Ways of formation spatial semantic-symbolic knowledge system of children with moderate and severe mental retardation

2017 ◽  
Vol 4 (1) ◽  
pp. 62-70
Author(s):  
Tetyana Kamenshchuk
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Software Development ◽  
Knowledge System ◽  
Typical Development ◽  
Literature Analysis ◽  
Severe Mental Retardation ◽  
Correctional Programs

The article is dedicated to the problem of formation of spatial semantic-symbolic knowledge system of children with moderate and severe mental retardation. The peculiarities of assimilation spatial semantic-symbolic knowledge system (henceforth we use abbreviation: spatial semantic-symbolic knowledge system - SSSKS) children with moderate to severe mental retardation (henceforth we use abbreviation: moderate to severe mental retardation - MSMR) based on the review of general and special pedagogical, psychological and methodological literature, analysis of practices are revealed in the article. The described principles formed the basis of educational and correctional programs. As the level of cognitive capabilities children with MSMR (8-12 years) approximately is such as the level of preschool children with typical development and potentials for assimilation of knowledge we proposed a brief analysis of Ukrainian software development of preschool children. The study of spatial sequence of signs and symbols and their themes is identified in the article. According to the results of this work the indicative model is identified which reflects the levels of difficulty of signs and symbols and offered to study at each age period, the skills and knowledge are given.

scholarly journals Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yuko Ishizaki ◽  
Takahiro Higuchi ◽  
Yoshitoki Yanagimoto ◽  
Hodaka Kobayashi ◽  
Atsushi Noritake ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Children And Adolescents ◽  
Eye Gaze ◽  
Autism Spectrum ◽  
Typical Development ◽  
Human Face ◽  
Gaze Behavior ◽  
Psychosomatic Symptoms ◽  
Children With Asd

Abstract Background Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). Methods The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups. Results Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image. Conclusion Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.

Partial trisomy 4q and monosomy 9p in a girl with severe mental retardation, multiple anomalies and congenital hypoglycaemia

2007 ◽  
Vol 82 (3) ◽  
pp. 239-241
Author(s):  
Anna Lauda-Świeciak ◽  
Olga Haus ◽  
Danuta Kurylak ◽  
Ewa Duszeńko ◽  
Krystyna Soszyńska
Keyword(s):  
Mental Retardation ◽  
Partial Trisomy ◽  
Severe Mental Retardation

HEAD CIRCUMFERENCE, MENTAL RETARDATION, AND GROWTH FAILURE

PEDIATRICS ◽  
1965 ◽  
Vol 36 (1) ◽  
pp. 62-66
Author(s):  
Edward J. O'Connell ◽  
Robert H. Feldt ◽  
Gunnar B. Stickler
Keyword(s):  
Mental Retardation ◽  
Head Circumference ◽  
Growth Failure ◽  
Clinical Impression ◽  
Severe Mental Retardation ◽  
Small Head ◽  
The Mean ◽  
Standard Deviations ◽  
Mental Subnormality ◽  
Age And Sex

The purpose of this study was to re-affirm our clinical impression that non-institutionalized children whose head circumference was below minus 2 standard deviations were mentally subnormal and frequently had growth failure. A group of 134 children with a head circumference below minus 2 standard deviations from the mean were studied, and all but one were mentally subnormal. The most severe mental retardation was noted in the group of children with a head circumference of minus 4 standard deviations or below. We found, as have others, that children with mental retardation have height and weights below the expected norm and that children with a head circumference below minus 2 standard deviations have even lower mean heights and weights. The head circumference of 31 children with growth failure and normal intelligence was normal for age and sex, therefore disproving the concept that the abnormally small child has a proportionally small head. In the child with growth failure, should the head be proportionally small (below minus 2 standard deviations), mental subnormality should be suspected. We feel that the head circumference measurement has taken on new clinical significance in that our data support its use in suspecting the association of mental subnormality in children with growth failure and a head circumference of below minus 2 standard deviations from the mean for age and sex.

Mental Retardation: Biologic Aspects of Concern to Pediatricians

1980 ◽  
Vol 2 (2) ◽  
pp. 41-50
Author(s):  
John M. Opitz
Keyword(s):  
Mental Retardation ◽  
Genetic Counseling ◽  
Head Circumference ◽  
Metabolic Diseases ◽  
Klinefelter Syndrome ◽  
Past History ◽  
The United States ◽  
Outpatient Basis ◽  
Severe Mental Retardation ◽  
Mild Mental Retardation

1. Approximately 3% of the population (6 to 7 million persons in the United States) is mentally retarded. Of these, severe mental retardation (IQ <50) occurs in about 10% (3 or 4 per 1,000 persons) and mild mental retardation (IQ 50 to 70) in 90%. 2. The high familial occurrence, the continuously variable phenotype shading into normality, and various genetic studies suggest that most of mild mental retardation represents the left end of the normal IQ distribution curve. Virtually no such cases can be found in the group of the severely retarded, either within or outside the institutions, suggesting that the majority of severe mental retardation represents discontinuous phenotypes due to chromosomal, environmental, mendelian, and multifactorial causes. 3. Some mild mental retardation represents syndromal occurrence (ie, mild PKU, rubella syndrome, Klinefelter syndrome); however, in most cases no anomalies are found, chromosomes are normal, height and head circumference fall within normal limits, and few have neurologic deficits, such as cerebral palsy and/or seizures. In the mildly retarded, personal, emotional and psychosocial problems predominate. The severely retarded are a biologically different group with a high incidence of gross neurologic disturbances, growth failure, abnormal head circumference, single or multiple malformations, and metabolic diseases. 4. The severely retarded are generally infertile, the mild retarded less fertile than average; however, a small minority among the latter contributes a disproportionately large number of retarded offspring to the next generation. 5. Most mental retardation can be evaluated on an outpatient basis for causal, pathogenetic, and prognostic factors. The evaluation can be economic, quick, reliable, painless, and efficient in most instances; however, CNS degenerative diseases may require a brief inpatient stay for biochemical evaluation. By all odds the most informative items in the work-up of the retarded are the (family and past) history and the (physical and neurologic) examination. Metabolic screening is usually not indicated in the malformed, neither are cytogenetic studies in the nonmalformed. 6. All patients with mental retardation deserve a diagnostic/causal evaluation and their families prognostic/genetic counseling. 7. Some 70% of mental retardation in the general population can be attributed to genetic causes. Genetic counseling in severe mental retardation is to prevent recurrence in siblings; in the mildly retarded much greater emphasis is placed on the prevention of retarded offspring.

CREATING CONDITIONS FOR THE FORMATION OF LIFE COMPETENCIES IN PRESCHOOL CHILDREN WITH MENTAL RETARDATION IN A PRESCHOOL EDUCATIONAL INSTITUTION

2021 ◽  
Vol 2 (12) ◽  
pp. 52-56
Author(s):  
N. A. Ukhina ◽  
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Educational Institution ◽  
Additional Education

The article deals with the organization of the process of formation of life competencies in pre-schoolers with mental retardation in a preschool educational institution. The directions of correctional work in the conditions of interaction of kindergarten, parents, institutions of additional education are presented. The features of the development of life competencies in preschoolers with mental retardation are determined.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

The effects of educator attitudes and expectations on the educational programming for children with Down's Syndrome in the context of integration

1988 ◽  
Vol 2 ◽  
pp. 43-48
Author(s):  
Cam Wright
Keyword(s):  
Mental Retardation ◽  
Chromosomal Abnormalities ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Severe Mental Retardation ◽  
Educational Programming ◽  
Educator Attitudes

Down's Syndrome has long been associated with mental retardation. This has resulted in expectations of moderate or severe mental retardation in individuals with Down's Syndrome (Hopkins, 1983). Although there has been acceptance of the possibility of variability of attainments, a certain predictability of outcome has been assumed since Down's Syndrome is a condition resulting from known chromosomal abnormalities (Springer & Steele, 1980; Hopkins, 1983).

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