Experimental research. Time focus.

The article is devoted to studies in the field of creative writing, reading and reader development made by the outstanding Russian scientist, physician and teacher G.Ya. Troshin. The professional biography of the scientist along with his pioneering ideas on the methodology and techniques of teaching reading, on general and specific development of reading in normal and retarded children, on the possibilities of overcoming reading disorders and reading development are considered. The experience and theoretical foundations of the comparative study of reading and reading development of mentally retarded children are described. Key words: reading research at the beginning of the 20th century, mastering the technique of reading, reading preferences of children and adults, variants of reading development, reading of the mentally retarded, comparative studies, Russian emigre scientists.

The article presents the results of the first stage of a ascertaining experiment aimed at studying the social responsibility of younger schoolchildren with mild mental retardation. The projective drawing technique allowed us to obtain data on the skills of socially responsible behavior acquired by children at school and at home, and on their attitude to their daily duties. Using the "Unfinished Stories" methodology, children's ideas about responsible behavior in various life situations were determined. The data obtained made it possible to identify the main areas of responsibility available to younger schoolchildren with mental retardation - helping their loved ones and performing household chores. The analysis and generalization of the obtained experimental data created the basis for the development of subsequent stages of experimental work.

The article substantiates the modeling method, which formed the basis of the educational experiment and acted as a psychological means of forming socially responsible behavior in children with intellectual disabilities. The purpose of the article is to prove the effectiveness of using this method. The content of experimental learning is considered, and one of the most important conditions for building and assigning models of responsible action to children is revealed, which consists in using behavior formation mechanisms in correctional work with children. It is shown how, taking into account these mechanisms, in the course of training, modeling of game situations of social interaction was built, which was ensured by the teamwork of teachers, children and their parents.

The aim of the work is to normalize the parameters of oculomotor reactions in the diagnosis of attention properties using a letter test. The variety of existing psychodiagnostic tools for assessing the properties of attention is characterized by insufficient consistency. There is a need to search for indicators that allow for a holistic psychological diagnosis of the attention process, on the other hand, their objectification. A letter test was developed and tested based on the principles laid down in such tools as the «proof-reading test» and the Munsterberg method. The criteria aspects of the stimulus material, the standards of the diagnostic process procedure and the normative indicators of attention properties (stability, concentration and selectivity) according to the parameters of oculomotor reactions for different age groups are presented.

The article presents the materials of an empirical study of the level of inclusive literacy of experts of the Abilympics Сhampionships on professional skills among disabled people and people with disabilities. A large-scale diagnostic examination was conducted using the author's questionnaire. The results of the study showed the non-optimal professional and personal status of experts in the relevant aspect, expressed in the reduced level of inclusive literacy of the overwhelming majority of them. This is found in all their socio-professional groups, with no one demonstrating a high level of it. At the same time, there is a divergence of the knowledge and activity components of inclusive literacy of experts with the accelerated development of the activity component and stagnation of the knowledge component.

The article presents a study of the development of the system of higher defectological education in the context of changes in the practice of teaching children with disabilities. The author identifies three main stages: prerequisites for the formation of the system of higher defectological education, differentiated training of defectological personnel; radical restructuring of the system of higher defectological education. At each stage, the key characteristics of the professional training of future specialists are analyzed, including the organizational structure and level of professional training, legislative framework and areas of training, specialization, qualification requirements, professional focus and scope of activity, as well as requirements for the results, structure, content and conditions of professional training.