Yakovleva S. Psychophysiological bases in the organization of educational activity among the children with disorders in their development

The study substantiates theoretically issues of features of psychophysiological functions of primary school children, determines existence of education achievement dependence on basic nervous processes and a level of psychological and physiological development, on mental functions and functional capabilities of children, defines developmental approach as the most effective one to describe the dynamics of formation of psychophysiological basis of properties, mechanisms and behavioural reactions during formation of primary school child's personality. Psychological and pedagogical conditions of learning activity organization for children with developmental disorders are discussed; conceptual provisions of an integrated approach to learning activities of these children are justified, namely: features of the educational process, approaches to developing trainings, system principles for learning activities of children with cerebral palsy, children with auditory sensory impairments and children with mental disabilities. Performance efficiency was determined as a leading factor for optimization of learning activities of these children A system of diagnostic methodological tools to examine a set of psychophysiological, mental processes and personality components is substantiated. Efficiency of learning activity organization within the study for children with special psychophysiological needs was determined by developing of a theoretical model intended for integration of methodological, organizational and individual typological components aimed at identification of indicators and organization of learning activities as a complex integrated system combining features of psychophysiological, mental and personal components of child's development. Theoretical foundations of influence on development and education of children with special educational needs involve a combination of scientific approaches, taking into account the nature of objective laws of psycho-physiological functions, mental processes and emotional and behavioural responses of primary school children with impaired mental and physical development. An author's conceptual model was created and tested for the systematic approach to learning activity organization for children with special needs in accordance with their psychophysiological state and mental processes. The author proves that organization of learning activities of primary school children with impaired mental and physical development should be subject of experimentally established psychophysiological basics, in particular: dominance of the principles of continuity and consistency at educational activity organization and formation of psychophysiological functions, mental processes and personality traits; sophistic differentiation and a wide range of psychophysiological functions limited by a primary lesion area; an individual typological trajectory of development of psychophysiological functions preconditioned by secondary disabilities; variability and combination of objective laws of development of psychophysiological functions and mental processes; variability and increased mobility of psychophysiological functions of primary school children with special needs. The system of integrated correctional developmental intervention for the psychophysiological components of learning activities will enhance effectiveness of these children education and create the best opportunities for their development in the education system.