THE ADAPTATION OF CHILDREN TO SCHOOL WITH MENTAL RETARDATION

Abstract

The article is devoted to the peculiarities of the adaptation of children to a school with a mental retardation. The author considers the concept of adaptation as a process of adapting the organism to various changes in the environment and defines the leading factor - the experience of somatic distress, which determines the process of social adaptation of children with mental retardation. The article states that the delay of mental development is a reverse violation of the intellectual and emotional-volitional sphere, accompanied by specific difficulties in learning. Delay in mental development can occur under the influence of environmental (social) factors, which, however, does not exclude the presence of the initial organic basis of the violation. Such peculiarities of the child's life and development often become the causes of school distaptation of such children and adaptation in general. The author attempts to reveal the essence of concepts: adaptation, its levels and their respective levels of abilities, and a comparison of the factors of adaptation of children from normal neuropsychiatric development and children with mental retardation. In the work it is define the main peculiarities that influence on the disadaptation of children with mental retardation, their peculiarities of flow, and the mechanisms of active activity of the individual. The author points out the interdependence of the activities of parents and teachers, the formation of productive school adaptation of children with mental retardation, and the building of positive experience through the active development of creative abilities and not traditional patterns of thinking.