Neuropsychological Bases of Correctional and Preventive Preparation of Children with Autism to Master Writing
DOI:
https://doi.org/10.18662/brain/13.1Sup1/301Keywords:
Higher mental functions, social interaction, inclusive education, neuropsychological methods, neuropsychological factors, neuropsychological exercises, neuropsychological recommendationsAbstract
The article presents a neuropsychological approach to the correctional and preventive preparation of autistic children to master writing. The neuropsychological bases of correctional work with autistic children are considered: structural functional organization of the brain and symptoms of the main disorders of brain blocks, scientific ideas about functional blocks – regulation of the level of brain activity (energy block); receiving, processing and information storing block; block for programming, regulation of educational activities, including writing and its control. Scientific ideas about autism, learning difficulties and methods of writing development in children with developmental disabilities are analysed. Neuropsychological recommendations for correctional and preventive preparation of autistic children to master writing based on domestic and foreign experience have been developed. It is confirmed that implementation of correctional and preventive training of autistic children in writing should be carried out mainly individually, comprehensively and systematically, taking into account disorders in the mental development of a child and the prognosis of learning difficulties. The conceptual provisions of neuropsychology about the brain organization of higher mental functions and functional blocks of the brain, features of interfunctional systems, methods of correctional and preventive, restorative training of special children in writing and the method of “substitutive ontogenesis” are reflected.
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