ORGANIZATION OF THE EDUCATIONAL AND UPBRINGING PROCESS FOR CHILDREN WITH INTELLECTUAL DISABILITIES
Abstract
This article examines the organization of education and upbringing for children with intellectual disabilities. It outlines key concepts such as intellectual disability, oligophrenia, and dementia, and highlights clinical, psychological, and pedagogical criteria for their identification. The study focuses on the developmental characteristics of such children, including difficulties in cognition, speech, and learning. The role of special education in supporting their development, independence, and social adaptation is emphasized. In addition, international practices in inclusive and special education are briefly considered, underlining the importance of early diagnosis and coordinated support.
Keywords
Intellectual disability, oligophrenia, dementia, special education, inclusive education, cognitive development, social adaptation.
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