Recent Studies in Priority Development Fields of Defectology

The article is devoted to the urgent topic of organizing correctional care in autism. A detailed analysis of the initial stages of individual psychological work with a child with autism is presented. The author pays special attention to the analysis of qualitative changes in the stereotypical autostimulatory actions of an autistic child during the correction process. It is shown how the establishment of emotional contact with a child, the development of his ability to jointly shared experiences creates the basis for the normalization of self-regulation processes and a significant reduction in the need for stereotyped autostimulation itself.

The article is devoted to the analysis of modern approaches to the formation of communication skills of children with ASD (autism spectrum disorders) and coverage of practical research in this area. The article emphasizes the priority importance of the introduction of means of alternative communication as a basis for further development of communicative abilities, socialization. The scales and algorithms proposed in the article for choosing alternative communication means for a child with ASD will be useful for specialists working in the system of comprehensive rehabilitation of children with autism spectrum disorders.

We discribes results of our research of everyday routins and rituals in families of children with autism. Specific difficulties and features of traditions and rituals are discussed.

The article is devoted to psychological phenomena observed in children after severe brain damage. The description of such psychological categories as psychological age, characterological traits, emotional manifestation, activity, motivational and need sphere allows us to create an image of a low consciousness state in the context of psychology. It is noted that any mental function or psychological phenomenon is initially manifested in an exaggerated form and only then acquires the character of normal manifestation adapted to social interaction. The continuum of the restoration of consciousness is the gradual emergence, the “return” of all mental phenomena of inner life. Manifestation of the mental life of the child in a low consciousness state can be observed only within the same emotional-sensual, dialogue space with such child. Within the same dialogue space with the child it is possible not only to observe but also to participate, to help in the process of its emergence and formation.

The article presents a “longitudinal section” of the formation of voluntary movements in children with intellectual disability (IN). The research experience of several groups of children is generalized and described on the example of a single case. The goals, conditions, content of funds, the nature of the assignment of motor schemes to a special child at each formative stage are disclosed. The use of the design form of training is justified as a method.

The article shows that the unjustified reduction of special learning conditions, ignoring the special educational needs of hard-of-hearing students leads to the formation of General educational skills by the end of the cycle of primary school education and indicates their unpreparedness for the full development of the content of the next stage of education.

The article highlights and comparatively analyzes the results of a large-scale questionnaire survey that covered both high school students with profound visual, hearing and musculoskeletal impairments, as well as high school students without disorders. From the perspective of expanding the scale of inclusive processes in higher education and as well as the idea of the necessity to create a rehabilitation and educational space of an inclusive university, significant features of the motivational needs of high school students with disabilities and without disabilities as potential subjects of inclusive university education are described in this article. It reveals the particularity of their professional choice, its motivation and information support, and also determines the structure of their needs and preferences in terms of forms of higher education and specialized program-methodological support of educational activities at the university.