Структура личностных достижений школьников с умственной отсталостью (интеллектуальными нарушениями)

Abstract

В статье рассматривается структура личностных результатов образования разновозрастных групп школьников с умственной отсталостью (интеллектуальными нарушениями).

According to the Federal State Educational Standard, the character of the learning activity organization is the decisive factor of the personal development of a child with disabilities. Students with intellectual disability (ID) make up the most numerous and complex contingent of children with special educational needs and disabilities (SEND). Taking into account the significance of formation of the basic skills of learning activity and the controversial nature of the question in lygophrenopsychology, the issue of the study of the structure of personal learning achievements in children of the category under observation is urgent for special pedagogy in general.