FEATURES OF THE COGNITIVE SPHERE OF CHILDREN WITH INTELLECTUAL DIFFICULTIES

Abstract

The article is devoted to the topical problem of searching for and theoretically substantiating innovative ways
of psychological and pedagogical support for children with intellectual difficulties in the context of the current
reform of inclusive education in Ukraine. It has been proven that traditional pedagogical approaches often do not
take into account the organic nature of cognitive defects, in particular, the deficiency of certain areas of the cerebral
cortex and impaired interhemispheric interaction. Cognitive activity is characterised as an integrative dynamic
system, the development of which in this category of children directly depends on the functional state of three brain
blocks. The need to introduce neuropsychological correction based on sensorimotor activity as the foundation for
the development of higher mental functions is emphasised.
The empirical study was conducted on a sample of 48 primary school children with intellectual disabilities (mild
and moderate). The comprehensive diagnostic approach included: the Wechsler Intelligence Scale for Children (WISC),
Schulte tables (assessment of neurodynamics), the ‘Cut-out Pictures’ method (visual gnosis), the ‘10 words’ test
(auditory-verbal memory) and the ‘Fence’ graphic test (serial organisation of movements and dynamic praxis).
The study established the systemic nature of cognitive deficits. The correlation between low neurodynamic tone and
deficits in analysis and synthesis operations was empirically confirmed. The feasibility of using art therapy techniques
as an effective tool for neuropsychological correction, allowing the right hemisphere resources to be used to compensate
for cognitive deficits, was substantiated. A comprehensive methodological algorithm for corrective intervention has
been proposed, adapted for use in special educational institutions and inclusive resource centres. The proposed
approach ensures continuity in the work of psychologists and teachers, contributing to the stabilisation of performance
and improved social adaptation of children with special educational needs