarification, joint implementation, constant stimulation). - a way of activity (are there any ridiculous attempts); - presence and persistence of interest; - strong-willed efforts (whether he completes the work begun); - emotional reaction to the result (happy, upset, angry, etc.); - the state of fine motor skills (capturing the picture with all fingers, interchangeable or deftly with three fingers);
After this picture, others are offered, cut into three and four parts vertically and horizontally, with which a similar work is being built.	- whether there are the same errors as in the work with the previous picture.

FIRST WEEK

Monday

Speech development

Topic. Acquaintance of children with the teacher, with each other, with the class.

Equipment: painting "Classroom", photographs of children.

Lesson content	What is revealed
1. The teacher tells the children his name, patronymic, surname. Then he asks each child to give his name, surname, age (if possible).	- understanding of addressed speech; - the child's information about himself;
2. Examining the classroom (walls, ceiling, windows, doors, blackboard, desks, chairs). 3. A teacher's conversation with children about the purpose of the classroom, its parts and objects in it.	- the ability to distribute and retain attention; - ideas about surrounding things;
4. The teacher hangs the picture "Classroom" on the board. Examining the picture. Recognition and naming of some objects drawn in the picture.	- volume of attention; - vocabulary; - the ability to correlate words-names with the image of objects.

Letter

Topic. Formation of graph-motor skills.

Equipment: posters with pictures; sheets of paper with drawings for each student, pencils.

Lesson content	What is revealed
1. The teacher informs the children that in the lesson they will learn to draw lines in different directions with a pencil. First, the task is given to put the elbows of the hands on the desk and clench the fists and unclench the fingers. The teacher asks to show the right-left hand. Then it is proposed finger game, (the teacher reads a poem and at the same time performs actions with fingers). Game progress: In one nut In hazelnut Settled yesterday Walnut gnome. To the walnut house He hid from everyone But the branch was bent Picked a nut. And so he floats In his basket. The house is rocking The gnome is tumbling. Guessing where they will bring Eat or store for future use.	- understanding the meaning of the task; - Distinguishing right-left side; - fine motor skills;
For the first 2 lines, the fingertips of the right hand are alternately connected to the thumb. On the second 2 lines - the same with the fingers of the left hand. On the fifth, sixth lines - we squeeze the fist on one hand, hug it with the palm of the second hand. On the seventh, eighth - we unclench our fists, lower our hands. On the ninth, tenth - smooth movements with the hands in front of you. On the eleventh, twelfth - the same as on lines 1-4.	- fine motor skills; - switchability of movement; - the possibility of imitation; - volitional efforts;
2. The next stage of the game. On the board and on the desk, each child has a circle. The teacher pronounces the first 4 lines and at the same time puts dots in a circle with a pencil. Children repeat the actions of the teacher. The teacher pronounces the fifth, sixth lines, painting a circle on the board. Following the teacher, the children do the same. On the seventh, eighth line, the teacher, and then the children, draw vertical lines from top to bottom. On the ninth line, you need to draw a line in the middle of the track from left to right, without lifting the pencil. On the tenth, you need to draw a line in the middle of the track from left to right, without lifting the pencil.	- understanding the meaning of the task; - the ability to act according to the model; - hand-eye coordination; - the skill of holding a pencil; - volitional efforts;

mobile game

Topic. Development of movements and orientation in space.

Equipment: wooden sticks.

Lesson content	What is revealed
1. Rhythmic game in a circle. Children, holding hands, make a circle. The teacher pronounces the poem, accompanies it with movements. Children imitate the teacher. Our, our legs They walked along the path. Our, our legs They ran along the path. Jumped over the bumps They jumped over the bumps. They ran to the meadow Lost a shoe. Lost, lost Lost a shoe.	- understanding of poetic speech and the meaning of the task; - desire to play together; - ability to imitate; - volitional efforts; - interest, emotional reactions;
On the first 2 lines - make clear steps in a circle for each word.	- formation of the main movements; - switchability of movements;
On the second 2 lines - running on toes, but not fast. On the third 2 lines - jumping in place. On the last 3 lines - standing still, turning in a circle, alternately put the right and left legs on the heel. On the last line - hands on the belt, stomp in place. Repeat all movements again on the other side.	- coordination of movements; - stability of attention;
2. Rhythmic exercises with wooden sticks (performed while sitting on chairs in a circle). The teacher and children have a wooden stick in each hand. Children repeat the rhythms after the teacher: one beat (short); two strokes (short - long); three strokes (long, short, short); three even hits, etc.	- understanding of the task; - the ability to distribute muscle strength; - arbitrariness of movements; - auditory perception; - features of analytical and synthetic activities; - auditory memory;
3. Game "Guess". The teacher asks the children to raise their hands up, down, forward, backward, right, left. The teacher then explains the game.	- knowledge of the names of spatial directions;
Option 1. In the middle of the room stands a student with his eyes closed. The teacher calls his name. It is necessary to show the direction from which the voice came. name it. Option 2. Several children are standing in the middle of the room with their eyes closed. The teacher rings the bell. Children should show and name in turn where the sound came from. 4. Practical work. Two pictures are hung on the board: on one is a playroom, children play with toys; on the other there are no children, only toys. Instructions: Look at the picture. Where do you want to play?	- understanding the meaning of the task; - ability to navigate in space; - auditory perception; - the desire and readiness of children for joint actions.

Tuesday

Check

Topic. Geometric figures.

Equipment: boxes, cards with the image of geometric figures of the corresponding form of various objects, strips of paper with the contours of the figures depicted, templates, forms, a “wonderful bag” with a set of objects.

Lesson content	What is revealed
1. Finger game. One, two, three, four, five, Let's count fingers! Strong, friendly All so necessary. On the other hand again: One, two, three, four, five! Fingers are fast Although not very ... clean. On the first line - in turn we bend the fingers on the right hand. For the next four lines - rhythmically clench and unclench your fists. On the sixth line - bend alternately the fingers on the left hand. On the last lines - wave the fingers of both hands.	- understanding of the task and the ability to perform actions of imitation;
2. The teacher invites the children to arrange the cards in the corresponding three boxes. Then the children are asked to show a circle, a square, a triangle.	- the ability to visually perceive and correlate the form; - knowledge of the form; - the ability to identify the form by name;
3. After that, it is necessary to lay out cards with the image of objects (a ball, a pyramid, a cherry, a book, round and square buttons, a box, a tower, etc.) into boxes where figures of the appropriate shape lie.	- the ability to find images similar in shape to the sample;
4. Game "Guess". The teacher on the back of the children (alternately) circles one of the figures. It is necessary to correlate the perceived with the images of the form lying on the desk, if possible, name the form.	- tactile sensations; - the possibility of visual-figurative thinking;
5. The game "Wonderful bag". Children must relate the object by touch (there are a pyramid, a cone, a cube, a ball, a wheel, etc. in the bag) with the image of the corresponding figures	- tactile sensations; - the ability to correlate the volumetric form with the planar;
6. Outlining form templates with a finger, pencil on paper.	- visual-motor coordination;
7. Coloring.	- the skill of holding a pencil.

Construction

Topic. Construction from geometric shapes.

Equipment: geometric shapes: circle, square, triangle, cut into two parts; form templates; strips of paper with painted patterns.

School tour Topic. Introduction of children to the school.

Lesson content	What is revealed
1. Tour of the school building. The teacher introduces the children to the premises: classrooms, dining room, toilet rooms, gym, workshops. 2. Children learn the path from their classroom to the cloakroom, dining room, washrooms, etc.-	- observation; - orientation in space; - ability to memorize, organize
Lesson content	What is revealed
1. The teacher hangs a square on the board. 2. Children find a square on their desk, call it. The same with circle and triangle.	- knowledge of the name of geometric shapes; - establishment of identity;
3. Children are given strips, which show a pattern of the contours of the figures. It is necessary to impose shapes on the contour.	- understanding instructions; - ability to compare a contour and a planar figure; - the possibility of purposeful activity;
4. Then you need to alternately fold the figures cut into two parts	- combinatorial thinking abilities; - the state of fine motor skills; - volitional efforts.

Wednesday

Reading

Topic. School premises.

Equipment: pictures of the premises of the school.

Lesson content	What is revealed
1. The teacher hangs pictures on the board one by one, which depict the premises of the school: a dining room, a toilet room, a classroom, a wardrobe, and asks about their purpose.	- the ability to reproduce learned;
2. The teacher presents the children with two types of tasks: Select pictures according to their purpose: “Where do they eat?”, “Where do they dress - undress?” etc. Designate the pictures: "Wardrobe", "Class", "Dining Room", etc.	- features of the flow of analytical and synthetic activities; - the ability to make simple generalizations; - speech capabilities (understanding speech, the presence of a phrase, a dictionary);
3. Game: “Pick what fits?” The teacher hangs a picture on the board, which depicts a particular school building. There are cards on the children's desks. It is necessary to select the appropriate pictures (for the class - desks, blackboard, abacus; for the toilet - a toilet bowl, sink, etc.).	- the ability to establish semantic connections depending on the visual situation, to make generalizations;
4. Practical work 1. Children try to walk independently from the classroom to different areas of the school. 2. Children are invited to choose from among the children with whom they would like to go through school together.	- the ability to be adequate to the situation; - the ability to transfer and use knowledge in a familiar situation; - the sympathy of children and the desire to communicate.

Check

Topic. Color.

Equipment: demonstration material of the teacher (squares, triangles of red, yellow, blue), individual envelopes with a set of squares and triangles of the same color.

Lesson content	What is revealed
1. The teacher hangs a red square on the board and asks the children to show the same one.	- understanding instructions;
Then a yellow square is hung out. Children find the same. The same is repeated with the blue square. The squares are laid out in a row. After that, the children themselves name the colors of the squares. The teacher calls the color, the children must show the corresponding color.	- the ability to visually perceive and correlate colors; - condition of motility; - the ability to distinguish colors; - the ability to highlight the color by name; - knowledge of color;
2. The game "We are building a house." Children take out triangles of three colors from envelopes. It is necessary to pick up a roof of the same color for the house and attach it, following the actions of the teacher. Count at home.	- interest; - the ability to act according to instructions, highlighting a given color;
3. The game "Strong wind". A strong wind blew and mixed up the roofs of houses. Children close their eyes, the teacher swaps triangle roofs. Having opened their eyes, students should find the error and eliminate it (help is provided if necessary.)	- the ability of spatial perception; - account possibilities;

Application

Topic."Collecting beads".

Equipment: boxes with pattern circles in three colors (red, yellow, blue) for each child; cards with the image of the contours of the beads and three boxes of red, yellow and blue.

Lesson content	What is revealed
1. There are three colored pattern circles on the tables for children (red, yellow, blue). The teacher hangs red, yellow, blue circles on the board alternately. Children must show the same and name the color. Each child is offered a box containing three color template circles and three boxes of similar colors.	- the ability to visually perceive colors; - knowledge of the names of flowers; - understanding of the task; - the possibility of purposeful activity; - volitional efforts; - ability to accept adult help
2. Each child is offered three cards with ready-made drawings of bead contours. It is necessary to choose a color and lay out pattern circles in a given direction. Count the beads	- observation; - the ability to distribute attention; - knowledge of color and the ability to name it.

Thursday

Speech development

Topic. Educational things, purpose and handling.

Equipment: pictures of educational things

Lesson content	What is revealed
1. Teacher's conversation about the purpose of educational items (satchel, backpack), pen, notebook, pencil, book, etc.). The real object is presented.	- the ability to listen and understand the speech of the teacher;
2. The teacher asks to select from a set of pictures depicting various objects only those that are necessary for the school (“educational things”). Children have to sort the circles into boxes by color.	- knowledge of the purpose of objects; - the ability to establish the similarity, identity of the image in the picture with a real object based on visual analysis; - the ability to correlate the same colors; - color differentiation;
3. Find and name objects in the classroom, children's clothes, teachers by a given color.	- concentration in the process of perception;
4. Didactic game"The Fourth Extra". The teacher hangs four pictures on the blackboard (three of them show educational things). Children should highlight the extra one and determine why	- purposefulness of activity; - analytical and synthetic activities; - the ability to exclude an object that does not have common features for the rest; - the ability to make generalizations; - logical validity of the principle of action.

Letter. Preparation for writing

Topic. Formation of writing skills.

Equipment: colored stripes (made of thick paper, cardboard); stencils geometric shapes; pencils.

Lesson content	What is revealed
1. Finger gymnastics: Four brothers are coming. I will meet the elder. - Hello, Bolshak! -Hello, Vaska-pointer, Bear-middle, Grishka orphan and little Timoshka. On the first line - the thumb is bent on the palm, on the second line - the thumb is opposed to the other four, on the third and fourth line - the tips of the thumb and the remaining four fingers are connected together. On the fifth line, the tips of the thumb and forefinger are connected. On the sixth line, the tips of the thumb and middle finger are connected. On the seventh line, the tips of the thumb and ring finger are connected. On the eighth line, the tips of the thumb and little finger are connected.	- the ability to act on imitation and model;
2. Working with colored stripes. The teacher arranges the colored stripes in a certain sequence. Children on the desk lay out the strips in the same sequence. Assistance is provided if necessary. (all stripes of the same color)	- formation of object-manipulative actions; - ability to work according to the model; - pace and sequence of actions; - interest; - the presence of a positive emotional reaction; - motor skills; - spatial perception; - account possibilities.
3. Stenciling the square and rectangle. Hatching in specified directions	- graphomotor skills.

Self service

Zabramnaya S.D., Borovik O.V. From Diagnostics to Development (Document)

Visual material for examining children (Document)

Obraztsov P.I. Methods and methodology of psychological and pedagogical research (Document)

Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research (Document)

Strebeleva E.A. (ed) Orphans: Counseling and Developmental Diagnostics (Document)

Material for the examination and formation of the phonetic structure of speech (Document)

Zabramnaya S.D., Levchenko I.Yu. Psychological and pedagogical diagnostics of developmental disorders (course of lectures) (Document)

Obraztsov P.I. Methodology and methods of psychological and pedagogical research Course of lectures (Document)

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Zabramnaya S.D. Practical material for conducting a psychological and pedagogical examination of children: a manual for psychol.-med.-ped. comis. - M.: Humanitarian, ed. center VLADOS, 2005. - 32 p. (Correctional Pedagogy)

One of the most effective means of relieving tension caused by an unusual environment is free play. During such a game, the contacts necessary for further work are established with the child. At the same time, members of the commission receive the first ideas about the features of his psyche, behavior, motor skills. It is important to trace the nature of the emotional reaction to the toys offered to the child, taking into account the age of the subject. Some children show stormy joy at the sight of toys, others behave more restrainedly. Some children immediately begin to play with the toys they like. Others limit themselves to randomly sorting through them, shifting from place to place.

It is necessary to find out whether the child's interest in toys is persistent and whether the actions performed with them are reasonable. It should also be taken into account whether the child accompanies the game with speech, whether he addresses adults with questions.

To establish contact with the child and the opportunity for him to get comfortable, visual activity is very productive. The process of drawing proceeds more naturally if the examiners pretend that they are busy with some kind of their own business. The child must be given the opportunity to feel that he is, as it were, alone with himself. The conversation with the child should be started only after he calms down or starts asking questions himself. Starting a conversation, you can ask what he draws in this moment what color pencils he uses, etc. It should be noted whether the child can draw on a topic of his own choice and whether interest in the activity begun is persistent. Special studies show that the analysis of a child's drawing can provide valuable additional material both in establishing his intellectual capabilities, and in the differential diagnosis of certain personality states (the originality of drawings in epilepsy, schizophrenia, etc.). Researchers note the different nature of the drawings, depending on the degree of intellectual decline in the child. So, for example, it was found that children with a mild degree of mental retardation are able to draw on their own chosen topics, but they often have inadequate deviations in the process of drawing from the initially chosen visual task and supplementing the drawing with objects that do not belong to it. In the drawings of this category of mentally retarded children, violations of the logic of the image are noted. Sometimes these children use pencils of different colors while drawing. In other cases, the entire drawing is logically unreasonably done with a pencil of the same color. These children are more critical of their drawings than those with more pronounced mental retardation. Children with a mild degree of mental retardation can experience positive emotions during visual activities.

Children with severe mental retardation draw on a very limited range of topics. The subjects they chose are largely determined by what they have painted before. Children get distracted while drawing. The objects depicted by them are not logically related to each other. When drawing, they use one or two colors. The mentally retarded of this group are not very critical of the results of their activities.

These children cannot perform subject images. While drawing, they switch their attention to foreign objects, forget the instructions. As a rule, they use a pencil of the first color that comes across.

A conversation with the child can also serve as a means of relieving tension and establishing contact. It should be remembered that during the conversation you can get a number of valuable information regarding the causes of deviations in the development and behavior of the subject. Therefore, the conversation should be thoughtful, purposeful. During the conversation, it is recommended to identify: a) the accuracy of the child's ideas about himself, his family, close relatives, friends (last name, first name, patronymic, age) and the ability to differentiate the concepts of "family", "neighbors", "relatives", etc. .; b) the nature of ideas about time (the ability to determine it by the clock, understanding the ratio of time measures, etc.), the ability to distinguish seasons according to their main features (rain, snow, wind, etc.), about natural phenomena (thunderstorm, hurricane etc.); c) the ability to navigate in space (practical mastery of the concepts "further", "closer", "right", "left", "above", "below"); d) a stock of information about the environment (information about your country, outstanding events, famous people).

The order in which the questions are asked to the child can be arbitrary. The questions themselves, their sequence depend on the age and individual characteristics of the child.

In some cases (with impaired hearing, speech), oral questions can be replaced by a picture that allows you to identify the same information. For example, a picture depicting absurd situations causes laughter in children, an involuntary statement about the absurdity of the depicted, which is already an indicator of their understanding of what they saw.

After establishing the necessary contact with the child being examined using the above means (free play, visual activity, conversation), you can begin to study the features of his perception, memory, attention, mental activity, speech, imagination, motor skills, emotional-volitional sphere, personality as a whole and state of school knowledge. All this can be identified using various diagnostic equipment (toys, tables), and psychological techniques. In the process of conducting research, attention should be paid to a number of the following points.

Understanding the instructions and purpose of the task. Before presenting any task to the child, this or that instruction is given. Every time it is important to establish whether the child perceives the instruction and whether he makes attempts to understand it. Intellectually safe children listen attentively to the instruction and in case of misunderstanding ask to repeat it. Mentally retarded children, as well as children with impaired attention or simply insufficiently efficient, do not pay due attention to the instructions and, without listening to it to the end, are taken to perform the task at random.

It is important to identify what type of instruction is understandable to children: verbal; speech, accompanied by a visual display; speechless.

Children with normal intelligence and intact hearing perform tasks accessible to their age according to oral instructions. In some cases, visual presentation of the task without any verbal instructions is enough for them. Let's take an example. The child is shown a picture with inserts inserted into it (see tables 26, 27), then the inserts are taken out and placed in front of the child next to the picture. Usually children understand that it is necessary to insert the earbuds in the appropriate place. In another case, a picture is placed in front of the child (see Tables 43, 44), which depicts several ridiculous situations. An intellectually well-behaved child usually understands what to call the depicted absurdities. Mentally retarded children usually need to be given instructions and asked leading questions. In the first case: "Put it in place", and in the second - "What is drawn incorrectly?". Children with a significant decline in intelligence begin to understand instructions only after an adult shows how to complete the task. It is important to establish whether the child is able to retain the instruction offered to him in memory. Mentally retarded children often do not remember the instructions and therefore cannot finish the work they have begun. The same can be said about children with impaired performance, memory and attention deficiencies.

The nature of the activity in the performance of tasks. In all cases, it is important to establish whether the child performs the task offered to him with interest or formally. In addition, it is necessary to pay attention to the degree of persistence of the interest that has arisen.

It is important to find out how thoughtfully the work offered to the child is carried out. The best results are achieved by purposefully working children. Disadvantages can be expressed in the unsystematic, chaotic nature of all activities or “slipping” from a correctly started solution. Such shortcomings are also found in intellectually intact children, as well as in children with a delay in psychophysical development. However, in the mentally retarded, these manifestations are much more common and they are more pronounced.

It is necessary to pay attention to the ways in which the child solves the tasks proposed to him. Children with normal intelligence try to find original and economical ways of acting. Mentally retarded people usually act in a stereotyped or even inappropriate, inadequate way.

It is important to find out how concentrated the child is working and what his performance is. Some children are attentive all the time, others are constantly distracted and quickly exhausted. In the second case, it is necessary to determine what affects the nature of the activity more: inability to concentrate or rapid exhaustion.

It should also be established whether the child knows how to use the help offered to him, if necessary. The more pronounced this ability, the higher the child's learning ability. The degree and nature of assistance can be very different. Let's take an example. The text is read to the child and asked to convey its meaning in his own words. Sometimes a second reading is required, in other cases it is necessary to ask clarifying questions, present a picture, etc.

Intellectually intact children perceive help and are able to use the mode of action shown to them when performing similar tasks. The mentally retarded need much more help. However, it does not give any tangible effect. These are children with learning disabilities.

An important quality of activity is the child's ability to exercise control at each stage of the task, as well as the volitional efforts that are required of him in solving the task.

The reaction of the child to the results of the work. As a rule, children with normal intelligence are able to evaluate the work they have done. They rejoice at their successes and grieve at their failures.

Some children with behavioral difficulties pretend that they do not care about the lack of necessary achievements.

Mentally retarded children are not always able to correctly evaluate the results of their work. However, they are not indifferent to the assessment of their activities by others.

With a severe form of mental retardation, children cannot evaluate their work and are indifferent to the opinion of others about it.

General emotional reaction to the fact of the survey. Mentally healthy children show a certain shyness and alertness during the examination.

An indifferent attitude to the fact of the examination, and sometimes a familiar attitude towards members of the commission, is most often found in mentally retarded children.

Some children show increased euphoria (excessive unreasonable gaiety). Such behavior can be a symptom of mental illness and should be alarming. Such children should be the object of special attention from the psychiatrist.

In all cases, care must be taken to create a calm environment. PMPK members examining the child should talk to him in a friendly, even tone, so that the child feels confident from the very beginning. You need to start with easy tasks that are obviously feasible for the child. Only after he has managed to complete the task, you can begin to offer tasks that are more complex, corresponding to his age. It is desirable to observe this condition during the entire examination. As soon as the child cannot solve the task and begins to worry, to worry, an easier task should be offered, after which one should again return to the unsolved one. It is necessary to encourage the child in the process of work.

An important methodological principle of psychological and pedagogical examination is the alternation of tasks of a verbal and non-verbal nature: children are less tired with this method of work. At the same time, it is advisable to give the entire examination process a playful character, and select tasks that arouse interest and desire to study.

PART II. PRACTICAL MATERIAL AND METHODS OF ITS USE IN THE PROCESS OF PSYCHOLOGICAL AND PEDAGOGICAL SURVEY

For the psychological and pedagogical examination of children, we recommend an approximate list of materials that can be used depending on the objectives of the study, the individual characteristics of children and their age. It should be noted that experimental psychological methods and test material are used, as a rule, by a psychologist. The tasks that are given in the tables in the application, as well as the game material, are used by the defectologist in the psychological and pedagogical examination.

For the study of attention.

1. Forms of "Correction tests" (methods of Bourdon, Pieron-Ruser, Wexler coding).

2. Tables for counting multi-colored circles in the sectors of the circle (Rybakov's method).

3. Tables for simultaneous counting of figures of two types (00+0++0...) (Rybakov's method).

4. Schulte tables (5 tables with randomly placed numbers from 1 to 25).

5. Tables showing objects with missing details (from Veksler's technique).

6. Forms for the method "Account according to Kraepelin".

7. Forms for the Münsterberg method.

8. Materials from this manual (Appendices).

For the study of perception.

1. Tables depicting the contour, silhouette, parts of familiar objects. "Noisy" images (objects are drawn in, superimposed one on top of the other - figures of Pop-pelreitor).

2. "Mailbox" (box of forms).

3. Segen boards of different difficulty options.

4. Cubes of Koos.

5. Tables with the image of objects that should be completed (method of T.N. Golovina).

6. A set of subject pictures, cut into 2-3-4 parts.

7. Pictures to determine the right, left side, the concept of "top", "bottom", "in the middle".

8. Method "Standards".

9. Methodology "Progressive matrices of Raven".

For the study of thinking.

1. Tables with images of objects, one of which does not fit for one reason or another (size, shape, color, generic category).

2. Tables with tasks to exclude a concept that is not suitable for the rest.

3. Tables with logical tasks and the search for patterns.

4. Forms for the methodology "Isolation of essential features".

5. Forms for the methods "Simple analogies", "Complex analogies".

6. Tables with proverbs and sayings.

7. Narrative pictures for comparison; tables with a task for comparing words-concepts.

8. A set of plot pictures of varying degrees of complexity (simple, with a hidden meaning, ridiculous content, a series depicting a sequence of events).

9. Tables with texts of varying complexity (simple descriptive, complex, with conflicting content).

10. A set of cards with the image of objects of different generic categories for the study of the classification operation.

11. Tables with riddles.

12. Forms with words for the study of associations (one of the options is the selection of words that are opposite in meaning).

13. Tables and cards for conducting a "learning experiment" (method A. Ya. Ivanova).

14. Tables with tasks for "schematization" (Wenger's method).

15. Materials from this manual (Appendices).

For the study of memory.

1. Tables depicting familiar objects for memorization (different options are possible: memorizing numbers, letters, words, geometric shapes, subject images, etc.).

2. Forms for the technique for memorizing 10 words.

3. Pictures for indirect memorization of words with the image of objects (method of A. N. Leontiev).

4. Pictogram (method of A. R. Luria).

5. Forms with texts for reproduction.

6. Materials from this manual (Appendices).

To study the emotional-volitional sphere, personality traits.

1. Tables with a set of tasks for the methodology for studying the level of claims.

2. Forms for the study of self-esteem according to the Dembo-Rubinstein method.

3. Tables with options for tasks for the study of volitional efforts.

4. Sets of plot pictures depicting various situations to be assessed (moral, aesthetic, etc.).

5. Technique for studying frustration reactions ("Method of pictorial frustration" by Rosenzweig).

6. Forms with the methodology of unfinished sentences.

7. Tables for the Rene-Gile method.

8. A series of paintings (from the TAT methodology) for the study of personality, interests, inner feelings, etc.

9. Drawings with stimulus material from the Rorschach test.

10. Materials from this manual (Appendices).

Zabramnaya Sofia Davydovna - Candidate of Pedagogical Sciences, Professor of the Department of Oligophrenopedagogy of the Moscow Pedagogical state university, author of more than 120 works (including textbooks and teaching aids) on the study, education and upbringing of children with developmental disabilities. He is one of the leading specialists in the field of diagnostics and correction of developmental disorders in children.

Levchenko Irina Yurievna - Doctor of Psychology, Professor, Head of the Department of Special Psychology and Clinical Fundamentals of Defectology, Lomonosov Moscow State University Sholokhov. Author of textbooks, educational and methodological manuals, articles on the problems of abnormal development, organization and content of activities practical psychologist in special education.

S. D. Zabramnaya, I. Yu. Levchenko.

Psychological and pedagogical diagnostics of developmental disorders (course of lectures). - M.: V. Sekachev, 2007. - 128 p.

ISBN 978-5-88923-132-5

The last decades are characterized by a steady increase in the number of children with developmental disabilities (more than 70%); most of them need further correctional-pedagogical and psychological assistance.

The success of upbringing, education, social adaptation of a child with developmental disorders depends on the correct assessment of his capabilities and developmental characteristics. This task is solved by complex psychodiagnostics of developmental disorders. It is the first and very important stage in the system of activities that provide special education, allows you to determine the optimal pedagogical route, provide individual psychological and pedagogical support for the child, corresponding to his abilities and capabilities.

The course is addressed to psychologists and defectologists of mass and special educational institutions. Its goal is to form theoretical, methodological and practical approaches to the study of children with various developmental disabilities.

The proposed course of lectures contains material that is included in the content of the program on academic discipline"Psychological and pedagogical diagnostics", and can also be used in the study of the discipline "Psychological and pedagogical diagnostics and counseling" for students of all defectological specialties.

© S. D. Zabramnaya, I. Yu. Levchenko, 2007

O V. Sekachev, edition, 2007

Lecture 1

HISTORY OF THE DEVELOPMENT OF PSYCHOLOGICAL PEDAGOGICAL METHODS OF DIAGNOSTICS IN SPECIAL PSYCHOLOGY

History of psychodiagnostic research abroad

The history of the development of psychological and pedagogical methods of research in special psychology is connected with the requirements of practice, first of all, medical and pedagogical. The objects of study were children, adolescents, adults who had various disorders. mental development including the mentally retarded.

Depending on how various researchers understood the essence of mental retardation, there were also methods that they used to identify it. Psychiatrists were the first to deal with the issues of psychophysical underdevelopment of children. Their efforts were aimed at distinguishing mental retardation from mental illness, and they dealt with the most profound and severe forms of underdevelopment. In the works of French doctors J. E.D. Esquirol (1772-1840),

E. Seguin (1812-1880), to whom the merit of the first studies of the mentally retarded belongs, some differential diagnostic criteria are given. So, J.E.D. Esquirol considered the state of speech to be an indicator of intellectual development, and this largely influenced the linguistic (verbal) character subsequent tests. E. Seguin attached great importance state of sensory and volitional processes. He created a methodology for teaching severely mentally retarded children, which included tasks for sensory discrimination and the development of voluntary motor actions. Developed by E. Seguin (1866) "Form boards" are still popular in the examination of mentally retarded children, they are among the tests of action or non-verbal intelligence tests. It should be noted that until the middle of the XIX century. the establishment of mental retardation remained predominantly a medical problem.

With the introduction of universal primary education in some countries, there is a practical need to identify children who are incapable of learning in regular schools. For this reason, in the 1960s years XIX in. the first auxiliary classes are opened, as well as special schools for mentally retarded children. Now it has become much more difficult to determine mental retardation, since it was necessary to deal with its milder forms, which are difficult to distinguish from similar conditions. Progressive doctors and teachers were concerned about the fact that children were often sent to auxiliary schools on the basis of only one indicator - poor progress. At the same time, little, and sometimes not at all, were taken into account individual psychological features child and the causes of failure.

There was a need to streamline the system for selecting children in auxiliary schools. The establishment of mental retardation turns into a psychological and pedagogical problem.

Psychologists came to the aid of doctors and teachers, who in their arsenal of methods also had experimental methods that appeared in these years (late 19th - early 20th centuries). Searches are being made for the most objective, compact and universal ways of examining children, which should be regarded as a positive development in the development of the psychology of this period. Experimental methods of studying children began to be used to diagnose abilities. Some psychologists have misunderstood the essence of mental retardation, considering it as a simple quantitative lag in the development of the intellect of children. They reduced mental retardation to a violation of only individual functions and saw the objectives of the experiment in the study of only these functions. Their methodical approach was to measure the "amount of mind" in the subject, which in practice led to significant errors in diagnosing mental retardation. This measurement was carried out using tests. A test is a test involving the performance of a specific task, identical for all subjects, using a precise technique to assess success or failure, or to record results numerically (Pieron).

One of the first to start testing was the English biologist F. Galton (1822-1911). He developed color tests to investigate individual differences. At the same time, he considered the state of human sensory functions to be the main indicator of mental abilities: visual acuity and hearing, the speed of mental reactions, the ability to distinguish heat, cold, pain, etc. F. Galton did not yet use the term "test" in the sense that in it was later invested by A. Binet (1857-1911). But this was the first departure from testing and testing based on intuition.

The idea of ​​studying physical and mental abilities by the method of tests was developed in the works of the American psychologist J. M. Kettel (1860-1944). The appearance of the term "intellectual test" in the psychological literature is associated with his name. J. M. Cattal created a series of test tests aimed at determining sensorimotor reactions: the speed of mental processes, sensitivity, etc. to establish individual differences. Kettel's merit was the idea of ​​standardizing tests in order to obtain more accurate information.

The measurement of more complex mental processes (perception, memory, etc.) formed the basis of a series of tests created by the German psychologist E. Kraepelin (1856-1926), who studied the mentally ill. Describing the period before the beginning of the 20th century, scientists note that "it is a preparatory and at the same time a transitional stage on the way to the creation of psychological testing itself." The subsequent development of intelligence tests is associated with the activities of the French psychologist A. Binet, who back in 1897 suggested the development of a “metric rock of reason”, such a system for studying a child, in which the measurement of his “mental age” is taken as the basis. At the same time, A. Binet set the task of creating tests that would explore higher mental processes- thinking, memory, imagination. In 1904, A. Binet was invited to a commission set up by the French Ministry of Public Education to develop measures to ensure proper education for mentally retarded children who cannot master the curriculum of an ordinary school. The task was to determine the methods for selecting these children for special schools. A. Binet, together with T. Simon, for the first time bring tests into a certain system, which they called the "Metric Rock of Mental Abilities".

The first version of their "Metric Rock" was published in 1905. It contained 30 tests, arranged in order of increasing difficulty. These tests were aimed at determining the type of memory in children, understanding of verbal instructions, etc. In this variant, there were no age indicators.

In 1908, the second, revised, version of the "Metric Rock" was published, in which tests were grouped by age levels from 3 to 15 years. For each age from 3 to 8 tests.

The third version appeared in 1911. In it, A. Binet and T. Simon offer tests for examining children from 3 to 16 years of age. The tests were redistributed according to their difficulty. For each age, 5 tasks. But even in this variant, the choice of tests is not always psychologically justified. So, for one age they offer tests for combination, for another - for memory research. This was pointed out by A.M. Schubert in his preface to the Russian edition of tests. She also noted such shortcomings of this system as the fact that the tests are not always correctly assigned to a particular age due to their difficulty, some are subjective in nature, the successful completion of many tests depends mainly on the child's life experience. So, in the fifth test, children of 9 years old are asked questions: “What should you do if you miss the train?”, “What should you do if a friend (girlfriend) accidentally hits you?”. Requires two correct answers out of three. Given up to 20 seconds. Children 10 years of age in the third test are offered five questions. Given 40 seconds. Among these questions is the following: “On one of the very first warm days, when the forests and fields began to turn green, the woman took a sickle and went to harvest rye. What's wrong here?" However, not every ten-year-old child living in the city knows when and how to reap rye!

Children aged 15 in the fifth test are required to answer two questions, but both of them are related to life situations that may be unfamiliar to the subjects, for example: “A doctor just came to my neighbor, and then a priest. What do you think is going on with my neighbor?” Thus, although Binet and Simon sought to explore the "pure" mind, the faculty of judgment, they did not achieve this.

The disadvantage of the "Metric Rock" was that 80% of the tests were verbal. The predominance of verbal tests influenced the results of the examination of children of different social strata, the poorest children were in the worst position. Children with speech defects also gave unsatisfactory results.

Of course, the point of view of the authors of the test was also erroneous, that when determining the ability, one should fix only what the child knows and can do at the moment. They did not experience the dialectics of development, they did not take into account those qualitative changes in the psyche that appear at different stages of a child's development. L.S. Vygotsky, criticizing this approach, wrote: “The development of a child (...) is conceived as a purely quantitative process of the growth of qualitatively homogeneous and different units, which are fundamentally replaced at any stage of development. A year of development is always a year, whether the child is moving from six to seven, or from twelve to thirteen. This is Binet's basic concept, in which the year of development is always measured by five indicators, taking into account as a completely equivalent value the determined mental growth of the child, whether it is the growth of the twelfth or third year.

life" I . Fixing only the final results of work with the test, mechanically counting the pluses and minuses received for the answers, it was not possible to trace the nature of the children's activities. All this led to difficulties and errors in diagnosing mental retardation, especially when children with borderline conditions were examined.

In the same period, professor of psychology at the University of Rome S. de Sanctis (1862-1954), who studied mentally retarded children, offers his series of tasks from 6 experiments to determine the degree of mental underdevelopment. The experiments were aimed at studying attention, volitional efforts, direct memory for colors, shapes, the ability to rearrange specific objects, visual determination of size, distance. S. de Sanctis believed that the experiments are applicable to children no younger than 7 years old. If the subject can only complete the first two tasks, then he has “a sharp degree of weakness; if he completes the first four, then he has a “medium degree”, if he can cope with the fifth experience, then a “slight degree” of lag. Children who perform all 6 experiments are not mentally retarded. Analysis of the method of S. de Sanctis shows its unsuitability for the diagnosis of mental development. Mental processes were arbitrarily chosen as a diagnostic criterion, and the very border of the degrees of mental retardation was conditional. These shortcomings have been pointed out by many researchers. The most reasonable criticism was given by G. Ya. Troshin (1915). The method of S. de Sanctis has not received wide distribution in practice.

Binet's and Simon's tests were the most popular abroad. Moreover, even before the revision of the 1908 version, many countries of the world began to use these tests.

About 60 authors were engaged in the modernization of the Binet-Simon scale, adapting it to local conditions. Changes to the Binet system were made by O. Decroli and Degan (Belgium, 1910), Decedre (Switzerland), V. Stern, Emeiman (Germany, 1915, 1917), X. Goddard, J.I. Theremin (USA, 1910, 1916). Variant of the Binet-Simon scale, prepared J.I. Theremin at Stanford University in the USA in 1916, according to psychologists, turned out to be the most "viable". One of the trends that emerged during the modernization of the system is a decrease in the number of verbal tests and an increase in action (non-verbal) tests.

In the process of reconstructing the Binet-Simon scale J.I. Theremin introduced a new requirement that a test adequate to its purpose must satisfy: the results of a test on a large sample of subjects should be distributed along a Gaussian curve. Thus, it was proposed to rank the subjects according to their place on the curve. (A Gaussian or normal distribution curve is shaped like a bell; this distribution of results means that the vast majority of subjects perform the task "moderately well", i.e. their answers create a high part of the bell; a minority perform tasks very badly or very well, their responses create the peripheral parts of the bell). To interpret test results J1. Theremin first began to use the concept of "intellectual coefficient" introduced by V. Stern(I.Q.), which was the ratio of mental age to chronological (passport) age. The intelligence of the test-takers was evaluated purely quantitatively by the sum of their scores.

V. Stern proposed the following formula for determining the intellectual coefficient:

mental age

IQ = - x 100

chronological age

Mental age is determined by the success of the implementation of the relevant typical tasks. For each age, tasks of a certain difficulty are provided. Typical for every age IQ equals 100 ± 16. This value is determined by the fact that normally the mental age is equal to the chronological one: for example, a five-year-old child performs tasks corresponding to his age. Consequently, IQ = | x YuO, i.e. 100. The standard deviation from individual values ​​does not exceed 16. Accordingly, all individual test indicators that fall into this interval from 84 to 116 are considered normal, corresponding to age. If the test score is above 116, the child is considered gifted; if below 84, it means that the intellectual development is behind the norm.

In subsequent years, including the present, various psychodiagnostic technologies (tests, questionnaires, psychophysiological methods, etc.) continue to be developed. Along with intelligence tests, tests aimed at studying personality are used. Of particular interest among them are projective techniques - Rorschach's "spots" (1921), Murray and Morgan's TAT ​​(1935), Rosenzweig's frustration test (1945).

As for intelligence tests, the D. Wexler test (the so-called Wexler-Bellevue scale) is currently quite widely used. It was developed in the 40-50s, and in addition to scales for adults(WA 1 S ), there are scales for children(WISC). This test includes both verbal and non-verbal scales, which is different from most tests of mental development. In addition, it provides for the possibility of determining the nature of the lag in intellectual development (however, critics of this test argue that the probability of erroneous qualification of violations is very high). In our country, the Wexler test was adapted by A. Yu. Panasyuk (1973). Standard I.Q. calculated from the test has a mean of 100 and a standard deviation of 15.

Another popular test is J. Raven's test (1936, 1949). It consists of 60 matrices or compositions with missing elements, which the subject must fill in.

It should be noted that the assessment parameters for intellectual tests are influenced by the way the authors define the very concept of "mental retardation", which underwent significant conceptual changes in the period 1960-1990.

Tests are also being developed for infants and young children. For example, the scales

N. Bailey for the study of children from 2 months to 2.5 years. They assess mental development (perception, memory, the beginnings of verbal communication, elements abstract thinking, learning), motor development (the ability to sit, stand, walk, the development of small movements of the fingers), emotional and social behavior. Although the Bailey scales state only the level of development of functions at a given moment, they do not aim to give a forecast, they are, nevertheless, very useful for the early detection of certain sensory, neurological, emotional disorders.

However, no changes and "improvements" to the Binet-Simon scale did not save her from such shortcomings as the assessment of only the final result when performing the task, the difficulties that the subject encountered in this case were not revealed. The role of aid, as well as the influence of the environment, was not taken into account at all. J. Piaget criticized the tests for "mosaic", the diversity of the tasks included in the test systems. The final result was also negatively affected by the limitation in the time allotted for solving the test, as well as the lack of genuine scientific criterion estimates. One of the reasons for this was in a different understanding of what intelligence is. There was no consensus among textual scholars on what intelligence tests should measure, so often test batteries were built on the basis of conflicting models of intelligence.

It must be pointed out that by the beginning of the 20th century. include the first attempts to study children for a long time. So, in Belgium, at the suggestion of O. Decroly (1871-1932), special “observation” classes began to be created at auxiliary schools. These classes were organized to clarify the diagnosis of individual students, as well as to develop some basic recommendations for subsequent work with them. "Observation" classes were one of the elements in the structure of the auxiliary school. However, they did not become widespread later on. Obviously, this was due to the development and increasing use at that time of standardized test methods of examination, which bribed researchers with their ease of use. The craving for tests caused a weakening of attention to the long ways of studying the child.

It should be noted that in the process of developing and modernizing tests, the authors improved the methodology for their use, striving for greater reliability and objectivity in evaluating the results. As K.M. Gurevich notes, most modern foreign tests “... are characterized by a high methodological level”, high validity (validity, i.e. the adequacy and effectiveness of the test - a characteristic of how much the test reflects what it should measure and how accurately he does it), as well as the representativeness of the samples on which the standard indicators were obtained.

History of domestic psychodiagnostics of developmental disorders

In Russia, the development of psychological and pedagogical methods for diagnosing developmental disorders has its own history. The need to develop methods for detecting mental retardation in children arose at the beginning of the 20th century. in connection with the opening of the first auxiliary schools and auxiliary classes (1908-1910). A group of educators and enthusiastic doctors (E. V. Ger’e, V. P. Kashchenko, M. P. Postovskaya, N. P. Postovsky, G. I. Rossolimo, O. B. Feltsman, N. V. Chekhov and others) conducted a mass survey of underachieving students in Moscow schools in order to identify children whose underachievement was due to intellectual insufficiency.

The study was conducted by collecting personal data about children, studying pedagogical characteristics, conditions of home education and medical examination of children. During these years, researchers experienced great difficulties due to the lack of scientific medical and psychological data on mental retardation. Nevertheless, to the credit of domestic psychologists, teachers, doctors, their work on the study of children was distinguished by great thoroughness, the desire to exclude the possibility of errors in establishing mental retardation. Great care in determining the diagnosis was dictated mainly by humane considerations.

Questions of methods for examining children were the subject of discussion at the First All-Russian Congress on Experimental Pedagogy (December 26-31, 1910, St. Petersburg) and at the IV section of the First All-Russian Congress on public education(December 13, 1913 - January 3, 1914, St. Petersburg). Although the majority of participants in the congress were in favor of using the test method in psychological research, the importance of the method of observation was also emphasized. Great importance was attached to physiological and reflexological methods. The question was raised about the dynamic unity of the methods of studying the child. However, the congresses did not resolve the disputes that arose around the question of research methods, which can be largely explained by the insufficiently scientific position that many psychologists, teachers and doctors took in those years.

Of interest is the method of studying children, created by the largest Russian neuropathologist G. I. Rossolimo (1860-1928). Being a supporter experimental studies in psychology, he advocated the use of test methods. G. I. Rossolimo made an attempt to create such a system of tests, with the help of which it would be possible to investigate as many individual mental processes as possible. G.I. Rossolimo studied attention and will, the accuracy and strength of visual perceptions, and associative processes. At the same time, non-verbal tasks predominated. The result was drawn in the form of a graph-profile, hence the name of the method - "Psychological Profiles".

The full version of the work of G. I. Rossolimo (1909) contained 26 studies. Each study consisted of 10 tasks and lasted 2 hours, was carried out in 3 sessions. It is clear that such a system, due to its bulkiness, was inconvenient to use, so G.I. Rossolimo further simplified it by creating a "Short Method for the Study of Mental Retardation". This method was used regardless of the age of the subject. It included a study of 11 mental processes, which were assessed on 10 tasks (a total of 110 tasks). The result was displayed in the form of a curve - a "profile". In comparison with the Binet-Simon method, an attempt was made in the method of G. I. Rossolimo to take a qualitative-quantitative approach to assessing the results of a child's work. According to the psychologist and teacher P. P. Blonsky (1884-1941), the “profiles” of G. I. Rossolimo are the most indicative of mental development. Unlike foreign tests, they show a tendency for a multidimensional personality characteristic.

However, the technique of G. I. Rossolimo has a number of disadvantages. First of all, these shortcomings relate to the choice of the studied processes. G. I. Rossolimo did not investigate the verbal-logical thinking of children, did not give tasks to establish the learning ability of children.

J1. S. Vygotsky noted that, having decomposed the complex activity of the human personality into “a number of separate simple functions and measuring each of them by purely quantitative indicators, G. I. Rossolimo tried to sum up completely incommensurable terms. “In the overall result that determines development, units of attention are counted on a par with units of memory, just as in the head of a naive schoolboy kilometers add up with kilograms into one total amount» I . Describing the test methods as a whole, L. S. Vygotsky pointed out that they give only a negative characterization of the child and help to distinguish him from the mainstream school, but these methods are not able to reveal what the qualitative features of development are.

It should be noted that, using tests, most domestic psychologists, as already noted, did not consider them the only universal means of studying the personality of children. So, for example, A. M. Schubert, who translated the Binet-Simon tests into Russian, wrote that the study of mental giftedness using the Binet-Simon method by no means excludes psychologically correctly placed systematic observation and evidence of school success: it only supplements them. Much earlier, characterizing various systems tests, she also pointed out that the main defect of the psyche could be clarified, the case could be characterized only by long-term, systematic observation, and only to help it could be undertaken multiple repeated and carefully staged experimental psychological studies of mental abilities.

The need to monitor children was pointed out by many researchers who dealt with the problems of mental retardation (V. P. Kashchenko, O. V. Feltsman, G. Ya. Troshin, and others). Particularly important are the materials of comparative psychological and clinical studies of normal and abnormal children by G. Ya. Troshin (1874-1938). The data obtained by him enrich not only the special psychology of children with various developmental defects, but also help in solving problems of differential psychodiagnostics. G. Ya. Troshin also emphasized the value of observing the behavior of children in natural conditions.

The first to create a special methodology for conducting targeted observations was A.F. Lazursky (1874-1917) - the author of a number of works on the study of the human personality: "Essays on the Science of Characters" (1908), "School Characteristics" (1918). ), "The Program for the Study of Personality" (1915), "The Classification of Personality" (1922).

Although the method of A.F. Lazursky also has drawbacks (he understood the child’s activity only as a manifestation of innate properties and proposed to identify these properties in order to build the pedagogical process in accordance with them), however, his works contain many useful recommendations.

The great merit of A.F. Lazursky was that he studied the child in activities in natural conditions through objective observation, developed the so-called natural experiment, which includes elements of both purposeful observation and special tasks.

The advantage of a natural experiment in comparison with laboratory observation is that the researcher, through a special system of classes, can evoke the facts he needs from the subjects, and at the same time all this takes place in an environment familiar to children, where there is no artificiality; the child does not even suspect that he is being watched.

Experimental lessons were a great scientific achievement in the study of schoolchildren. Describing them, A.F. Lazursky wrote that an experimental lesson is a lesson in which, on the basis of previous observations and analyzes, the most characterologically significant elements of a given subject are grouped, so that the corresponding individual characteristics students show up in such a lesson very sharply.

A.F. Lazursky created a special program for studying the individual manifestations of children in the classroom, in which the manifestations to be observed and their psychological significance were indicated. He also developed plans for experimental lessons that reveal personality traits.

A special role in the development of scientific foundations for diagnosing children with developmental disabilities belongs to L. S. Vygotsky (1896-1934). L. S. Vygotsky considered the personality of the child in development, inextricably linked with the impact that education, training and environment have on him. Unlike testologists, who statically ascertained only the level of development of the child at the time of the examination, L. S. Vygotsky defended a dynamic approach to the study of children. He considered it necessary to take into account not only what he had already achieved in previous life cycles but mainly to establish the immediate possibilities of children, “to take into account not only the process of development that has been completed to date, not only the cycles already completed, not only the processes of maturation that have already been completed, but also those processes that are now in a state of formation, which are only maturing, only develop”, to identify the so-called “zone 6 of proximal development”.

L. S. Vygotsky suggested not limiting the study of the child to one-time tests of what he can do himself, but to follow how he will use the help, what, therefore, is the forecast for the future in the matter of his education and upbringing. He especially sharply raised the question of the need to establish the qualitative features of the course of mental processes, to identify the prospects for the development of the individual.

JI provisions. S. Vygotsky about the zones of actual and immediate development, about the role of an adult in shaping the child's psyche are of great importance. Later, in the 70s. 20th century on the basis of these provisions, an extremely important method for studying children with developmental disabilities was developed - a learning experiment (T. V. Egorova, 1973; A.I.Ivanova, 1976 and others). This type of experiment makes it possible to assess the potential capabilities of the child, the prospects for his development. In addition, it is extremely useful in differential diagnosis.

The requirement is very important J.I. S. Vygotsky to study the intellectual and emotional-volitional development of children in their relationship.

In the work “Diagnostics of Development and the Pedological Clinic of Difficult Childhood” (1931), L. S. Vygotsky proposed a scheme for the pedological study of children, which includes the following points:

1. 
   Carefully collected complaints from parents, the child himself, the educational institution.
2. 
   Child development history.
3. 
   Symptomatology (scientific ascertaining, description and definition of symptoms) of development
4. 
   Pedological diagnosis (opening the causes and mechanisms of the formation of this symptom complex).
5. 
   Forecast (prediction of the nature of child development).
6. 
   Pedagogical or medical-pedagogical purpose.

Revealing each of these stages of the study, L. S. Vygotsky pointed out its most important points. Thus, he emphasized that it is necessary not only to systematize the symptoms identified, but to penetrate into the essence of developmental processes. Analysis of the history of a child's development, according to L. S. Vygotsky, presupposes the determination of internal connections between the aspects of mental development, the establishment of the dependence of one or another line of development of the child on the harmful influences of the environment. Differential diagnostics should be based on a comparative study and not be limited to the measurement of intelligence, but take into account all the manifestations and facts of personality maturation.

All these provisions of L. S. Vygotsky are a great achievement of Russian science.

It should be noted that in the difficult socio-economic situation in the country in the 1920s and 1930s, leading teachers, psychologists, and doctors paid much attention to the problems of studying children. In (Petrograd) under the leadership of A. S. Griboyedov, in the Medical and Pedagogical Experimental Station (Moscow), led by V. P. Kashchenko (1870-1943), in a number of examination rooms and scientific and practical institutions, among various studies in the field of defectology, an important place was occupied by the development diagnostic techniques. It was during this period that active activity of pedologists was noted. Their primary task was to help the school in the study of children. Tests were chosen as a tool in this work. However, their efforts led to mass testing in schools. And since not all the test methods used were perfect and specialists did not always use them, the results turned out to be unreliable in many cases. Children who were pedagogically and socially neglected were recognized as mentally retarded and sent to auxiliary schools. The inadmissibility of such a practice was indicated in the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks of July 4, 1936 "On pedological perversions in the system of the People's Commissariat of Education."

But this document was perceived as a complete ban on the use of any psychodiagnostic methods, and especially tests, when examining children. As a result, for many years, psychologists stopped their research in this area, which caused great damage to the development psychological science and practices.

It should be noted that in subsequent years, despite all the difficulties, enthusiastic defectologists, psychologists, and doctors were looking for ways and methods for more accurate diagnosis of mental disorders. Only in cases of pronounced mental retardation was it allowed to examine children in the psychological, medical and pedagogical commissions (MPC) without trial teaching them at school. The specialists of the medical and pedagogical commissions tried to prevent erroneous conclusions about the child's condition and the type of institutions in which he should continue his education. However, the insufficient development of methods and criteria for differential psychodiagnostics, the low level of organization of the work of medical and pedagogical commissions adversely affected the quality of the examination of children.

The attention of scientists and practitioners to the problems of staffing special institutions for the mentally retarded, and hence to the use of psychodiagnostic methods, increased in the 1950s and 1970s.

During this period, intensive research was carried out in the field of pathopsychology under the direction of B. V. Zeigarnik (1900-1988), neuropsychological methods for studying children were developed under the direction of A. R. Luria (1902-1977). The research of these scientists has significantly enriched the theory and practice of experimental psychological study of mentally retarded children. Great merit in the development of the principles and methods of study belongs to psychologists and teachers G. M. Dulnev, S. D. Zabramnaya, V. V. Lebedinsky, V. I. Lubovsky, S.I.Rubinstein and others.

In the 1980s and 1990s, the efforts of specialists in the development and improvement of organizational forms and methods for studying children with developmental disabilities, who need special training and education, became more and more active. Early differential diagnosis is carried out. Psychological and diagnostic research methods are being developed. At the initiative of the educational authorities, the Council of the Society of Psychologists, conferences, congresses, seminars on the problems of psychodiagnostics (1971, 1974 ... 1998) and the staffing of special institutions for abnormal children are held. The quality of training and retraining of personnel who directly carry out this work is improving. Research in this area continues to this day.

Unfortunately, as V. I. Lubovsky notes, far from all scientific achievements and methodological approaches to the diagnosis of developmental disorders, developed by L. S. Vygotsky, S.I.Rubinshtein, A. R. Luria and others, are currently used and actually psychological diagnostics carried out "on an intuitive-empirical level" (Lubovskiy V.I., 1996, p.237) I.

After tests ceased to be the main method for diagnosing developmental disabilities due to their shortcomings, psychologists began to arbitrarily use separate fragments of test batteries, separate tasks (for example, many pathopsychological methods that have become firmly established in the diagnostic arsenal of special psychology are basically tasks from the Wexler test). However, it is not uncommon for a qualitative analysis, the need for which was discussed J.I. S. Vygotsky,

FROM. I.Rubinshtein, etc., is replaced by a purely empirical, subjective one, and the reliability of the conclusions becomes entirely dependent on the experience and qualifications of the psychologist.

On the present stage of great importance for the development of mental diagnosis of deviations in development is the study of V. I. Lubovsky. Back in the 70s of the XX century. he dealt with the problems of diagnosing mental development and put forward a number of important provisions designed to make the diagnosis more accurate and objective. Thus, noting the presence of general and specific for each category of children with developmental disabilities, he points to the prospects for the development of differential diagnosis. It offers a more universal and objective approach to the analysis of research results, namely, a combination of quantitative assessment of the level of development mental functions with quality, structural analysis- with the predominance of quality. In this case, the level of development of a particular function is expressed not only in conditional scores, but also has a meaningful characteristic. This approach seems to be very fruitful, although its real implementation will become possible after the painstaking work of scientists and critics in this direction.

The modern diagnostics of mental development is enriched by neuropsychological methods, which in last years became more and more widely used. Neuropsychological techniques make it possible to determine the level of formation of cortical functions, helps to identify the main radical of activity disorders. In addition, modern neuropsychological techniques make it possible to use a qualitative-quantitative approach, objectify the results, and identify the individual structure of disorders.

Literature:

1. 
   Anastasi A. Psychological testing / Ed. K.M. Gurevich. -

M .: Pedagogy, 1982. - Book 1. - S. 7-29, 205-316.

1. 
   Introduction to Psychodiagnostics U Pod ed. K. M. Gurevich, E. M. Boriso

howl. - M.: Academy, 1997.

1. 
   Vygotsky L. S. Diagnostics of development and pedological clinic

difficult childhood // Sobr. Works: In 6 volumes - M., 1984. - V.5. - S. 257-321.

1. 
   Gurevich K. M. On individual psychological characteristics

schoolchildren. - M., 1998.

1. 
   Zabramnaya S. D. Psychological and pedagogical diagnostics of mental

development of children. - M., 1995. Ch. 2.

1. 
   Zamsky X. S. History of oligophrenopedagogy. - M., 1980. Ch. 3.4.
2. 
   Lubovsky V. I. Psychological problems of diagnosing abnormally

th development of children.

1. 
   Nazarova N. M., Penin G. N. History of special pedagogy. - M.,

Academy, 2007.

1. 
   Psychological diagnostics / Ed. K. M. Gurevich. - M., 1981.

Ch. 1.3. G

1. 
   Elkonin D. B. Some issues of diagnosing the mental development of children: Diagnosis of educational activity and intellectual development of children. - M., 1981.

Lecture 2

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSIS OF DEVELOPMENTAL DISTURBANCES IN CHILDREN

Health of the child population at the present stage of social development

The success of upbringing, education, social adaptation of a child with developmental disorders depends on the correct assessment of his capabilities and developmental characteristics. This problem is solved by complex psychological and pedagogical diagnostics. It is the first and very important stage in the system of measures that provide special training, correctional and pedagogical and psychological help. It is the psychodiagnostics of developmental disorders that makes it possible to identify children with psychophysical disabilities in the population, determine the optimal pedagogical route, and provide individual psychological and pedagogical support for the child, corresponding to his psychophysical characteristics.

Currently, the health of the child population in the Russian Federation is a serious social problem. The deterioration in the health of children is characterized by an increase in morbidity, a change in the structure and an increase in the frequency of chronic diseases. 54% of Russian children who were examined by specialists as part of the All-Russian Children's Clinical Clinic revealed deviations in their health status.

There has been a persistent trend towards an increase in the number of children with the so-called third health group, i.e. with chronic diseases. So, today, in mass preschool institutions, children with the first group of health, i.e. practically healthy, make up no more than 18%, while the number of children with the third health group has increased from 3-5% to 12% over ten years.

As for the qualitative characteristics of the state of health of modern preschoolers, it is characterized by a high prevalence of morphofunctional deviations - 96.5-75.5% (S. V. Konova). The leading ones are disorders of the musculoskeletal system, cardiovascular system, digestive organs, and allergic manifestations. Observations of specialists show that 12-19% of preschool children are diagnosed with severe forms of mental disorders, and 30-40% are at risk for the development of mental disorders.

There is a negative trend in the health status of the child population. In recent years, according to statistics, children of 4 years old have up to three health disorders, by the age of 6 there are already up to 4-5 such disorders (still functional).

The number of children in need of corrective assistance is growing (A. O. Drobinskaya, V. I. Seliverstov, O. N. Usanova, S. G. Shevchenko). AT preschool age 25% of children, and according to some data 30-45%, require organization special conditions training and education. Among students, 20-30% of children need special psychological and pedagogical assistance, and over 60% belong to the so-called risk group. The number of children with borderline and combined developmental disorders is increasing, which cannot be attributed with sufficient unambiguity to one of the traditionally distinguished types of mental dysontogenesis(JI. V. Kuznetsova, I. Yu. Levchenko).

The increase in morbidity among children causes an increase in the disability of the child population. The contingent of disabled children under the age of 17 inclusive is constantly growing, and only in the last 3 years has increased by 16.3%.

All of the above convincingly proves that modern Russia negative trends are noted, characterized by an increase in the number of children with various problems and deviations in physical and mental development. These children experience significant difficulties in adapting to conditions in preschool and school institutions, do not learn educational programs. All of them require the close attention of doctors, teachers, psychologists, targeted assistance, taking into account the problems and needs of each child.

Thus, in mass kindergartens and general education schools there are a large number of children who are dysfunctional in psychophysical development. The severity of these deviations may be different. A significant group consists of children with unsharply expressed, and therefore, difficult to detect deviations in the development of the motor, sensory or intellectual spheres with hearing, vision, optical-spatial representations, musculoskeletal system, phonemic perception, with emotional disorders, with speech deficiencies. development, with behavioral disorders, mental retardation, somatically weakened children. However, children with similar problems experience difficulties in mastering all or some sections of the preschool program, as they are spontaneously integrated into the environment of normally developing peers without specially organized correctional and pedagogical assistance. Although many of these children do not require special educational conditions, the lack of timely correctional and developmental assistance can lead to their maladjustment.

Modern ideas about developmental disabilities in children

Psychological and pedagogical diagnostics is based on theoretical ideas about abnormal development. These ideas are reflected in the works of L. S. Vygotsky, V. I. Lubovsky, V. V. Lebedinsky and others. According to these ideas, in children with developmental disabilities due to various reasons (biological and social), the process of formation of higher mental functions is disrupted. The process of formation of higher mental functions in children is extended for years. It originates in verbal communication and ends with a full-fledged symbolic activity. The mental development of the child, the formation of his personality are closely related to the processes of education and upbringing. Domestic psychologists (A. R. Luria,

A. N. Leontiev) pointed out that the functional systems of jointly working zones of the cerebral cortex are the physiological basis of higher mental functions. These functional systems are formed in the process of the child's life, gradually acquiring the character of strong interfunctional connections.

Studies by physiologists and psychologists have shown that the maturity of individual functional systems at certain stages of development is not the same: some systems have already formed, others are just beginning to form. This is the principle of heterochrony of non-simultaneity in the development of functional systems. Each functional system and even its individual links have their own, special development program, but they work as a whole. The integrative activity of the cerebral cortex determines the closest interaction of various functional systems, their interdependence. Along with the heterochrony of the maturation of individual functional systems, synchronism in their interactions is necessary. In each age period, a certain functional system must be in a certain degree of maturity, otherwise their coordinated activity will not be able to be carried out (L. O. Badalyan).

So, mental processes and personality traits are not the result of the maturation of individual zones or sections of the brain. They develop in ontogeny and depend on the social situation of the child's development.

In the 20s of the XX century. L. S. Vygotsky generalized the works of his predecessors (P.I.Troshina, A.S. Griboyedov, E. Seguin, M. Montessori, etc.) and developed the concept of abnormal development. This concept is based on the theory of mental development, which L. S. Vygotsky developed while studying the features of normal development (“cultural-historical theory”). The main provisions of the concept of abnormal development of L. S. Vygotsky have not lost their significance to this day. In the 50-90s, they were developed in the works of leading Russian scientists T. A. Vlasova, Zh. I. Shif, V. I.-Lubovsky, V. V. Lebedinsky, E. M. Mastyukova and others.

According to modern ideas,
psychodiagnostic systems -> G. Eysenck, G. Wilson How to measure personality
psychodiagnostic systems -> Tests Svetlana Kolosova Popular psychological tests
psychodiagnostic systems -> T. V. Belykh differential psychology theoretical and applied aspects of the study of integral individuality Textbook

S.D. OUTSIDE

PSYCHOLOGICAL

PEDAGOGICAL

DIAGNOSTICS

mental

development

2nd edition, revised

MOSCOW "ENLIGHTENMENT" "VLADOS" 1995

Zabramnaya S. D.

Z-12 Psychological and pedagogical diagnostics of mental development of children: Proc. for students defectol. fak. Pedagogical universities and universities. - 2nd ed., revised. - M.: Enlightenment: Vlados, 1995.- 112 p.- ISBN5-09-004905-X.

The textbook discusses the organization and content of the work of psychological, medical and pedagogical consultations (PMPC). The main attention is paid to the acquisition of special (correctional) educational institutions for children with intellectual disabilities.

It is intended for students of defectological faculties of pedagogical universities, it may be of interest to teachers of preschool and school institutions, as well as members of the PMPK.

The 2nd edition (the 1st edition was published in 1988 under the title "Selection of mentally retarded children in special institutions") is supplemented with material reflecting changes in the system of staffing special institutions in Russia.

A 4309000000-436

3 ---------- no BBK announcement 74.3

103(03)-95

Educational edition

OUTSIDE Sofia Davydovna

Psychological and pedagogical diagnostics of mental development of children

Head editorial T. S. Zalyalova. Editor M. A. Stepanova. Artistic editor L. F. Malysheva. Technical editors O. V. Prokofieva,N. V. Slavskaya. Correctors N. V. Burdina, L. S. Vaitman

Handed over to the set 09.12.93. LR No. 010001 dated 10/10/91. Signed for publication 08.03.94. Format 84X108 1/32. Paper type. No. 2. Typeface Literary. The print is high. Conv. oven l. 5.88. Conv. kr.-ott. 6.09. Uch.-ed. l. 6.08. Circulation 30,000 copies.

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ISBN5-09-004905-X© Enlightenment Publishing House, 1995

From the author

Children with developmental disabilities need special attention and care. In order to help these children more effectively, early diagnosis of their condition is necessary. It is important not only to establish the presence of a particular defect, but also to determine its nature, structure, those qualitative and quantitative indicators that can serve as the basis for placing a child in an appropriate institution and subsequent corrective work.

Defectologists are faced with the task of psychological and pedagogical diagnostics, and above all, the differentiation of different types of abnormal development.

In order to train highly qualified teachers at the departments of oligophrenopedagogy of defectological faculties of the country, a special academic discipline has been introduced, the main tasks of which are to reveal the theoretical foundations, organization and content of work on the acquisition of institutions for children with intellectual disabilities, to equip students with knowledge of the methods of psychological and pedagogical diagnosis of preschool and school children. developmentally retarded, to form practical skills in the selection of children with intellectual disabilities in special (correctional) institutions, as well as in providing advice to parents of children with developmental disabilities.

This textbook discusses one of the areas of psychodiagnostics - the diagnosis of mental development disorders, reveals methods that allow you to establish the presence or absence of signs that delimit mental retardation from conditions similar to it. The history of the issue of methods for detecting mental retardation in children, as well as the current state of the problem of staffing institutions for them in our country and abroad, is outlined. The textbook reflects the scientific achievements of domestic and foreign psychologists and speech pathologists. It should also be borne in mind that a new model regulation on psychological, medical and pedagogical consultations has been prepared.

Although the textbook is intended for students of defectological faculties, it can also be used by employees of institutions for children with intellectual disabilities, and members of the psychological, medical and pedagogical consultations that make up these institutions. This knowledge is also necessary for every teacher working with children.