Verzhikhovska O., Haletska Y. Formation of natural knowledge in junior high school students with intellectual disabilities

Contact : Verzhihovska Оlena, PhD of pedagogical, associate professor of the department of psycho-medical-pedagogical foundations of
correctional work in Kamynets-Podilsky National Ivan Ogienko University, Kamynets-Podilsky, Ukraine. Academic interests: the problem of development, education and upbringing of children of different age with intellectual disabilities, psychological and pedagogical bases of correction of intellectual disabilities by means of educational work in this nosology of children.

Haletska Yuliya, Ph.D., senior lecturer of speech therapy and special techniques department Kamianets-Podilsky Ivan Ohienko National University, Kamianets-Podilsky, Ukraine. Academic interests: feature the organization of educational and correctional-developing work with children with intellectual disabilities.

The article analyzes the peculiarities of the formation of natural ideas and concepts in junior high school students with intellectual disabilities. A study of the level of formation of natural knowledge in junior high school students, namely, the level of understanding of students with intellectual disabilities and the typical development of natural concepts and ideas. One third of children with intellectual disabilities had an average level of natural knowledge (children named and analyzed some features or parts of objects, and mistakes were corrected at different levels of help. Most students have a low level of natural knowledge (they allowed and did not correct gross We have developed stages of formation in students with intellectual disabilities of natural knowledge: motivational and textual preparation for the assimilation of natural ideas and concepts, the organization of sensory cognition of signs, properties of objects or phenomena, the formation ideas about them or the actualization of previously formed ideas, the organization of mental activity aimed at highlighting the essential features, providing generalization, verbalization of the essence of the object, marking it with the appropriate term, introduction of the concept in the system of natural concepts.

Key words: junior schoolchildren, children with intellectual disabilities, natural knowledge.