Lecture 27. The development of abstract thinking in the process of playing and learning.

Children with disabilities found failure at all levels of mental activity. Students have difficulty in understanding and remembering verbally formulated conditions of the problem, perceive it fragmentary, on the basis of certain words and expressions that do not understand the situation described in the problem text, do not represent the results of its changes can not move from the understanding of the subject of the situation of the problem to its mathematical solution. Therefore, students need to learn to identify what arithmetic operations can solve them. The difficulties in solving the problems in students with disabilities related to the lack of understanding of the subject-effective situation reflected in the problem, and mathematical connections and relationships between the numerical data, as well as between the data and the sought. Students cope with the problems of the decision if they are based on actions with real objects. The main difficulties arise when it is necessary to visualize the verbally formed task. Visibility, especially graphics, you need all along learning as an important means of development of more complex forms of concrete thinking and the formation of mathematical concepts. Pictures, diagrams, drawings help students to consciously identify hidden dependencies between variables. Encourage active thinking, seek the most efficient ways of solving problems, helping to absorb knowledge and apply them.

Logical thinking is usually characterized by the ability to deduce consequences of these prerequisites, the ability to isolate the particular cases of a general position, the ability to theoretically predict the results, summarize the findings and so on. N. All of the above skills are needed not only a student, but an adult in his professional, household and other activities. Therefore, the development of logical thinking - an important task of the modern school. Mathematics is one of the theoretical sciences studied in school, this is determined by its exceptional role in the development of logical thinking. Develop it should be as soon as possible on a different material.

Children with developmental disabilities have difficulty in perceiving and processing verbal information, most of them suffering from speech development, so verbal methods should be combined with the use of visual and practical.

3. Practical methods:

- Exercises (oral and written);

- Productive activity;

- Experimental pilot activities.

- Elements of programmed instruction.

Visual and practices commonly used in the practice of special education. They are especially important for children with sensory impairments. For example, in schools for children with hearing specifically provided in detail the practical training. General pedagogical methods and teaching techniques used special pedagogy in a special way, providing special selection and combination of methods and techniques, more than any other meeting special educational needs of the student and the specific corrective pedagogical work with him.

In connection with developmental disabilities perceptual sphere (hearing, vision, human musculoskeletal system, and others.) Have significantly narrowed the possibility of studying full perception of auditory, visual, tactile vibration and other information serving as the training. Intellectual disabilities and do not allow a full understanding and assimilation of educational information. Preference is therefore given to methods of helping the most complete transmit, receive, hold and process educational information in an accessible form for students, based on the stored online analyzers, function, system of the body.

As already noted, in the initial stages of training children with disabilities in the development of practical and preferable visual techniques that form the basis of sensorimotor representations and concepts about the world. Methods of verbal transmission of educational information act as extra. In the subsequent stages of training verbal methods come to the fore.

One of the common features of the intellectual development of children with consequences of early organic CNS is the predominance of visual forms of thinking. Formation verbally logical thinking difficult, which in turn significantly limits the possibilities of use in the educational process logic and Gnostic methods, and therefore preferred inductive method (from the specific to the general), as well as methods for explanatory, illustrative, reproductive and partially search.

For some categories of children with special educational needs the method of work with the textbook also has a certain originality: due to the nature of verbal and intellectual development of students in the primary grades explanation of new material in the textbook is not carried out, as for the full assimilation of the material the children need a private objectively practical activity, supported living, emotional words of the teacher and the vivid images of the studied material.

Characteristic for all categories of problem children are slowness of perception, a significant dependence on the past experience, lower accuracy and ruggedness of the perception of object parts, incomplete analysis and synthesis of parts, difficulty in finding the common and different parts insufficiently precise distinction between objects by shape and contour. Therefore, the implementation of visual methods of teaching, the teacher not only shows the object in question, but must arrange monitoring, object study, to teach children the ways and methods of the survey, to encourage children to summarize and consolidate their practical experience in the word.

A variety of practical method of training and education is the use of educational games and entertaining exercises. They also serve as a method to stimulate and enhance the cognitive activity of children. Using games as a way of teaching children with disabilities is of great originality. Lack of life and practical experience, the inadequacy of mental functions, important for the development of imagination, fantasy, speech processing games, intellectual disorders cause the need for training of children to play, and then the gradual inclusion of the game as a teaching method in remedial education process.

Thus, special education almost always used a combination of several sophisticated techniques and methods of work in order to achieve maximum effect of correcting teaching. Combinations of these combinations and the adequacy of a particular pedagogical situation and determine the specificity of the process of special education.

The special education process of education takes place in the complicated conditions: it is necessary not only to solve the conventional education system, educational problems, but also to provide for the special needs in education, for each category of persons with developmental disabilities, generate missing due to primary or subsequent deviations in the development of social, including communication, and other behavioral skills, personality traits. Education is carried out very individually, taking into account all the peculiarities of the development of the child in the process of cooperation of the teacher and the child, the children in the class or group.

As well as teaching methods, the development of methods of educating children with disabilities have the specifics in the application.

habituation and exercise method is used in the formation of steady skills of social behavior, such as sanitary and hygienic domestic household skills, self-organization skills, and others. This and other effective methods virtually game bringing up the situation, used in combination with a variety of information methods.

The adequacy of the perception of raising information depends on the complexity of its content, and the level of the sensory capabilities of the child. In this regard, great educational significance are methods that rely on visual information, accompanied by commentaries, explanations of the teacher, as well as the effective use of examples from the environment a child's life. It should be emphasized that for children of preschool and primary school children with disabilities in development activities, actions, attitudes, opinions, habits, teacher, caregiver is a long time a role model, and credibility - an indisputable and undeniable. Incentive assessment methods (promotion, punishment) is also being implemented in practically viable option, followed by affordable child verbal encouragement ("good", "right", "well done") and material. The degree of material value promotion is gradually reduced: a treat, a toy - they shaped substitutes (the picture with the image of goodies, toys) - abstract substitute (chip or another symbol of encouragement: the box, the asterisk sign "+" and so forth.) - Only verbal encouragement.

The methods of punishment are also practically effective one, as a verbal reprimand, even more bluntly, categorically unacceptable. A child who does not have sufficient experience and knowledge of morality, social interaction, social behavior, is not able to regulate and control to the extent necessary their movements, emotions, actions, often can not be to blame for condemning actions committed by him. Moreover, the child usually can not understand what it was dissatisfied with an adult that is required of him. Therefore, the teacher, the teacher must always exercise the necessary restraint in condemning the child and to express disapproval of a stern look, shaking his head, accompanying these signs of displeasure with the words: "bad", "ugly", "shame", "I hate to see (hear) it", " I am disappointed)". In extreme cases, a natural limitation of actions, the involvement of the child to correct or eliminate the negative consequences of the act. As a child's development are possible and verbal forms of punishment: a verbal reprimand, a reprimand. Application of the method of punishment is effective only in the case if the child understands what makes a bad action; if the punishment does not humiliate the child and does not cause him physical pain; If punishment is used infrequently and is not produced addiction to him.

Teacher, educator should never raise your voice to communicate with the child, even if his censure. An exception to this rule are only those situations in which the child's actions carry the risk of his life or health. Unusually loud voice teacher, teacher in this case is for the child a signal of danger, warning.

In adolescence and early adulthood with the advent of real results more and more important is information and stimulating methods of education, based on the intellectual and verbal abilities of pupils (discussions, meetings, counseling, fundraising art and literature, encouraging, confidence, censure, condemnation, etc.).