Causes of developmental disorders. Abstract: Causes of developmental disorders in early development Presentation on the topic of causes of developmental disorders of organisms

1. Endogenous - these are all congenital disorders. In this case, we can distinguish:
chromosomal abnormalities (aberrations).
genetic disorders (aberrations).

Chromosomal aberrations - associated with changes in chromosomal

What could be the reason for the inferiority of the reproductive cells of the parents?

They always appear at the birth of a child.

Physical disorders in oligophrenia.

Myxedema cretinism

Gene aberrations are a group of hereditary disorders

Genes with distorted information can be passed on from generation to generation

2. Exogenous disorders appear due to the negative influence of the environment.

These factors are divided into three groups:

1.Physical factors:

. 3.Vibration. Therefore, it is better for a pregnant woman to travel on foot rather than by transport.

2. Chemical factors

2.Alcohol, drugs, nicotine.

Alcohol is especially dangerous at 7-11 weeks of pregnancy, when they begin to develop

3. Biological factors -

2. CAUSES OF ACQUIRED DISORDERS OF CHILD DEVELOPMENT

But the child’s brain is an intensively developing system with high

Topic: Embryonic development.

Lesson Disorders of development of the body.

Goals:

Organize student activities to summarize knowledge and methods of activity.

Organize testing and assessment of students’ knowledge and methods of activity, organize students’ activities to correct their knowledge and methods of activity.

During the classes.

Organizing time.

Palm game.

Application of knowledge and methods of action.

We are finishing the topic Embryonic development, this topic is part of the questions included in the Unified State Exam and relates to A6 Reproduction of the organism, ontogenesis.

Choose the correct answer

1. Asexual reproduction involves one or more parents

   Sex cells are called sperm and eggs

   During asexual reproduction, one new organism is formed.

   All multicellular organisms reproduce sexually.

   Hermaphrodites are organisms in which the same individual is capable of producing male and female gametes.

   Animal reproductive cells are formed in the genitals.

Frontal work with concepts.

Organogenesis.

Embryonic period.

Individual development.

Biogenetic law.

Work in pairs - group survey.

Splitting up.

Gastrulation.

Blitz tournament.

The process of zygote division. - splitting up

Do embryonic cells grow during cleavage? - No

What is the name of a multicellular embryo at the moment of completion of cleavage? Blastula

What is the name of the new blastula stage? .- gastrulation

Name the germ layers of the gastrula. – ecto, ento, mesoderm

What set of chromosomes is characteristic of a zygote? 2 n

Determine the origin of the systems and organs and put the letters corresponding to the parts of the embryo next to each organ or system.

Organ system

Parts of the embryo

Leather -

Epithelium A

Dermis (connective tissue) B

Skeleton

Scull A, B.

Spine B

Ribs A

Limb bones - B

Muscles B

Digestive system B

Excretory system B

Nervous system A

Sense organs

Receptors A

Auxiliary apparatus B

Reproductive system

Gametes G

Glands and reproductive tract B

A) ectoderm

B) mesoderm

B) endoderm

D) primordial germ cells

Remove unnecessary things

A) crushing

B) fertilization

B) gastrulation

D) primary organogenesis

Working with tests - instructional map

Physical education minute.

Role-playing game – embryogenesis.

The initial position of the players is a dense group, all together depicting one cell - a zygote. The zygote is divided into 2 equal parts, once again. Transformation of morula into blastula. Gastrulation stage: formation of ento and ectoderm. The teams split up and propose ways in which their cells can form mesoderm.

I glorify the moment of the birth of a child,

When was the first time from a hand slap?

It will suddenly begin to flow tremulously and loudly,

And your eyes will bloom like cornflowers.

No, he's not crying, he's not crying at all.

While we are tying a knot on the navel -

He enjoys life

But otherwise,

In a language incomprehensible to adults.

What affects fetal development?

Creation of the project “Diary of an Unborn Child 2”

About hereditary diseases.

Information about homework.

Write a short script for a multi-part film “the development of one organism.” Mandatory characters: ectoderm, mesoderm, endoderm. Possible characters: primary mouth, secondary mouth, morula, blastula, gastrula, neurula...

Summing up the lesson.

1. Disorders of intrauterine development

1.1. Causes of endogenous origin

3.1. Physical factors

3.2. Chemical factors

3.3. Biological factors

1.2. Causes of exogenous origin

Violations of this type appear due to the negative influence of the environment. They can be congenital or acquired.

Congenital disorders appear as a result of the influence of negative factors on the embryo or fetus (an embryo is considered to be life from the time of fertilization of germ cells to nine weeks, a fetus is the future newborn in the womb from nine weeks to nine months). Negative factors most strongly disrupt those organs and systems that develop more intensively at this time. For example, the most important period for the development of the organs of vision and hearing is the 3-9th week. Internal organs are mainly formed in the 7-11th weeks. During these periods, these organs and systems are most sensitive and are quickly affected by negative factors.

Often in the first weeks a woman does not know about her pregnancy and may use antibiotics, barbiturates or other medications that have a negative effect on the embryo, or be under the influence of negative external factors. To avoid such situations, family planning is necessary.

The most intensive period of embryonic brain development is weeks 2-11. But in general, this most important human organ takes a long time to form, throughout the mother’s pregnancy. Every minute the number of nerve cells increases on average 20,000 times. The brain of a newly born baby weighs about 400 grams and contains about 15 billion nerve cells. However, they perform much fewer functions than the brains of other newborn mammals. It will take years to fully develop (no longer in the womb), during which a network of nerve cells will form. Therefore, for the development of the brain of an embryo, fetus or child under one year of age, exposure to any negative physical, chemical or biological factors is very dangerous.

2. Developmental disorders after birth

The causes of developmental disorders in a child can be various injuries (including birth injuries), which damage vision, hearing analyzers, and the brain.

Birth injuries occur both during prolonged and rapid labor, with incorrect position of the fetus, early breaking of water, discrepancy between the size of the mother’s hips and the size of the fetus. Most often, the newborn's head is injured, which can result in brain hemorrhage, damage to the brain or its covering. Birth injuries can damage the muscles, joints and bones of the newborn (for example, dislocated shoulder, fractured collarbone). During prolonged labor, instrumental assistance is often used. This is very dangerous, since it can damage the bones of the skull that have not yet fused and disrupt the circulatory system of the brain.

All pathology of childbirth is divided into several groups:

1) mechanical injuries of childbirth, when during labor the homogeneity of the tissues of the child’s head is damaged;

2) hypoxia - when due to lack of oxygen the supply of oxygen to tissues is disrupted;

If the brain is damaged, a newborn may die within the first hour or on the first day of life. More than half of the surviving infants suffer from neurological pathology: from signs of increased nervous excitability to severe paralysis and dementia.

Diseases suffered in early childhood (including such harmless ones at first glance as influenza, measles, scarlet fever) can also lead to developmental disorders. But epidemic meningitis, encephalitis and polio are especially dangerous.

Meningitis is an acute inflammation of the membranes of the brain and spinal cord. Most often it is children who get it. The disease is caused by meningococcus or pneumococcus in the patient's throat. You can become infected from a coughing or sneezing patient, or from things contaminated by him (for example, toys). The disease begins suddenly: the child has a headache, high fever, vomiting, and may experience loss of consciousness and epileptic seizures. As a result of this disease, the child may become deaf, blind, and may develop hydrocephalus and dementia.

The source of the primary encephalitis virus is some rodents, goats, cows and birds. It is mainly transmitted by ticks. The disease begins 1-2 weeks after the bite of an infected tick or from drinking the milk of an infected cow or goat. The child has a fever, pain and dizziness, weakness, nausea, and disturbed sleep. Secondary encephalitis begins in patients with influenza and toxoplasmosis. bruceliosis, rubella. For children and adolescents, this disease can have devastating consequences: mental and intellectual disorders, paralysis and epileptic seizures.

Poliomyelitis is an infectious infantile paralysis that destroys the central nervous system. Children aged 1 to 5 years are most often affected. Poliomyelitis is caused by a virus. You can become infected through water, writing, dirty hands, and sometimes through the air. When infected, the temperature rises, the head and limbs hurt, a runny nose, cough, and sometimes vomiting occur. After 2-5 days, paralysis of the legs, arms, and muscle tissue occurs. The consequences of polio often remain for life: muscle atrophy, deformation of the arms, legs, and spine.

The group of causes of acquired disorders also includes poisoning. Poisoning has a negative effect on the entire body, but some substances (alcohol, drugs, mercury) can especially damage the nervous system. Large doses of medications such as gentomycin and syntomycin are very toxic. Poisoning with these drugs can damage the auditory nerve.

The degree of disturbance in the development of children depends on the strength of the negative factor and the time of its occurrence. The sooner negative factors affect the embryo, fetus or child, the deeper the disorders are. Therefore, the prevention of the mentioned diseases and pathologies is an important factor in the reproduction of a healthy population and, ultimately, the survival of humanity.

3. Factors of developmental deviation

3.1. Physical factors

Radiation has the most negative effect on a developing organism. Man lives under the constant influence of radioactive elements and their decomposition products. Cosmic rays, air, earth, water, plants and all living organisms have a radioactive background. But high radioactivity is dangerous to health and life. A pregnant woman, having received large doses of radioactivity, can give birth to children with various somatic and nervous damage (intellectual impairment, hydrocephalus, microcephaly, limb abnormalities, circulatory disorders, sensory problems). Radioactivity is most dangerous during the formation of organs and systems at the embryonic stage.

Radioactive potential in the human body can appear due to radioisotope diagnostics and radiotherapy, large doses of X-rays. Harmful radioactivity is created by nuclear weapons tests and accidents at uranium reactors in nuclear power plants.

Mechanical impact on the abdominal cavity of a pregnant woman can damage the fetus. Compression in this area is especially dangerous, which can even lead to premature birth. Therefore, pregnant women should not ride in crowded public transport during rush hours.

Vibration can also have a negative effect on the embryo. Therefore, driving trucks, tractors, or operating electric sewing or knitting machines is not recommended for pregnant women.

High ambient temperatures and increased body temperature of the mother due to any diseases lead to an increase in the temperature of the embryo, due to which its need for oxygen increases. Without receiving the required amount of oxygen, the embryo falls into a state of partial asphyxia. This is why a pregnant woman should not work in hot shops, dry cleaners, catering kitchens and other enterprises where the temperature is constantly high.

Prolonged hypothermia of a pregnant woman’s body is also harmful, as it slows down the development of the fetus. Therefore, a woman expecting a child should not work in cold shops (at meat-freezing or dairy plants).

3.2. Chemical factors

The primary result of the influence of these factors is intoxication of the body (poisoning) of the expectant mother.

As paradoxical as it may sound, drugs are in first place among harmful chemicals. It is especially dangerous to use new, untested drugs. In the middle of the 20th century, for example, when antibiotics were invented, pregnant women were also actively treated with them. It turned out that the use of streptomycin, in particular, leads to the appearance of deaf children - because of this drug, the auditory nerve atrophies. A new term has even appeared in medicine - streptomycin deafness.

Sedatives and sleeping pills (barbiturates) are dangerous for the unborn child. They easily penetrate the placenta and accumulate in the child’s brain, liver, and kidneys. Moreover, it has been established that twice as much of them are deposited in the fetus’s body as in the mother’s body. Some sleeping pills cause severe physical degeneration and damage to mental development. Therefore, pregnant women should never take medications on their own. In each case, you must consult a doctor.

Quinine, which some women use to get rid of pregnancy, has a catastrophic effect on the development of the fetus. Most often, such an attempt ends in failure, and the embryo is irreversibly damaged and subsequently develops with severe impairments.

Alcohol and drugs negatively affect the development of the internal organs of the fetus, so they are especially dangerous in the 7-11th weeks of pregnancy. The brain, which contains fatty compounds, suffers the most - alcohol destroys precisely such tissues.

Due to the effects of alcohol, progressive dementia, hydrocephalus, epilepsy, asphyxia, deaf-muteness, neuroses, dysfunction of the heart and kidneys, degeneration of the limbs, damage to the external and internal genital organs may appear. It has been established that more than 60% of children suffering from epilepsy are born to parents who drink alcohol.

Alcohol and its decomposition products affect the embryo even before fertilization. They disrupt the activity of both female and male genital organs - and they begin to produce defective germ cells (their genetic information changes).

Alcohol syndrome occurs in 2-3 newborns out of 1000. A child suffering from alcohol syndrome has a small head and chin, a low forehead, a short nose, a flat back of the head, small, often slanted eyes, and a cleft palate. There are degenerations of internal organs (especially often - heart defects), damage to the limbs and genitals. The newborn may be of small weight, with signs of congenital malnutrition. Alcohol syndrome causes mental disorders. They are also increased by the constant trauma to the child’s psyche in families of alcoholics. Sometimes damage to the psyche and intellect is observed already in early childhood, but most often they are detected when children begin to study. Such a child is weak in learning and aggressive.

Through the placenta, not only alcohol, but also its decomposition products, in particular vinegar aldehyde, which is ten times more dangerous than alcohol itself, enters the waters surrounding the fetus. Constant consumption by the mother of 75-80 g of vodka, cognac or 120-150 g of weaker alcoholic drinks (including beer) can cause fetal alcohol syndrome.

A child born from alcoholic parents inherits a weak nervous system and some metabolic characteristics, which in the future is expressed by a tendency to alcohol. In order for a healthy child to be born, parents must not drink alcohol for at least two months before conception.

Maternal smoking leads to nicotine poisoning of the fetus. Nicotine remains in the placenta and amniotic fluid, so the negative impact on the fetus is long-term.

Smoking in women increases the pathology of pregnancy, the risk of premature birth, trauma during childbirth, and increases the mortality rate of newborns. Children are born underweight and with a weak nervous system.

The chemicalized environment has a hidden negative effect on the fetus. Children are born without obvious signs of disorders, but already in the first weeks signs of diseases such as meningitis, encephalitis, etc. may appear. The negative effects of chemistry can manifest themselves in various diseases even at an older age of the child.

A pregnant woman should not work in a chemical plant, in a galvanizing shop, in a chemical warehouse, in radio and television production shops, or where soldering work is carried out, during which harmful lead fumes are released.

3.3. Biological factors

In a pregnant woman, toxoplasma enters the fetus through the placenta, through its circulatory system it enters the brain and multiplies there. On X-rays, Toxoplasma colonies are visible as white spots. The disease causes severe damage to the brain and vision. The consequence is often mental retardation.

Examples of viral infections are rubella, influenza, syphilis, infectious hepatitis (liver inflammation), measles, paratitis (mumps), chickenpox, polio, cytomegaly. The latter, in particular, affects up to 30% of newborns - during childbirth or through breast milk. A baby after cytomegaly suffered by the mother is born with a congenital heart defect, anomalies of the digestive tract, muscles, and bones.

The most dangerous disease is rubella. If a mother becomes infected with it during the first three months of pregnancy, the fetus may die. Or be born deaf, with a congenital heart defect, congenital rubella, congenital blindness, cataracts.

Viral infections greatly damage the embryo, since it does not yet have any protective mechanisms. Diseases suffered by the mother in the last months of pregnancy are less dangerous and often do not cause any disturbances in the development of the fetus.

The effect of a viral infection depends on whether the placenta allows one or another type of bacteria to pass through. The paradoxical fact is well known that such a serious disease as tuberculosis during pregnancy harms the fetus only because of the general poor condition of the mother: high temperature, disturbances in the functioning of the heart, and breathing. The placenta does not allow Koch's bacillus to pass through, so the fetus becomes infected with tuberculosis infection very rarely.

Mother's diabetes or dysfunction of her thyroid gland leads to impaired development of the child's intelligence. With diseases of the heart and blood vessels, kidneys and liver, the mother’s body, and therefore the fetus, lacks oxygen. The child may be born with congenital heart failure.

Rhesus conflict. Rh factor is an antigen of red blood cells. About 85% of people have it. This factor is inherited as a dominant trait that does not change throughout life. In people who have the Rh factor, the blood is considered Rh-positive (Rh+), while those who do not have it, the blood is Rh-negative (Rh-). When the parents' Rh factors are different (maternal Rh- and paternal Rh+), the fetus can inherit the father's Rh factor. Then, during childbirth, when the placenta is separated, the red blood cells that enter the mother’s blood act as an antigen and irritate the mother’s body. During the next pregnancy, even a small amount of fetal red blood cells entering the mother's body causes the appearance of antibodies. Antibodies can enter the fetus through the placenta and cause the decomposition of red blood cells. You develop a so-called Rhesus conflict, which can cause the fetus to be born prematurely or die. Sometimes such a newborn is born with heyaolysis, a disease of newborns. As a result, anemia begins, blood circulation and metabolism are disrupted, and oxygen deficiency appears. Therefore, it is dangerous for a woman who does not have the Rh factor to terminate her pregnancy, especially her first one.

Every person must know not only his blood group, but also what his Rh factor is. When the Rh factors of the husband and wife do not match (Rh-), it is recommended to have only one child (otherwise it is difficult to avoid complications).

The cause of developmental disorders of the child may be previous abortions suffered by the mother. During this operation, an infection may enter the uterus, which in a way “dormants” until the next pregnancy begins.

The consequences of abortion can be infertility, ectopic pregnancy, miscarriage, and the birth of weak, sick children. A particularly common consequence of abortion is premature birth. The mortality rate of such newborns is many times higher than the mortality rate of full-term children. Premature babies often suffer from pneumonia. Due to inadequate development of the liver, they develop severe forms of jaundice, the intestinal microflora is formed incorrectly, and disturbances in muscle tone and the central nervous system appear. They experience damage and circulatory disorders to the brain. Almost 70% of these children have a cerebral hemorrhage.

Biological causes of disturbances in the intrauterine development of a child can also include poor nutrition of the mother (malnutrition, starvation, diets), when the body does not receive vitamins, proteins and other substances in sufficient quantities.

Bibliography

1. Banis V. The cause of the disease is heredity. Vilnius: Science, 1977.

2. Vytautas G. Causes of violations in the early development of children / Social pedagogy. – 2004 - No. 4 – P.50-54

3. News of the Academy of Pedagogical Sciences. Vol. 6. Education as a factor of state security. M.; Voronezh, 2002.

4. Maryasis V.V. Protect yourself from diseases. – M., 1992.

5. Medical encyclopedia. Vilnius: Publishing house of science and encyclopedias, 1990. T.1.

6. Handbook of a practicing physician. Ed. T.N. Savinova. – M., 1999.




Banis V. The cause of the disease is heredity. Vilnius: Science, 1977.

Medical encyclopedia. Vilnius: Publishing house of science and encyclopedias, 1990. T.1.

Presentation on the topic: Classification of types of mental development disorders











































































































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Presentation on the topic: Classification of types of mental development disorders

Slide no. 1

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Goals and objectives Goal: achieving the maximum possible independence and independent life as a high quality of socialization and a prerequisite for self-realization. Objectives: study the patterns of personality development in conditions of limited life activity; determination of the correctional and compensatory capabilities of a specific person with a specific disorder in accordance with the structure of the disorder and social and personal conditions.

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Correction is a set of pedagogical measures to eliminate or reduce the severity of disturbances in the mental and physical development of a child. Correctional and educational work is a set of complex measures of pedagogical influence on various features of the child’s impaired development.

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Compensation is the replacement or transformation of pathological or underdeveloped functions of the body. The mechanism of adaptation, i.e. new conditional connections or workarounds are developed. The compensation process is possible due to the presence of reserve potential of nervous activity. These capabilities can be strengthened under conditions of special training and education.

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Corrective pedagogical work helps to avoid the manifestation of secondary consequences of anomalies. The success of correctional work is social rehabilitation (introducing children with disabilities into the social environment, involving them in work and public life) and social adaptation (correction of children’s individual behavior in accordance with generally accepted rules and values)

Slide no. 5

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Classification of types of mental development disorders Underdevelopment, characterized by complex developmental disorders (mental retardation); With delayed development, there is a slowdown in mental development (disturbances in the formation of cognitive and emotional spheres)

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Damaged development – ​​manifests itself at a later age. Violation of formed psychophysiological functions (organic dementia). Deficient development – ​​arising as a result of insufficiency of the visual and auditory systems and the musculoskeletal system.

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Distorted development is a variety of combinations of various forms of dysontogenesis (early childhood autism). Disharmonious mental development arises due to pathologies of personality formation in an unfavorable upbringing environment. Children with disabilities are raised and educated in special educational institutions, depending on the severity and form of the pathology.

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Preschool educational institutions Compensatory kindergarten with priority implementation of qualified correction in physical and mental development. A kindergarten for supervision and health improvement with priority implementation of sanitary, hygienic, preventive and health-improving measures and procedures. Combined kindergarten (may include general developmental, compensatory, correctional and health groups in different combinations). Child Development Center - preschool educational institution with the implementation of physical, mental development and correction. Special (correctional) kindergartens.

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Special educational institutions I - for training and education of deaf children (deaf) on an auditory-visual basis and the formation of speech as a means of communication. II - for training and education of hearing-impaired children (with partial hearing loss and varying degrees of speech underdevelopment) and late-deafened children (who became deaf in preschool or school age, but retained independent speech) on an auditory and auditory-visual basis, the formation of verbal speech and preparation for free speech communication.

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III - for training and education of blind children and children with residual vision (0.04 and below) and higher visual acuity (0.08) in the presence of progressive diseases leading to blindness. IV - for training and education of visually impaired children with visual acuity of 0.05 to 0.4. Also children with higher acuity in progressive diseases, strabismus, amblyopia.

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V - for training and education of children with severe speech pathology, helping to overcome speech disorders and associated features of mental development (alalia, dysarthria, rhinolalia, aphasia), suffering from ODD accompanied by stuttering. Provides full development of speech, elimination of defects in oral speech, writing and reading;

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VI - for training and education of children with musculoskeletal disorders Children with cerebral palsy, congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, etc. Restoration, formation and development of motor functions, correction of deficiencies in mental and speech development, social and labor adaptation and integration into society based on the organization of a special motor regime and subject-based practical activities.

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VII - for training and education of children with mental retardation (Mixed specific disorders in which, although the potential for intellectual development is potentially preserved, there is weakness of memory, attention, insufficient tempo and mobility of mental processes, increased exhaustion, lack of formation of voluntary regulation of activity, emotional instability).

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Slide no. 16

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Conditions for integration for persons with disabilities into a mass institution. Training of the children's team and the teacher himself; creating favorable conditions for development in a team of peers; workplace organization; involvement in teamwork; taking into account the characteristics of the cognitive sphere; dosage of new material; organization of visual and practical activities; use when consolidating training exercises; repeated repetition of acquired skills and abilities on a variety of materials; involving parents in the process of education and upbringing; specialist consultation for teachers and parents.

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Features of schoolchildren with speech disorders Weather dependent, often complaining of headaches, nausea, dizziness; motor disorders: imbalance, coordination of movements, undifferentiated movements of fingers and articulatory movements; exhaustion, fatigue, irritability, increased excitability, motor disinhibition (cannot sit still); manifestation of aggression, obsession, anxiety, instability of attention, memory, low level of understanding of verbal instructions, low level of control over one’s own activities; logophobia (fear of speech); difficulties in formulating thoughts; selection of words for their adequate expression; the presence of logically and syntactically incomplete phrases; the presence of uncorrectable errors (incorrect agreement of words in a sentence, etc.); difficulties in maintaining the intent of the statement, its lack of coherence.

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Psychological and pedagogical approaches to learning Light mode, i.e. organization of the learning process. Psychological support (approval, praise, etc.). Instructions must be detailed, accessible and understandable to follow. Adjust the degree of difficulty of tasks. Organize the correct attitude of classmates Consultations with a speech therapist

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Children with visual impairments One-sidedness and limited knowledge. Prevalence of distorted knowledge. Underdevelopment of abstract thinking. The level of motor activity of the child is reduced. Difficulties in spatial orientation. Systemic speech disorders may develop.

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Main objectives Studying the features of using intact analyzers that can compensate for insufficient visual perception. Development of skills in using residual vision for successful navigation. Protection and hygiene of vision Formation and correction of children’s behavior in accordance with the system of social values ​​and norms

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Recommendations Increased general lighting and workplace lighting. The seat should be in the middle row on the first desk; only a child with severe visual impairment can sit in any seat. If a child has photophobia, then you need to sit him with his back to the window or close the window with a curtain. Give him a special place to store books, equipment, etc. Continuous visual load should be no more than 20 minutes

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During frontal work, it is necessary to use cards, maps and other visual aids. The teacher’s speech should be clear, expressive, and precise. It is necessary to carry out special work on orientation. Vocabulary work is carried out in every lesson. Take into account the child’s work pace (it is lower than that of a sighted person). Audio equipment for listening. Maintaining close communication with the typhlopedagogue. Psychological support.

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Students with impaired hearing Underdevelopment of all components of speech. Poor vocabulary. Difficulties in the development of logical thinking. Difficulties in spatial orientation. Insufficiency of the motor sphere. Features of the emotional sphere. Features of the cognitive sphere.

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Main directions Formation of oral speech skills (the ability to perceive oral and facial and gestural speech). Formation of auditory perception (the ability to understand and recognize words). Development of various forms of thinking (visual-figurative, logical, spatial, etc.). Formation of motor function (development of basic movements and fine motor skills). Formation of cognitive activity. Formation and correction of children’s behavior in accordance with the system of social values ​​and norms

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Recommendations The child should always see the teacher’s face, even when walking around the classroom, writing on the board, etc., so such a child should be seated at the first desk on the side of the teacher (to his right), if possible with his back to the window. He must be able to clearly see the faces of his classmates throughout the lesson so that he can participate in group work. Monitor each lesson and find out with the help of questions whether the student has mastered the topic. Do not replace oral answers with written work. Must receive additional correctional assistance from a specialist – a teacher of the deaf.

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Lessons should have a correctional focus, first of all, work on the correctness of the grammatical structure of speech and the correction of sound-letter composition. If it is difficult for a child to understand written work, then you can give another task or do it separately after school. Creating emotional comfort. Homework is given at the beginning of the lesson and written on the board. Be sure to do vocabulary work in advance before a new topic. Hearing protection and hygiene

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Children with musculoskeletal disorders Motor disorders, being the leading defect, without appropriate correction have an adverse effect on the formation of mental functions, speech and general development. Violation of the connectivity of mental processes between normally developed abstract thinking. Low abilities for spatial analysis (identification of objects and parts of one’s body in space, errors in writing - mirror writing of letters and numbers). Violation of counting abilities (difficulty in mastering numbers, arithmetic symbols, etc.).

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Impaired attention and memory (dominance of verbal memory over visual and tactile memory, distractibility, short concentration, difficulty switching, small memory capacity). Inhibition of the process of formation of motor functions (various disorders of limb movement, uncontrolled movements). Deviations in speech development. Emotional disorders. Prone to fatigue, rapid loss of interest, low performance. Passive, irritable, susceptible to various phobias. Susceptible to disturbances in the functioning of internal organs.

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Objectives Formation of motor skills. Speech development. Activation of the sensory system. Correction of spatial relationships. Replenishment of temporary representations. Formation of the ability to generalize and differentiate knowledge. Formation of visual perception of shape, color, size of objects. Formation and correction of children's behavior in accordance with the system of social values ​​and norms.

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Recommendations Creating emotional comfort. Support student self-care and independence as much as possible. When planning extracurricular trips, etc. take into account the student’s capabilities and select, for example, combinations with alternative activities that are also interesting to other children. Consider that certain movements require a large amount of energy from a student with physical disabilities (for example, coordination of movements with spastic problems); As a result, the student may get tired more quickly. Watch your posture.

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The student has a slow pace of work (writing, performing certain actions). Make leniency towards handwriting standards. Motivate the student to regularly perform the exercises given during physical therapy classes. Discuss with your doctor the correct position, actions and movements needed for lessons and certain activities. Tolerant attitude of peers (students with physical disabilities sometimes cause rejection due to their appearance). Participation in all movement activities, such as physical education class, swimming and other sports within the range of movement abilities

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Peculiarities of GND in mentally retarded children are weakness of the closure function of the cerebral cortex (new conditioned connections are formed much more slowly than normal, which underlie learning and upbringing); the difficulty of developing differentiations, their low stability (poor orientation in the environment, inability to apply certain rules in practice); weakness, inertia of nervous processes (weakness of the excitation process causes poor closure of new conditioned connections, weakness of inhibition leads to poor quality of differentiation); imbalance of the processes of excitation and inhibition, a tendency to frequent protective inhibition, decreased plasticity of the central nervous system.

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Educational activity of mentally retarded schoolchildren The most important characteristic of mental retardation is a persistent and pronounced impairment of the cognitive sphere, which complicates the formation of educational activity. Underdevelopment of cognitive interests. Violation of her focus and motivation. Weakness in task orientation. Inability to plan and foresee the result. Uncritical attitude towards the results of activities. Inability to notice and correct mistakes. Among the important conditions for the formation of interest in learning in such students is reliance on the child’s life experience, tasks that are entertaining in form, and the creation of situations of success. Labor activity is of great importance in terms of correcting mental deficiencies characteristic of mentally retarded schoolchildren. At the same time, students with intellectual disabilities have a noticeably reduced intellectual side of work, limited creativity, and difficulty developing conscious work skills.

Slide no. 34

Slide description:

Conditions for integration for persons with disabilities into a mass institution. Training of the children's team and the teacher himself; creating favorable conditions for development in a team of peers; workplace organization; involvement in collective work during classes and routine moments; taking into account the characteristics of the cognitive sphere; dosage of new material; organization of visual and practical activities; use when consolidating training exercises; repeated repetition of acquired skills and abilities on a variety of materials; involving parents in the process of education and upbringing; specialist consultation for teachers and parents.

Slide no. 35

Slide description:

Children with complex defects Organic damage to the central nervous system sometimes leads to complex defects, which are a combination of 2 or more developmental disorders. Children with developmental anomalies of sensory functions (vision, hearing) in combination with intellectual disability (mentally retarded blind or visually impaired, mentally retarded deaf or hard of hearing children who have a combination of various sensory impairments (deaf visually impaired, blind hearing impaired, deaf-blind). combination of musculoskeletal disorders -motor apparatus with sensory or intellectual disorders. A complex defect is not just a mechanical combination of various defects, but a qualitatively special state of the human body. A combined defect distorts mental development to the greatest extent, as a result, the ability to interact with the outside world is sharply reduced.




Causes of child development disorders

Hereditary diseases.

1 morphan syndrome 2 klyfelterra




Mental trauma of a pregnant woman Social problems








Diagnosis of developmental disorders

• Screening
• Diagnosis by pedigree
• Prenatal diagnosis of the fetus ( Invasive methods And Ultrasound scanning of the fetus)



Diagnosis by pedigree

• IN The basis of the pedigree is the medical history of all relatives and ancestors.
• If a hereditary disease is detected in a family, a specialist will determine how it is transmitted and what the percentage of risk of its transmission to offspring is.



Genetic analysis of parents

• - study of chromosome set
• When rearrangements in the chromosome set of spouses are identified in time, a special examination during pregnancy is possible, which will prevent the occurrence of problems.



Prenatal diagnosis of the fetus

• - intrauterine examination of the fetus, direction to identify hereditary diseases and developmental defects.



Invasive methods

• - invasion of the uterine cavity to take material for research in order to determine the karyotype of the fetus and exclude pathologies such as Down's syndrome, Edward's syndrome and others. They are carried out according to strict indications.



Ultrasound scanning of the fetus

• - non-invasive examination of the human or animal body using ultrasonic waves.
• is considered a safe way to obtain information.



Correction methods:

• Prenatal treatment ( Hydrocephalus)
• Blood transfusion before birth ( Hemolytic disease of the fetus)
• Fetal surgery ( Cavity and extracavitary )



Prenatal treatment

• Treating the fetus in the womb can save the lives of many children. Today, about 10 serious diseases can be eliminated even at the stage of intrauterine development.



Hydrocephalus

• Enlargement of the fetal head is a sign.
• The accumulation of cerebrospinal fluid causes abnormal enlargement of the fetal head.
• In some cases, intrauterine therapy may be performed, that is, treatment of the fetus at the intrauterine stage of development.

Hydrocephalus is only a symptom and can be due to several causes, which may include spina bifida, meningitis and omphalitis.




Blood transfusion before birth

• Blood transfusion to the fetus by injection into the mother's abdominal cavity; used for severe forms of hemolytic disease of the fetus.
• Cordocentesis is a blood transfusion procedure that allows blood to be injected directly into the fetal circulatory system through the umbilical cord.



Hemolytic disease of the fetus

• A pathological condition resulting from incompatibility of the blood of mother and fetus for certain antigens.
• The child's blood, containing red blood cells ready for destruction, is almost completely replaced with carefully selected donor blood, which will be resistant to the action of maternal antibodies, since it does not contain the “problematic” antigen.



Drug treatment of the fetus

• Drug treatment is used mainly to speed up the development of the fetal lungs.
• A child born with underdeveloped lungs may develop respiratory distress syndrome.


• If the doctor monitoring the pregnancy believes that the baby may be born before the 34th week of pregnancy, then corticosteroid injections may be prescribed.
• A less common condition that can be treated before the baby is born with medications is heart failure.



Fetal surgery

• eliminates various problems associated with the development of a child during intrauterine life.
• Many problems can be eliminated, including urinary tract blockages, tumors and fluid in the lungs.
• are carried out only after 28 weeks of pregnancy.



Abdominal surgery

• During abdominal surgery, the surgeon makes an incision in the anterior abdominal wall and partially pushes out the fetus. After the operation, the fetus is returned back to the uterus.
• This treatment method can contribute to the onset of contractions, which lead to premature birth.
• After abdominal surgery, childbirth can only be performed by caesarean section.



Extracavitary surgery

• Miniature video cameras and special fiber optic instruments are used to perform such operations, during which a thin needle is inserted into the fetal body.