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This is the tentative translation of three chapters in Silent Spring (1962): chapter 13 (Through a Narrow Window), chapter 14 (One in Every Four), and chapter 15 (Nature Fights Back). This translation is based on the text published by Penguin Books in 1965 and reprinted in Penguin Classics in 2000. Sometimes we see articles in newspapers and magazines on the concerns about chemical pesticides and herbicides, but of course manufacturers have officially got the permission to sell those chemicals, which does not necessarily mean that they are safe. We sometimes see articles in newspapers that tell us the doubtful effect of neonicotinoids on our environment. The problem is while some people claim that the systemics are safe, some people suggest that the chemicals are very dangerous. Humans and insects have the same nervous systems, but some declare that the systemics are selective, which means that they kill insects but are harmless to other living things. Is what they say scientifically proven? We wonder how many people have read one of the 20th century classics and understand what Rachel wants to say. If you read Silent Spring again, you will find that the judgement must be cautious, be it optimistic or pessimistic.

Статья посвящена проблеме разработки технологий развития пространственных представлений, в статье даны определения таких понятий, как «технология» и «пространственные представления». Раскрыты основные пути коррекционной работы развития ориентировки в пространстве., This article is devoted to the problem of developing technologies for the development of spatial representations, the article defines concepts such as "technology" and "spatial representations". The main ways of correctional work of orientation development in space are revealed.

Статья освещает проблему нехватки научных работ изучающих развитие взрослых людей с умственной отсталостью на примере исследования социально-бытовых представлений. Из результатов опытно-экспериментальной работы видно, что развитие социально-бытовых представлений у взрослых людей с умственной отсталостью развито лучше, чем у младших школьников с тем же диагнозом и, по результатам коррекционно-развивающей работы, поддаётся развитию., This article highlights the problem of the lack of scientific papers studying the development of adults with mental retardation on the example of the study of social and everyday ideas. It can be seen from the results of experimental work that the development of social and everyday ideas in adults with mental retardation is better developed than in younger schoolchildren with the same diagnosis and, according to the results of correctional and developmental work, can be developed.

По мнению автора, для эффективного освоения образовательной программы детьми дошкольного возраста с легкой умственной отсталостью на занятиях необходимо создать следующие условия: изменение последовательностей изучаемых тем; упрощение инструкции к заданию; индивидуализация стимульных материалов. Результативность данных условий доказана., Preschool education is the first stage of continuing education, which is the foundation in the field of education and upbringing. In the approximate adapted basic general education program of preschool education, targets are prescribed, which are the possible achievements of the child. It depends on the age and degree of mental retardation, the health group of the preschooler. These indicators should be as close as possible to the end of preschool education. The higher the indicators, the better the child will study at school. The education and upbringing of a child in a preschool educational institution provides for the creation of pedagogical conditions for high-quality pastime and socialization of the child, the implementation of psychological and pedagogical support. The analysis of the teachers' works showed that they adhere to the classical way of presenting the material, which is not effective enough.

В статье представлено исследование на актуальную тему, связанную с особенностями психологической коррекционной работы с детьми старшего дошкольного возраста с задержкой психического развития, имеющих высокий уровень тревожности и низкий уровень сдерживающего контроля., The article presents a study on an urgent topic related to the peculiarities of psychological correctional work with older preschool children with mental retardation, having a high level of anxiety and a low level of restraining control.

Epilepsy and mental retardation are known to be associated with pathogenic mutations in a broad range of genes that are expressed in the brain and have a role in neurodevelopment. Here, we report on a family with three affected individuals whose clinical symptoms closely resemble a neurodevelopmental disorder. Whole-exome sequencing identified a homozygous stop-gain mutation, p.Gln19*, in the BATF2 gene in the patients. The BATF2 transcription factor is predominantly expressed in macrophages and monocytes and has been reported to modulate AP-1 transcription factor-mediated pro-inflammatory responses. Transcriptome analysis showed altered base-level expression of interferon-stimulated genes in the patients’ blood, typical for type I interferonopathies. Peripheral blood mononuclear cells from all three patients demonstrated elevated responses to innate immune stimuli, which could be reproduced in CRISPR–Cas9-generated BATF2−/− human monocytic cell lines. BATF2 is, therefore, a novel disease-associated gene candidate for severe epilepsy and mental retardation related to dysregulation of immune responses, which underscores the relevance of neuroinflammation for epilepsy.

Σκοπός του εγχειριδίου είναι η συστηματική κλινική, ψυχολογική, εκπαιδευτική προσέγγιση των αναπηριών και διαταραχών ώστε ο φοιτητής να αντιληφθεί τις πολλαπλές διαστάσεις και επιπτώσεις τους στη ζωή των παιδιών και των εφήβων. Στόχος είναι να παρουσιάσει με τρόπο περιεκτικό, τις πιο συχνές αναπηρίες και διαταραχές που μπορεί να αντιμετωπίσει ο ιατρός, ο νοσηλευτής, ο εκπαιδευτικός, ο ψυχολόγος, ο κοινωνικός λειτουργός, ο εργοθεραπευτής, ο λογοθεραπευτής και κάθε άλλος επαγγελματίας που εμπλέκεται στη φροντίδα παιδιών και εφήβων με ειδικές ανάγκες από τη διάγνωση έως την παρέμβαση. Απευθύνεται σε φοιτητές διαφόρων επιστημονικών πεδίων, όπως της ιατρικής, της νοσηλευτικής, της ψυχολογίας, των κοινωνικών και παιδαγωγικών επιστημών, καθώς και σε μεταπτυχιακούς φοιτητές. Αποτελείται από δέκα κεφάλαια, τα οποία αφορούν: 1) στην παρουσίαση και ανάλυση του θεσμοθετημένου και νομοθετικού πλαισίου της ειδικής αγωγής στη χώρα μας, 2) των δυσλειτουργιών ακοής 3) των δυσλειτουργιών της όρασης, 3) της νοητικής αναπηρίας, 4) της διαταραχής αυτιστικού φάσματος, 5) των μαθησιακών δυσκολιών, 6) των ειδικών μαθησιακών διαταραχών, 7) της Δ.Ε.Π-Υ, 8) των συναισθηματικών δυσκολιών και των προβλημάτων συμπεριφοράς και 10) της ψυχοσυναισθηματικής ανάπτυξης παιδιών και εφήβων. Το κάθε κεφάλαιο εμπλουτίζεται με πίνακες, σχεδιαγράμματα και σχετικά links, τα οποία παραπέμπουν σε σχετικές πηγές, για περαιτέρω ανάλυση και εμβάθυνση των θεμάτων που αναλύονται. Ευελπιστούμε το παρόν εγχειρίδιο να αποτελέσει συμπληρωματικό υλικό της διδακτέας ύλης του προπτυχιακού μαθήματος «Ανάπτυξη και συμπεριφορά παιδιού και εφήβου-Εφηβιατρική» του τμήματος Ιατρικής. Επιπλέον, μπορεί να αξιοποιηθεί σε διατμηματικά μεταπτυχιακά προγράμματα, που παρακολουθούν επαγγελματίες υγείας και παιδαγωγοί που επιθυμούν να εκπαιδευτούν και να αποκτήσουν γνώσεις για την αποτελεσματικότερη υποστήριξη των παιδιών και των εφήβων με ειδικές ανάγκες στους τομείς της υγείας και της εκπαίδευσης.

Title: Ski course of children with mental disabilities Aim of thesis: To create a set of individual preparatory exercises for training downhill and turning techniques in alpine skiing for children with MR. The sub-goal is to describe in individually observed children at the beginning, in the middle and at the of end the mastery of individual elements of skiing skills and riding technique during weekly training with the inclusion of optimized APA exercises for alpine disciplines. Method: The method I use in my thesis is observation - an empirical procedure. The cohort consisted of four children with a diagnosis according to ICD-10 in the range of F70 - 79, who were observed three times in total (at the beginning, in the middle and at the end) during the skiing course. Children were observed performing assigned, pre-explained and demonstrated basic and open skiing skills. Results: The methodology was compiled. It has been shown that children with mental disabilities in the range of mild and moderate mental retardation are able to learn and, in the case of previous experience, to improve their skiing skills. A child with severe mental retardation did not acquire the skills, as he/she was not able to accept the ski equipment, so even basic skiing skills were not taught. The children who received skiing...

Статья посвящена системной оценке возможностей нейропсихологического подхода к коррекционной работе с детьми с особенностями развития. Существующая ранее методология коррекции детей с определенными трудностями в обучении или поведении, а также с признаками дезадаптационных расстройств не давала необходимых результатов, так как не могла повлиять на развитие ребенка системно и комплексно. Нейропсихологический подход способен решить данную задачу, потому как именно он учитывает синдромный анализ нарушения и предполагает не прямое воздействие на изолированную функцию, а комплексную работу с ней, включая ее постепенное формирование и развитие, а также вовлечение в деятельность и в систему работы других функций. По итогам коррекционной работы, учитывающей нейропсихологию детского возраста и нейропсихологическую структуру дефекта конкретного ребенка, удается достичь максимально эффективных результатов. Таким образом, на сегодняшний день знание основ нейропсихологии детского возраста необходимо каждому коррекционному специалисту для достижения максимальных результатов в своей работе. Несмотря на то что нейропсихология является относительно молодой отраслью психологии, именно ее методы способны обеспечить оптимальный подход к каждому конкретному случаю. Представленный обзор направлен на системный анализ актуальных методов нейропсихологического воздействия на когнитивные и поведенческие аспекты работы с детьми с разными нарушениями. Предложена классификация современных нейропсихологических методов, на которых может основываться нейропсихологическая коррекционная работа., The article is devoted to a systemic assessment of the possibilities of a neuropsychological approach to correctional work with children with developmental disabilities. The previously existing methodology for correcting children with certain learning or behavior difficulties, as well as with signs of maladaptation disorders, did not give the necessary results, since they could not affect the child’s development systematically and comprehensively. The neuropsychological approach is able to solve this problem, because it takes into account the syndrome analysis of the disorder and assumes not a direct impact on an isolated function, but complex work with it, including its gradual formation and development, as well as involvement in the activities and in the system of other functions. According to the results of correctional work, taking into account the neuropsychology of childhood and the neuropsychological structure of the defect of a particular child, it is possible to achieve the most effective results. Thus, today knowledge of the basics of neuropsychology of childhood is necessary for every correctional specialist to achieve maximum results in their work. Despite the fact that neuropsychology is a relatively young branch of psychology, its methods are able to provide the most competent and optimal approach to each specific case. The presented review is aimed at a systematic analysis of current methods of neuropsychological impact on cognitive and behavioral aspects of working with children with various disabilities. The classification of modern neuropsychological methods on which neuropsychological correctional work can be based is proposed., СИСТЕМНАЯ ПСИХОЛОГИЯ И СОЦИОЛОГИЯ, Выпуск 4 (44) 2023

Рассмотрены способы диагностики координационных способностей и проведен сравнительный анализ результатов исследования детей с легкой степенью умственной отсталости и здоровых сверстников. Выявлено статистическое различие значений в исследовательских группах на основе полученных показателей постуральной и динамической устойчивости. Сформированы практические рекомендации для развития координационных способностей детей., Methods for diagnosing coordination abilities are considered and a comparative analysis of the results of a study of children with mild mental retardation and healthy peers is carried out. A statistical difference in the values of the research groups was revealed based on the obtained indicators of postural and dynamic stability. Practical recommendations for the development of children's coordination abilities have been formed.

The bachelor's thesis is focused on the artistic expression of children of preschool age with mental disabilities. The aim of the bachelor's thesis is to observe children during the course of less than a year while drawing, to record their behavior during drawing and then to evaluate their artistic expression. The thesis is divided into two parts - theoretical and practical. The theoretical part is divided into four chapters. The first chapter deals with drawing, what it is important for children, what function it has for children and what is the importance of colors in drawing. Furthermore, how the drawing develops and which grip of the drawing utensil is correct for the child. The second chapter describes the characteristics of a child in preschool age. It focuses mainly on fine and gross motor skills, laterality, thinking and emotional development of children. The third chapter presents the issue of mental retardation, namely its classification, etiology and education of children with mental retardation in preschool age. The fourth chapter is devoted to the drawing of children with mental retardation. In the practical part, individual drawings of graphic types - figure, house and tree - are presented and qualitatively evaluated.

Στόχος της παρούσας έρευνας ήταν η μελέτη των μελλοντικών στόχων που αναπτύσσουν οι νεαροί/ές ενήλικες με νοητική αναπηρία που φοιτούν σε δομές Επαγγελματικής Κατάρτισης Ειδικής Αγωγής σε σχέση με την αυτο-αποτελεσματικότητα ως προς τους στόχους τους, αλλά και σε σχέση με την αυτοεκτίμηση (επίπεδο και σταθερότητα/μεταβλητότητα), την αυτο-αποτελεσματικότητα στην ειδικότητα και με αυτο-αναφορές για την επιμονή στην επίτευξη των στόχων τους. Συγκεκριμένα, ερωτήθηκαν για τρεις μελλοντικούς στόχους: πού θέλουν να μένουν, με ποιον θέλουν να μένουν, με τι εργασία θέλουν να ασχοληθούν μόλις τελειώσουν τη σχολή και μελετήθηκαν οι στρατηγικές, τα εμπόδια, οι πηγές υποστήριξης, η αναμενόμενη βοήθεια και οι δυνάμεις που οι συμμετέχοντες/ουσες αντιλαμβάνονται ως προς τους στόχους που θέτουν. Στην έρευνα συμμετείχαν 46 σπουδαστές/τριες που κλήθηκαν να απαντήσουν σε ημι-δομημένη συνέντευξη. Τα αποτελέσματα ανέδειξαν ως βασικότερους στόχους την αυτονομία, τις διαπροσωπικές σχέσεις και την εργασία. Η εύρεση εργασίας αποτελεί ταυτόχρονα την κυριότερη στρατηγική αλλά και το μεγαλύτερο εμπόδιο για την επίτευξη των στόχων. Οι συμμετέχοντες/ουσες αναμένουν πρακτική και ψυχολογική υποστήριξη από την οικογένεια, τους φίλους και το επιστημονικό προσωπικό και αναφέρθηκαν κυρίως σε δυνάμεις χαρακτήρα. Η αυτο-αποτελεσματικότητα ως προς το στόχο αναφέρθηκε υψηλή για όλους τους στόχους. Τα αποτελέσματα έδειξαν θετική συσχέτιση της αυτο-αποτελεσματικότητας ως προς την ειδικότητα με την αυτο-αποτελεσματικότητα ως προς το δεύτερο στόχο, θετική συσχέτιση της αυτοεκτίμησης με την επιμονή και αρνητική συσχέτισή της με τη μεταβαλλόμενη αυτοεκτίμηση. Τέλος, συζητώνται οι περιορισμοί της έρευνας και προτάσεις μελλοντικών ερευνών, The aim of the study was to examine mentally retarded young adults' future goals in special vocational education and their association with perceived competence in terms of goals, self-esteem (level and stability/variability), self-efficacy and self-reports of persistence in achieving goals. Specifically, young adults were asked about three future goals: where they want to live, who they want to live with, what job they want to do after school and we studied the strategies, the barriers, the sources of support, the expected help and the strengths that the participants perceive in terms of the goals they set. The research involved 46 students who were asked to respond to a semi-structured interview. The results highlighted autonomy, interpersonal relationships and work as the main goals. Finding a job is both the main strategy and the biggest obstacle to achieving goals. The participants expect practical and psychological support from family, friends and scientific staff and they mainly referred to character strengths. Perceived competence was reported high for all goals. The results showed a positive correlation between self-efficacy and perceived competence towards the second goal, a positive correlation between self-esteem and persistence, and a negative correlation between self-esteem and variable self-esteem. Finally, limitations of the research and suggestions for future research are discussed

В статье обосновывается необходимость разработки и использования специальной, адаптированной методики формирования практических навыков и умений работы с текстом на уроках информатики, предназначенной для обучения в адаптивных (с нарушением интеллекта) школах и отличающейся от методик обучения информатике общеобразовательных (массовых) школ. К используемым методам относятся общетеоретические и эмпирические: для выявления сущности цифровой грамотности обучающихся с нарушением интеллекта, их поведенческих особенностей при обучении информатике проводились анализ психолого-педагогической и методической литературы, обобщение и систематизация собственного опыта работы с такими детьми. Результатом является обоснование целесообразности применения разработанных организационных форм и методов обучения, направленных, согласно требованиям Федерального государственного образовательного стандарта обучающихся с умственной отсталостью (нарушением интеллекта), на формирование у школьников с нарушением интеллекта практических навыков и умений работать в среде текстового процессора Writer (пакет OpenOffice). Авторы статьи считают, что процесс обучения умственно отсталых школьников на уроках информатики, направленный на формирование практических навыков и умений обработки текстовой информации сталкивается с отсутствием специализированного учебно-методического и материально-технического обеспечения, что является достаточно серьезной проблемой. Опираясь на мнение специалистов в области методики обучения информатике, считающих, что информационные технологии (ИТ) обработки текстовой информации относятся к числу ИТ, которые наиболее часто встречаются на практике, можно с уверенностью утверждать, что формирование практических навыков и умений работы с текстом на уроках информатики в адаптивных (с нарушением интеллекта) школах составляет немаловажную часть становления жизненных компетенций обучающихся с умственной отсталостью, формируют цифровую грамотность., The article substantiates the need to develop and use a special, adapted methodology of forming practical skills and abilities to work with text at computer science lessons, designed for teaching in adaptive (with intellectual disabilities) schools and differs from the methods of teaching computer science in general education (mass) schools. The methods used include general theoretical and empirical: to reveal the essence of digital literacy of students with intellectual disabilities, their behavioral features in computer science teaching, the analysis of psychological and pedagogical and methodological literature, generalization and systematization of our own experience of working with such children were carried out. The result is the feasibility of using the developed organizational forms and methods of teaching, aimed, ac-cording to the requirements of the Federal state educational standard for students with mental retardation (intellectual disability), to form practical skills and abilities to work in the word processor Writer (OpenOffice package) in students with intellectual disabilities. The authors of the article believe that the process of teaching of mentally retarded students in computer sci-ence classes, aimed at the formation of practical skills and word processing skills encounter a lack of specialized teach-ing-methodological and logistical support, which is a fairly serious problem. Based on the opinion of experts in the field of informatics teaching methodology who believe that information technology (IT) for processing text information is among the IT that is most frequently encountered in practice, we can confidently state that the formation of practical skills and abilities for working with text at informatics lessons in adaptive (with intellectual disabilities) schools is an important part of the formation of life competencies of students with intellectual disabilities, form digital literacy.

Learning difficulties are also faced by mental retardation students who attend educational programs in special schools. Although learning has been adjusted to the abilities of students using a special education curriculum, taught by teachers who have a special educational background, and grouped according to specificity. Students still have difficulties, one of which is students with a specificity of mental retardation. So it is necessary to know what difficulties are faced by students with mental retardation so that these difficulties can be overcome. This study is descriptive qualitative and aims to describe the learning difficulties faced by students with mental retardation in solving the problem of original number counting operations. As for the learning difficulties studied based on Lerner's theory, namely: (1) lack of understanding of symbols, (2) place values, (3) calculations, (4) incorrect use of processes, and (5) illegible writing. The instruments used consist of written test results and interview guidelines. The research subject selection technique used is purposive sampling. Research data obtained from the results of written tests and interviews analyzed based on learning difficulty indicators. The results of the study include, (1) STr cannot determine the value of the place correctly, and does not know the concept of place value. (2) STr has difficulty in summing the position of place values in a number symbol, associating place values with number symbols, and writing the results of addition and multiplication do not correspond to place values. (3) STr has difficulty in summation operations with the technique of storing and writing numbers in summation operations with a downward arrangement that does not pay attention to the value of the place. (4) STr has difficulty in calculating the multiplication problem because it tries to memorize the multiplication

Objective. The objective of our research is an interrelation of self-regulation and ability to learn (attitude to learning, picking up learning material, etc.) where subjects of learning are people with a mild degree of mental retardation. The participants of the research are the wards of Municipal Establishment «Zamhlai psycho-neurological orphanage», namely 46 girls aged 14-25 with confirmed mild mental retardation. Methodology. O.Osnytskyi «Self-regulation» methods were taken as a basics by the author with correspondent modification and then applied to study the self-regulation level of respondents. A survey of 20 questions was created to estimate the following characteristics: setting goals, action programming, results’ assessment, providing general regulation, results and action methods correction, order of the activity, detailed action regulation, realizing of actions, responsibility concerning actions. Scientific Innovation. A set of questions «Regulatory component» was used to verify the obtained data concerning own estimation of participants’ self-regulation as well as to specify different components of their cognitive activity. An estimation scale of social adaptation helped to study the interrelation with surrounding people, ability to behave during group events, learning educational material, attitude to learning, work and social adaptation. Conclusions. The results of experiment proved that those respondents with an efficient level of self-regulation have better learning skills in comparison to those, having low level. Thus, the efficient level of self-regulation can be considered as a positive feature to prognose the ability to learn and social adaptation of people with mild mental disorders. The research results might be applied by the teachers of inclusive educational establishments who work with students having mental disorders.

BACKGROUND The DYNC1H1 gene encodes a part of the dynamic protein, and the protein mutations may further affect the growth and development of neurons, resulting in degeneration of anterior horn cells of the spinal cord, and a variety of clinical phenotypes finally resulting in axonal Charcot-Marie-Tooth disease type 20 (CMT20), mental retardation 13 (MRD13) and spinal muscular atrophy with lower extremity predominant 1 (SMA-LED). The incidence of the disease is low, and it is difficult to diagnose, especially in children. Here, we report a case of DYNC1H1 gene mutation and review the related literature to improve the pediatrician’s understanding of DYNC1H1 gene-related disease to make an early correct diagnosis and provide better services for children. CASE SUMMARY A 4-mo-old Chinese female child with adducted thumbs, high arch feet, and epileptic seizure presented slow response, delayed development, and low limb muscle strength. Electroencephalogram showed abnormal waves, a large number of multifocal sharp waves, sharp slow waves, and multiple spasms with a series of attacks. High-throughput sequencing and Sanger sequencing identified a heterozygous mutation, c.5885G>A (p.R1962H), in the DYNC1H1 gene (NM_001376) of the proband, which was not identified in her parents. Combined with the clinical manifestations and pedigree of this family, this mutation is likely pathogenic based on the American Academy of Medical Genetics and Genomics guidelines. The child was followed when she was 1 year and 2 mo old. The magnetic resonance imaging result was consistent with the findings of white matter myelinated dysplasia and congenital giant gyrus. The extensive neurogenic damage to the extremities was considered, as the results of electromyography showed that the motor conduction velocity and sensory conduction of the nerves of the extremities were not abnormal, and the degree of fit of the children with severe contraction was poor. At present, the child is 80 cm in length and 9 kg in weight, with slender limbs and low muscle strength, and still does not raise her head. She cannot sit or speak. Speech, motor, and mental development was significantly delayed. There is still no effective treatment for this disease. CONCLUSION We herein report a de novo variant of DYNC1H1 gene, c.5885G>A (p.R1962H), leading to overlapping phenotypes (seizure, general growth retardation, and muscle weakness) of CMT20, MRD13, and SMA-LED, but there is no effective treatment for such condition. Our case enriches the DYNC1H1 gene mutation spectrum and provides an important basis for clinical diagnosis and treatment and genetic counseling.

BACKGROUND Forkhead box protein 1 (FOXP1) (OMIM: 605515) at chromosomal region 3p14.1 plays an important regulatory role in cell development and functions by regulating genetic expression. Earlier studies have suggested that FOXP1, an oncogene, is capable of initiating tumorigenicity depending on the cell type. FOXP1 also plays an important role in regulating the cell development and functions of the immune system, e.g., regulating B-cell maturation and mononuclear phagocyte differentiation, and in the occurrence and development of various immune diseases. The mRNA of this gene is widely expressed in humans, and its differential expression is related to numerous diseases. CASE SUMMARY A 5-year-old boy mainly presented with attention deficit and hyperactivity disorder and developmental retardation accompanied by gait instability and abnormal facial features (low-set ears). DNA samples were extracted from the child’s and his parents’ peripheral blood to detect whole-exome sequences and whole-genome copy number variations. Results revealed heterozygous deletions of exon 6-21 of FOXP1 gene in the child. Physical examination upon admission showed that the child was generally in good condition, had a moderate nutritional status, a slightly slow response to external stimuli, equally large and equally round bilateral pupils, was sensitive to light reflection, and had poor eye contact and joint attention. He had no meaningful utterance and could not pronounce words properly. He was able to use gestures to simply express his thoughts, to perform simple actions, and to listen to instructions. He had no rash, cafe-au-lait macules, or depigmentation spots. He had thick black hair and low-set ears. He had highly sensitive skin, especially on his face and palms. He had no abnormal palm fingerprint. Cardiopulmonary and abdominal examinations revealed no abnormalities. He had normal limb muscle strength and tension. He showed normal tendon reflexes of both knees. His bilateral Babinski and meningeal irritation signs were negative. He had a normal male vulva. CONCLUSION We report the characteristic features of autism with dysphasia accompanied by mental retardation caused by FOXP1 exon deletion. This study provides a molecular basis for etiological diagnosis and treatment of the child, as well as for genetic counseling for the pedigree.

Cerebral palsy was a primary neuromotor disorder that affects the development of movement, muscular tone and posture due to injury to the developing brain in prenatal, natal, or post-natal period. cp is non progressive disease but it is changeable features with period. The objective of this study is to identify clinical types of cerebral palsy and neuro-disabilities associated with cerebral palsy patient. Data (2019-2020) on 100 children of cerebral palsy in central teaching hospital in Baghdad analysis include clinical patterns of cerebral palsy and topographic classification of spastic cerebral palsy. also, the complication and neurological disabilities associated with cerebral palsy. In this analysis found most of cerebral palsy patients (84%) were spastic according to topographic classification, (47%) of spastic cerebral palsy was diplegic type. (29%) quadriplegic cerebral palsy and (8%) of hemiplegic cerebral palsy. About neurological complication and disabilities associated with cerebral palsy, (79%) of cerebral palsy patients had speech disturbance. (53%) had epilepsy, (43%) Micro acephaly, (32%) of patients had growth retardation, (29 %) had ocular problems, and (15%) of cerebral palsy patients had mental retardation. In conclusions; the most common type of cerebral palsy was spastic cerebral palsy & according to a topographic classification diplegic spastic cerebral palsy was the most common type of Spastic cerebral palsy. About neurodisabilities associated with cerebral palsy, the most common disabilities were speech disturbance and epilepsy.

Issues of treatment and rehabilitation of adolescents with mental retardation, improvement of old and new therapies using an integrated approach to rehabilitation, which allows increasing social activity of adolescents with mild mental retardation and improving their quality of life, are remaining relevant and needing further study. The aim of the work is a comprehensive study of clinical and phenomenological structure, comorbid pathology, socio-hygienic factors and criteria for assessing the limitations of life and its quality among adolescents with mild mental retardation, and to develop recommendations for rehabilitation measures in modern conditions. Materials and methods. At the Kryvyi Rih Psychoneurological Dispensary, 154 patients born in 2003–2008 who were under the dispensary observation of a teenage psychiatrist were examined. The study consisted of two stages: the first – at the initial visit for psychiatric care of patients with mild mental retardation, and the second – follow-up, at the age of 18–23 years. Clinical and epidemiological, clinical and psychopathological, psychodiagnostic and statistical methods were used in the study. The main tool of the study was the “Map for clinical and epidemiological studies”, which included socio-demographic and anamnestic information, the clinical part with a description of existing symptoms and syndromes. Results. As a result of rehabilitation measures, there was a decrease in cases and in the severity of comorbid pathology, improved cognitive functioning (attention, memory, language and writing skills, reading, arithmetic), motility, spatial orientation. Adaptive skills of statodynamic functions were improved in 36.4 % of cases, self-care ability – in 22.7 %. At the time of the study completion, 73.38 % of all respondents could be considered socially adapted. Among adolescents with mild mental retardation and comorbid mental and other pathologies, in addition to positive dynamics, there were negative dynamics (19.04 %) or no dynamics (14.29 %), emphasizing the need for longer time and larger number of rehabilitation measures among this category of patients. Conclusions. Biopsychosocial model of care for adolescents with mental retardation with the inclusion of medical-biological, psychological-pedagogical and social aspects helps to increase the effectiveness of rehabilitation measures aimed at reducing the severity of the underlying disease and improving social adaptation., Питання лікування та реабілітації підлітків із розумовою відсталістю, удосконалення старих і створення нових методів терапії з використанням інтеграційного підходу в реабілітації, що дає змогу підвищити соціальну активність підлітків із легкою розумовою відсталістю (ЛРВ) і покращити якість їхнього життя, й надалі залишаються актуальними та потребують продовження вивчення. Мета роботи – комплексне вивчення клініко-феноменологічної структури, коморбідної патології, соціально-гігієнічних факторів, критеріїв оцінювання обмежень життєдіяльності та якості життя осіб із легкою розумовою відсталістю підліткового віку для розроблення рекомендацій з реабілітаційних заходів у сучасних умовах. Матеріали та методи. На базі Криворізького психоневрологічного диспансеру обстежили 154 хворих 2003–2008 років народження, які перебували під диспансерним спостереженням у підліткового психіатра з приводу ЛРВ. Дослідження передбачало 2 етапи: перший – під час первинного звернення хворих за психіатричною допомогою з приводу легкої розумової відсталості; другий – катамнестичний, у віці 18–23 роки. Під час дослідження використали клініко-епідеміологічний, клініко-психопатологічний, психодіагностичний і статистичний методи. Як основний інструмент дослідження застосували «Карту для клініко-епідеміологічних досліджень», що включала соціально-демографічні й анамнестичні відомості, клінічну частину з характеристикою наявних симптомів і синдромів. Результати. У результаті вжитих реабілітаційних заходів спостерігали зменшення кількості випадків і зниження ступеня виразності коморбідної патології, поліпшення когнітивного функціонування (уваги, пам’яті, мовленнєвих навичок і навичок письма, читання, рахунку), моторики, просторового орієнтування. Встановили поліпшення адаптивних навичок статодинамічних функцій у 36,4 % випадків, здатності до самообслуговування – у 22,7 %. На час завершення дослідження соціально адаптованими можна вважати 73,38 % обстежених. Серед підлітків із ЛРВ і наявною коморбідною психічною та іншою патологією спостерігали також негативну динаміку (19,04 %) або її відсутність (14,29 %). Це спричиняє необхідність триваліших, численніших реабілітаційних заходів у таких хворих. Висновки. Біопсихосоціальна модель надання допомоги підліткам із розумовою відсталістю, що включала медико-біологічний, психолого-педагогічний і соціальний аспекти, сприяє підвищенню ефективності реабілітаційних заходів, спрямованих на зменшення ступеня виразності основного захворювання та поліпшення соціальної адаптації.

Introduction: In developing countries the problem of foreign bodies in Otorhinolaryngology Services (ENT) is poorly studied. The foreign body is common in children but may occur in adults with mental disorders or in prisoners. Objective: To describe the case of a patient with psychiatric problems who ingested a metallic object. Psychiatric observation was requested that diagnosed an "anxiety crisis" after family conflict. Results: Esophagoscopy was performed for uncomplicated extraction. Discussion: Voluntary (intentional) ingestion of objects occurs in patients with psychiatric disorders, especially schizophrenia, mental retardation or in the inmate population. However, the ingestion of a large foreign body is related to parasuicidal behaviour. Conclusions: Always suspect the presence of a foreign body in patients with psychiatric disorders with odynophagia in the absence of pharyngotonsillitis.

This registration contains the project plan prior to receiving the data of the cross sectional study regarding cancer prevalence and characteristic of cancer care between individuals with and without mild or severe intellectual disabilities in the Netherlands. The used template for this registration is the current AsPredicted standard.

Objective. To create a computer support system for pre-laboratory diagnosis of hereditary metabolic diseases with mental pathology. Material and methods. The authors used numerous literary sources to extract data for intelligent system. The initially formed database was supplemented by expert assessments for certain categories of age groups of children. Results. The experts determined the modality, confidence factors for the timing of manifestation and severity of signs for each clinical form at certain age periods. In the course of the study the authors built the models for a comprehensive assessment of signs and an integral assessment of diseases. The diagnostic algorithm is included in the database. It is used to compare the proposed hypotheses. The authors implemented a prototype of an expert diagnostic system based on a mucopolysaccharidosis model, which demonstrated 90% efficiency in a control sample of 20 patients.

We present the clinical case of patient with epilepsy, developmental retardation and hearing loss. The whole exome sequencing allowed to reveal compound heterozygous variants of the nucleotide sequence in SPATA5 gene (c.1714+1G>A, c.1678G>A). Mutations in the SPATA5 gene have been described in patients with epilepsy, hearing loss and mental retardation syndrome (MIM 616577). Paired parents were carriers of one heterozygous gene variant. Such mutations lead to the development of epileptic disorders in 3% of cases, and should be considered in patients not only as a possible cause of neurodegenerative diseases, but also leading to pathology with clinical manifestations mimicking mitochondrial disease.

This article presents the case of a male patient who presented mild mental retardation, clinodactyly, camptodactyly, abnormal pattern of the hand skinfolds and cleft palate. In addition to the clinical examination, conventional cytogenetic techniques with G-bands and fluorescence in situ hybridization (FISH) were used with probes WCP 14, WCP 6, and tel6p. Fif teen metaphases were analyzed through conventional cytogenetics. All cells presented additional material on chromosome 14 [46,XY,add(14)]. The patient’s mother presented karyotype 46,XX,t(6q;14q), and the patient’s father presented normal karyotype. The patient’s material was submitted to FISH technique with probe WCP 6. This procedure showed that the additional portion was originated in chromosome 6 inserted at 14q22. The subtelomeric probes 6p/q determined the four typical breakpoints. The patient’s clinical status is a consequence of a partial trisomy of chromosome 6. This additional material is inserted in chromosome 14 long arm. The chromosome originated from chromosome 14 has maternal origin., Descrevemos o paciente HP, do sexo masculino, o qual apresentava quadro clínico de retardo mental leve, clinodactilia, camptodactilia, padrão alterado das pregas nas mãos e fenda palatina incompleta. Além do exame clínico, foram utilizadas técnicas citogenéticas convencionais com bandas G e hibridização in situ por fluorescência (FISH) com as sondas WCP 14; WCP 6; tel6p; tel6q. Foram analisadas 15 metáfases por citogenética convencional (GTG), onde todas as células apresentaram material adicional no cromossomo 14 [46,XY,add(14)]. A mãe apresentou cariótipo 46,XX,t(6q;14q) e o pai, cariótipo normal. O material do paciente foi submetido à técnica de FISH com sonda WCP 6, evidenciando a porção adicional como sendo material do cromossomo 6 inserido em 14q22. As sondas subteloméricas 6p/q marcaram os quatro pontos normalmente esperados. O paciente apresenta quadro clínico que resultou de uma trissomia parcial do cromossomo 6. Este material adicional está inserido no braço longo do cromossomo 14. O cromossomo derivado de 14 tem origem materna.

В статье представлены отобранные и обобщённые в единую систему методики, которые дают возможность наиболее полно выявить количественно-качественные особенности антонимических связей и отношений в лексиконе детей дошкольного и младшего школьного возраста с задержкой психического развития и общим недоразвитием речи., This article presents methods selected and generalized into a single system that make it possible to most fully identify the quantitative and qualitative features of antonymic connections and relationships in the vocabulary of children of preschool and primary school age with mental retardation and general underdevelopment of speech.

This study aimed at obtaining information from neurolinguistic perspective about how children with mental retardation experience language learning by focusing on syntax device and unit disorder. With a qualitative paradigm, this study involved three children with mental retardation aged 17, 12, and 13 years at a special school in East Jakarta. Data in the form of utterances from three children with mental retardation through communication interactions were collected and produced 12 recordings which were then analyzed by apply-ing content analysis technique. The results of this study indicated that there were 151 errors in the form of syntax unit disorder, and the most errors were in the form of the phrase unit, amounting to 61 errors. In terms of syntax device disorder, 37 errors were found, of which the most errors were in intonation defects, amounting to 12 errors. The conclusion of the study is that children with mental retardation experience language disorders in the form of syntax defects because they are influenced by neurological disorders. How-ever, we see that these findings should not be standard benchmarks for mental and neurological disorders, so we argue that the defects in the syntax devices and units exhibited by children with mental retardation should be seen as a componential model of language issue on which their language development should be more focused on the meaning they get from information. In other words, we cannot just stick to the results which state that children with mental retardation have language difficulties but we must focus more on what they can understand as meaningful language to them. Therefore, we recommend trying to approach it with the concept of componential model of language that may be applicable with some technologies as innovative teaching and learning for teachers as well as progressive education for the children with mental retardation for their language learning experiences.

Background Isovaleric acidemia (IVA) is a rare autosomal recessive inherited organic acidemia caused by a genetic deficiency of isovaleryl-CoA dehydrogenase (IVD). Its morbidity is low, but mortality is high. There is no effective cure for this disease. Early identification of IVA using clinical features can significantly slow disease progression and reduce mortality. Here we report a Chinese neonate with two mutations of IVD and share valuable information on this disease. Case summary A 12-day-old male neonate with "poor response for 1 d and repeated convulsions accompanied by high muscle tension for 6 h" was hospitalized. The patient was the first child of nonconsanguineous ethnic Chinese parents. He was delivered by cesarean section due to breech position at 39 + 1 wk of gestation with a birth weight of 3.27 kg. Initially, he suffered from dyspnea and rhinobyon, and at 10 d after birth the patient suddenly developed poor feeding, low response, lethargy and seizures. Organic acid analysis of blood and urine by tandem mass spectrometry and gas chromatography mass spectrometry showed extremely high concentrations of isovaleryl glycine. The patient had an acute episode of IVA causing severe metabolic stress and eventually died. Conclusion A new case of an IVA patient carrying c.1193G>A (p.Arg398Gln) and c.1208A>G (p.Try403Cys) mutations is reported in China.

Рассматривается возможность применения технологии поэтапного формирования умственных действий в процессе обучения детей элементам исследовательской деятельности как средства развития познавательных способностей младших школьников с задержкой психического развития. Материалом исследования послужил теоретический анализ научно-методической литературы по теме исследования: теория поэтапного формирования умственных действий П. Я. Гальперина; положения о развитии познавательных способностей младших школьников как результата развивающего обучения В. В. Давыдова, А. В. Запорожца, Л. В. Занкова, А. Н. Леонтьева; подходы к развитию познавательных способностей детей с задержкой психического развития Н. В. Бабкиной, Л. Н. Блиновой, А. Д. Вильшанской, Г. Н. Пениным, У. В. Ульенковой, Л. М. Шипицыной. Теоретический анализ научно-методической литературы позволил предположить, что технология поэтапного формирования умственных действий может эффективно применяться для обучения младших школьников с ЗПР элементам исследовательской деятельности на разном уровне самостоятельности и сложности и тем самым развивать у обучающихся познавательные способности.

Background. The rights of residents in psycho-neurological boarding schools are not respected in most cases, in particular, such rights as those to the possibility of independent living, to one’s own family, to any job placement, general education and some skills, to the possibility of integration into society. The purpose of the article is the necessity to show the importance of community participation in empowering people with disabilities living in neuropsychiatric boarding schools by developing their motivation to develop their needs and the participation of volunteer students in this work for their training in working with this group. Material and methods: methods of theoretical analysis of psychological, pedagogical and medical literature, analysis of personal files and the results of activities of residents, longitudinal observation, methods of expert assessments to determine the level of activity, the method of "Sociogram". Results. Since we cannot significantly change IQ, a change in the motivational structure may turn out to be a decisive moment on which the success of social adaptation depends. Many researchers show that behavior is not based on cognitive abnormalities, but motivational factors. Conclusions: advances in medicine today can extend the active life of most mentally retarded people, increasing the number of those who need to acquire domestic and even professional skills.

The article is devoted to the problem of aggressive behavior of adolescents with mental retardation. Attention is paid to this problem because children with mental retardation due to aggressive behavior and inability to control their own emotions, are maladapted in the behavioral sphere, which leads to problems throughout socialization. It is outlined that it is difficult for such children to find friends and there are problems in communicating with adults, which in later life will have a very harmful effect on the self-consciousness of children. That is why it is necessary to find ways to solve this problem. For this purpose, a correctional and developmental program has been developed. It will help to reduce the level of aggression in adolescents with moderate mental retardation. This article describes in detail the structure of the programme, as children with moderate mental retardation tend to forget quickly understood, the software takes into account this feature and for each class there is a revision of exercises replacing one by new one. The article also provides an example of one lesson from the correctional and developmental program, which provides a visual representation of the content of correctional and developmental work, as well as describes the diagnostic work. The term of its implementation is specified, as well as the age target. Methods. Analysis of psychodiagnostic techniques that allowed us to determine the degree of severity of the studied emotional state, experiment, observation and comparison. The experiment was conducted on the basis of MBEI "Secondary school of Idrinskoye", which involved 15 pupils (4 girls and 11 boys) with mental retardation from 6 to 9 grades, aged 12 to 15 years. Results. When using various methods, adolescents in the test group have a decrease in the frequency of aggressive behavior. It is also noted that children are less likely to use abusive language to express their emotions.

Objective:The care of pediatric patients with mental retardation (MR) who will undergo surgery for families may become complex and stressful. This study aimed to investigate the effect of MR grade on the anxiety of parents of pediatric patients who will undergo surgery under general anesthesia.Methods:The parents of 40 pediatric patients with group MR and 60 pediatric patients with normal mental state (group NMS) who underwent surgery under general anesthesia were subjected to preoperative State-Trait Anxiety Inventory (STAI) test. In addition to parents’ demographic data, such as age, sex, educational status, occupational status, and consanguineous marriages, the effect of sex and MR grade of children on anxiety was examined.Results:The patient’s demographics showed nonsignificant differences. No significant difference was found between the parents of the two groups in terms of SAI and TAI scores. Similarly, parental occupation, education level, and sex of the child had no effect on the SAI and TAI scores. The presence of consanguineous marriages was significantly higher in group MR. In group NMS, a significant positive correlation was found between SAI and TAI scores of the parents.Conclusion:No correlation was found between the presence and MR grade of the child and parents’ SAI and TAI scores. Therefore, no relationship was found between MR in children and parental anxiety levels.

Educational policies aimed at school inclusion have led to increased enrollment of students with special education needs in mainstream schools. As a result, there is an increase in problems and challenges that children face while studying at school. The article aims to highlight some of the difficulties and challenges that elementary school children with intellectual disorder face while studying in a mainstream school. In this study, we have conducted a literature review that examines the level of development of higher mental functions in children with intellectual development problems: attention, perception, thinking, memory, speech.

Aim To assess the effects of oral care on prolonged viral shedding in coronavirus disease 2019 (COVID‐19) patients. Methods and results We evaluated the clinical course of eight COVID‐19 patients, including their duration of viral shedding, by PCR testing of nasopharyngeal swabs. The average time from the onset of symptoms until the virus was no longer detectable was 31.6 ± 11.8 days (mean ± SD; range 17‐53). Thus, it took 15.1 ± 14.7 (1‐40) days from the time of clinical recovery for the virus to become undetectable. In two patients who had mental retardation and psychiatric disorders, the viral shedding period continued for 44 days or 53 days. These two patients did not voluntarily brush their teeth. When they were instructed on the importance of oral care, including tooth brushing and gargling, their tests for the coronavirus became negative. Conclusion Most of the patients with COVID‐19 had a viral shedding period of 30 days or less. In cases of prolonged viral shedding (≥44 days), noninfectious viral nucleic acid may have accumulated in uncleaned oral cavities and continued to be detected. We propose that tooth brushing and gargling remove such viral nucleic acid and improve the accuracy of PCR testing.

Glucose-6-phosphate dehydrogenase (G6PD) deficiency is an X-linked recessive disease that causes acute or chronic hemolytic anemia and potentially leads to severe jaundice in response to oxidative agents. Capicua transcriptional repressor (CIC) is an important gene associated with mental retardation, autosomal dominant 45. Affiliated tissues including skin, brain, bone, and related phenotypes are intellectual disability and seizures. Clinical, biochemical, and whole exome analysis are carried out in a Turkish family. Mutation analysis of G6PD and CIC genes by Sanger sequencing in the whole family was carried out to reveal the effect of these mutations on the patient's clinical outcome. Here, we present the case of epilepsy in an 8-year-old child with a hemizygous variation in G6PD gene and heterozygous mutation in CIC gene, resulting in focal epileptiform activity and hypsarrhythmia in electroencephalography (EEG), seizures, psychomotor retardation, speech impairment, intellectual disability, developmental regression, and learning difficulties. Whole exome sequencing confirmed the diagnosis of X-linked increased susceptibility for hemolytic anemia due to G6PD deficiency and mental retardation type 45 due to CIC variant, which explained the development of epileptic seizures. Considering CIC variant and relevant relation with the severity and course of the disease, G6PD mutations sustained through the family are defined as hereditary. Our findings could represent the importance of variants found in G6PD as well as CIC genes linked to the severity of epilepsy, which was presumed based on the significant changes in protein configuration.

Małgorzata Sadowska,1 Beata Sarecka-Hujar,2 Ilona Kopyta3 1Department of Paediatrics and Developmental Age Neurology, Upper Silesian Child Health Centre, Katowice, Poland; 2Department of Basic Biomedical Science, School of Pharmacy with the Division of Laboratory Medicine, Medical University of Silesia in Katowice, Sosnowiec, Poland; 3Department of Pediatric Neurology, School of Medicine in Katowice, Medical University of Silesia in Katowice, Katowice, PolandCorrespondence: Ilona KopytaDepartment of Pediatric Neurology, School of Medicine in Katowice,Medical University of Silesia in Katowice, Katowice, PolandEmail ilonakopyta@autograf.plAbstract: Cerebral palsy (CP) is one of the most frequent causes of motor disability in children. According to the up-to-date definition, CP is a group of permanent disorders of the development of movement and posture, causing activity limitations that are attributed to non-progressive disturbances that occurred in the developing foetal or infant brain. The CP definition has evolved over time; the problem is aetiologically and clinically very heterogeneous. According to European data, the average frequency of CP is 2.08 per 1000 live births, but in the group of children born with a body weight below 1500 g, the frequency is 70 times higher when compared with the group of children with a body weight over 2500 g at birth. The risk factors for CP can be divided into pre-conception, prenatal, perinatal and postnatal ones. CP commonly co-exists with epilepsy, in particular drug-resistant epilepsy, but also with mental retardation, visual and hearing impairment, as well as feeding and behavioral disorders. The degree of motor problem varies from mild to very severe making the child totally dependent on caregivers. Cerebral palsy is divided into forms depending on the type of motor disorders which dominate the clinical presentation; the traditional classifications by Ingram and Hagberg have now been replaced by the Surveillance of Cerebral Palsy in Europe classification which divides CP into spastic, dyskinetic and ataxic forms. Although cerebral palsy is a clinical diagnosis, modern diagnostic imaging provides information that allows the division of the results of magnetic resonance imaging in children with cerebral palsy into five groups according to the magnetic resonance imaging classification system. Just as the clinical presentation and the factors predisposing for CP are very diverse, treatment is also a very complex problem. Modern treatment of spasticity includes both botulinum toxin therapies and surgical techniques, eg, rhizotomy. The authors present current views on definitions, risk factors, diagnostics and treatment of CP as well as comorbid problems, eg, drug-resistant epilepsy.Keywords: cerebral palsy, CP, risk factors, comorbidities, epilepsy, malnutrition, mental retardation, treatment

Background and Objective: Mentally retarded children delayed in global that affects motor, cognitive, communication, speech and language development. Poor organization in mental lexicon and reduction in vocabulary are the obvious consequences of mental retardation. The main objective of this study was to evaluate perception and expression of nouns, and test-retest reliability of two picture-pointing and picture-naming tests, in Farsi-speaking in educable mentally retarded children in Hamadan city. Materials and Methods: It was a descriptive-analytic and cross-sectional study. 40 mentally retarded children (18 females, 22 males) were selected from exceptional children’s school of Hamadan. Two picture-pointing and picture-naming tests were used in this study. For the sake of test-retest reliability, 10 evaluated two times with one day time interval. Results: There was a significant positive correlation between mean scores of perception and expression (P=0.001, r=0.662). Mean scores of girls and boys was not statistically different. Findings about test-retest reliability show that, these two tests have optimal reliability. Conclusions: Descriptive statistics of the mentally retarded children can be part of normative data alongside other findings of other cities of Iran. In addition, confirmation of reliability shows part of the efficiency of these two tests in research and clinical settings.

Cerebral palsy (CP) is one of the most frequent causes of motor disability in children. According to the up-to-date definition, CP is a group of permanent disorders of the development of movement and posture, causing activity limitations that are attributed to non-progressive disturbances that occurred in the developing foetal or infant brain. The CP definition has evolved over time; the problem is aetiologically and clinically very heterogeneous. According to European data, the average frequency of CP is 2.08 per 1000 live births, but in the group of children born with a body weight below 1500 g, the frequency is 70 times higher when compared with the group of children with a body weight over 2500 g at birth. The risk factors for CP can be divided into pre-conception, prenatal, perinatal and postnatal ones. CP commonly co-exists with epilepsy, in particular drug-resistant epilepsy, but also with mental retardation, visual and hearing impairment, as well as feeding and behavioral disorders. The degree of motor problem varies from mild to very severe making the child totally dependent on caregivers. Cerebral palsy is divided into forms depending on the type of motor disorders which dominate the clinical presentation; the traditional classifications by Ingram and Hagberg have now been replaced by the Surveillance of Cerebral Palsy in Europe classification which divides CP into spastic, dyskinetic and ataxic forms. Although cerebral palsy is a clinical diagnosis, modern diagnostic imaging provides information that allows the division of the results of magnetic resonance imaging in children with cerebral palsy into five groups according to the magnetic resonance imaging classification system. Just as the clinical presentation and the factors predisposing for CP are very diverse, treatment is also a very complex problem. Modern treatment of spasticity includes both botulinum toxin therapies and surgical techniques, eg, rhizotomy. The authors present current views on definitions, risk factors, diagnostics and treatment of CP as well as comorbid problems, eg, drug-resistant epilepsy.

An urgent issue of modern education – the issue of psychological and pedagogical support for the family with a child with health disabilities has been considered. It has been specified, that particularly specially organized work can help parents and members of family with a child with health disabilities to cope with the difficulties of raising child and carry out his socialization. In particular, the results of a study of the personality of the parents of a child of primary school age with a mental retardation, their chosen style of child upbringing, the nature of interaction with the child have been presented. In addition, the effectiveness of the compiled and tested program of psychological and pedagogical support for the family with a child with a mental retardation, changes in the behavior of parents and children before and after testing the program have been analysed.

Background There are only a few studies of the prevalence of dementia in people with intellectual disability (ID) without Down syndrome (DS), and there is a large difference in the prevalences between reported studies. Moreover, the prevalence of mild cognitive impairment (MCI) in ID has not been reported. We aimed to evaluate the prevalence of dementia in adults of all ages and the prevalence of MCI in people with ID. Furthermore, we tried to clarify the differences depending on the various diagnostic criteria. Methods The survey included 493 adults with ID at 28 facilities in Japan. The caregivers answered a questionnaire, and physicians directly examined the participants who were suspected of cognitive decline. Dementia and MCI were diagnosed according to ICD‐10, DC‐LD, and DSM‐5 criteria. Results The prevalence of dementia was 0.8% for the 45 to 54 years old group, 3.5% for the 55 to 64 years old group, and 13.9% for the 65 to 74 years old group in people with ID without DS. The prevalence of MCI was 3.1% for patients 45 to 54, 3.5% for patients 55 to 64, and 2.8% for patients 65 to 74 with ID without DS. DSM‐5 was the most inclusive in diagnosing dementia and MCI in people with ID. Conclusions People with ID without DS may develop dementia and MCI at an earlier age and higher rate than the general population. Among the diagnostic criteria, DSM‐5 was the most useful for diagnosing their cognitive impairment.

В статье рассматривается исследование динамики становления образа «Я» у детей младшего школьного возраста с задержкой психического развития. В результате проведенного автором эмпирического изучения особенностей становления образа «Я» младших школьников было выявлено, что их образ «Я» характеризуется когнитивной простотой, слабой дифференцированностью, малой иерархизованностью, недостаточной степенью четкости и последовательности, неполнотой, а также недостаточно высоким уровнем самоуважения. Под динамикой становления «Я» в статье автором подразумеваются как различия в особенностях образа «Я» испытуемых 1-го и 3-го классов, представляющих 2 экспериментальные группы исследования, так и сравнение особенностей «Я» младших школьников до и после реализации мероприятий по психологической коррекции. Автором составлена и предложена программа коррекционно-развивающих мероприятий. Предполагается, что ее реализация в рамках коррекционных занятий поможет детям младшего школьного возраста с задержкой психического развития научиться лучше понимать себя, расширит представления о многосторонности человеческой личности, что также поможет продуктивно характеризовать и оценивать свою личность. Достижение данного результата будет свидетельствовать о положительной динамике в становлении образа «Я» и, соответственно, докажет эффективность предложенной автором коррекционно-развивающей программы., The article deals with the study of the dynamics of the formation of the "I" image in primary school children with mental retardation. As a result of the author's empirical study of the features of the formation of the "I" image of younger schoolchildren, it was revealed that their "I" image is characterized by cognitive simplicity, weak differentiation, low hierarchization, insufficient degree of clarity and consistency, incompleteness, as well as an insufficiently high level of self-esteem. By the dynamics of the formation of the "I" in this article, the author means both differences in the features of the image of the "I" of the 1st and 3rd grade subjects representing 2 experimental groups of the study, and a comparison of the features of the "I" of younger schoolchildren before and after the implementation of measures for psychological correction. The author has compiled and proposed a program of correctional and developmental activities. It is assumed that its implementation in th

В статье рассматриваются вопросы формирования коммуникативных навыков у дошкольников с ограниченными возможностями здоровья. Проблема исследования представляется актуальной в связи с трудностями осуществления навыков взаимодействия обучающихся с педагогами, особенно в случаях выполнения конкретной учебной задачи. Учитывая комплексность и междисциплинарность в анализе имеющихся проблем развития детей с ограниченными возможностями здоровья, проведенное исследование актуально и в теоретическом, и в практическом аспектах. Исследованием было охвачено 94 дошкольника, имеющих статус «ограниченные возможности здоровья». Полученные результаты позволили выявить и доказать наличие специфических нарушений в каждой из обследуемых групп. Трудности вербальной коммуникации определяют направление поиска оптимальных путей формирования коммуникативных моделей поведения у дошкольников., The article deals with the formation of communication skills in preschoolers with disabilities. The problem of the study seems to be relevant due to the difficulties of implementing the skills of interaction between students and teachers, especially in cases of performing a specific educational task. Taking into account the complexity and interdisciplinarity in the analysis of the existing problems of the development of children with disabilities, the conducted research is relevant both in theoretical and practical aspects. The study covered 94 preschoolers with the status of "limited health opportunities". The results obtained made it possible to identify and prove the presence of specific disorders in each of the examined groups. Difficulties of verbal communication determine the direction of the search for optimal ways to form communicative behaviors in preschoolers.

В статье рассматривается проблема развития творческого воображения младших школьников с ЗПР, основанная на примере внеурочной деятельности, позволяющей обеспечить развитие творческого воображения при использовании метода изотерапии. Метод изотерапии основан на процессе рисования, который позволяет обучающимся с ЗПР возможность развить творческое воображение, снять стресс, почувствовать удовлетворение от деятельности, позволяет выразить эмоции и чувства безопасным для себя и окружающих способом. В работе обобщается практический опыт использования метода изотерапии на внеурочных занятиях у младших школьников с ЗПР. Разработанные внеурочные занятия для развития творческого воображения детей доказали свою эффективность. Представленный материал позволяет сделать вывод, что метод изотерапии с применением нетрадиционных техник рисования помогает обучающимся с ЗПР развить творческие способности, воображение и благоприятно влияет на эмоциональное состояние обучающегося., The article deals with the problem of developing the creative imagination of younger schoolchildren with mental retardation, based on the example of extracurricular classes that make it possible to ensure the development of creative imagination when using the isotherapy method. The need to develop pedagogical tools and methods that ensure the development of schoolchildren’s creative imagination determines the importance and relevance of the article. Isotherapy method is based on the process of drawing, which gives schoolchildren with mental retardation the opportunity not only to develop creative imagination, but also to relieve stress, calm down, feel satisfaction from activities, and allows them to express emotions and feelings in a way that is safe for themselves and others. The objective of the article is to develop and test extracurricular classes based on the use of isotherapy method aimed at developing a creative imagination of younger schoolchildren with mental retardation. The proposed model, aimed at developing creative imagination of 3rd grade schoolchildren, involves the implementation of the following tasks: to reveal the essence of the development of creative imagination in younger schoolchildren with mental retardation; consider methods of organizing isotherapy in extracurricular activities; develop and test extracurricular lessons for the development of the creative imagination of younger schoolchildren with mental retardation, using isotherapy method; to analyze the results of experimental work on the development of creative imagination of children with mental retardation at extracurricular lessons. The scientific novelty of the work lies in the fact that a special technique based on the use of non-traditional drawing techniques has been used at extracurricular lessons, that allows to monitor the dynamics of the level of younger schoolchildren’s creative imagination. Thus, based on a systematic diagnosis of the level of creative imagination in younger schoolchildren with mental retardation and conducting isotherapy classes using non-traditional drawing techniques, the effectiveness of the isotherapy method in the process of extracurricular activities is revealed, which determines the practical significance of the results of the study. The presented material allows us to conclude that the method of isotherapy based on the use of non-traditional drawing techniques allows students with mental retardation to develop creativity, imagination and has a positive effect on the emotional state of younger schoolchildren.

�� ������������ ���������������������� ���������������� ���������������� ������������������������ �� �������������� �������������������� �� ���������������������������������� ����������������������. �������������� ���������� ������������-���������������������������������� ������������ ���� ���������������� ������������������������ �� ������������ ������������������ ����������. �������������������� �� �������������������������������� �������������������� ������������������������: ��������������������������, ���������������������������� �� ������������������. �������������������������������� �������������������� ������������������������������������ ������������������������., The article changes the problem of the development of self-control in younger students with intellectual disabilities. The stages of experimental work on the development of self-control in this category of children are described. The components of self-control are defined and characterized: motivational, activity and evaluative. The results of the experimental study are analyzed.

This bachelor thesis is focused on the problematics of families who raised and are caring for an adult child with a mental disability. This work aims to lay out how parents look at the situations in their family, in what aspect their lives are either limited or enriched, whether they perceive any changes in the methods of care for their offspring and how they reflect at them. The work also focuses on the resources from which the parents draw strength to overcome the difficulties tied to raising of their offspring, and the support they receive. The theoretical part describes the categorization of people with a mental disability and how the mental disability of a child influences the situation of the family. Furthermore, it establishes the meaning of core terms used throughout the work. Qualitative research has been conducted, and it consists of forms of half-structured dialogues with six parents (out of four families) who are taking care of an adult person with a mental disability. Many changes and limitations have been found in families due to the presence of a child with a disability. Parents perceive several negatives associated with caring for a disabled child, which directly result from the nature of the disability, as well as some benefits. The presence of a mentally handicapped child was not found to affect the parents' partnership. Furthermore, it was found that an important factor for coping with difficult situations resulting from care is the support of various types that parents receive and that parents cope with difficult situations in specific ways. Research shows that parents are very worried about their child's future.

Background: The aim of this study was to investigate the effects of instructional and motivational self-talk on learning a dart throwing skill in children with mild mental retardation. Method: The subjects included 45 children with mild mental retardation who were equally divided into three groups of instructional self-talk, motivational self-talk, and control. The motor task included darts throwing skill in which children’s darts throwing scores as well as self-efficacy were measured as dependent variables. The Participants performed pre-test (including 15 throws), acquisition phase (including five 5-minute practice blocks), and retention test (including 15 throws). The participants in the instructional self-talk group were asked to repeat the “Center-Target” phase before each attempt during the training phase and then throw the dart. Those in the motivational self-talk group were asked to use a motivational phrase “I Can" before the throw. The children in the control group followed a similar protocol but were not given any self-talk instructions. Results: The results showed that mentally retarded children who practiced instructional self-talk had better performance than those who used motivational self-talk and the control group in throwing darts in the retention test (P=0.000). Moreover, the motivational self-talk group performed better than the control group in dart throwing in the retention test (P=0.000). Finally, the results showed that children in the instructional and motivational self-talk groups reported higher self-efficacy scores than those in the control group in the retention test (P=0.000), while no significant difference was observed between the instructional and motivational self-talk groups. (P=0.527) Conclusion: The results of this study show that children with mild mental retardation are able to learn motor skills through self-talk.

Статья посвящена проблеме изучения операционной стороны мышления младших школьников с задержкой психического развития. Известно, что таким учащимся свойственно некоторое снижение познавательной деятельности. Особенно это касается мышления, которое является одним из наиболее сложных познавательных процессов. Реализация требований индивидуального и дифференцированного подхода в ходе психолого-педагогического сопровождения детей с задержкой психического развития диктует необходимость глубокого и внимательного изучения особенностей их развития, в том числе и мыслительной деятельности. Это подчёркивает актуальность и практическую значимость данного исследования., The article is devoted to the problem of studying the operational side of thinking of younger schoolchildren with mental retardation. It is known that such students tend to have some decrease in cognitive activity. This is especially true of thinking, which is one of the most complex cognitive processes. The implementation of the requirements of an individual and differentiated approach in the course of psychological and pedagogical support of children with mental retardation dictates the need for a deep and careful study of the features of their development, including mental activity. This underlines the relevance and practical significance of this study.

Маколада аклий моделнинг асосий бузилишлари ва камчиликлари муаммоси таклид жараёнида бошка шахснинг хатти –харакатларининг истикболида айлантириш кобиляти сифатида куриб чикилади.Мактабгача ёшдаги болалар намунасида аклий модел ва таклиднинг ривожланиши учта карама карши гурухда таккосланади. Тадқиқот натижаларини таҳлил қилиш симуляция схемаларини самарали амалга ошириш учун суҳбатдошнинг руҳий ҳолатларини тушуниш ва тан олиш ва уларни ақлий моделларга (ягона, ситуацион ва вазиятдан ташқари) ташкил қилиш керак деган хулосага келишга имкон беради., The article features basic violations and absence of “mental model” as an ability to identify with another person’s actions in the process of imitation. They were studied to compare the development of mental model and imitation. For a productive implementation of simulation schemes, it is necessary to understand and recognize the mental states of the interlocutor and their organization into mental models (single, situational, or extra-narrative). Imitation arises when the children are able to integrate information about themselves and about others and can combine their own intentions and the intentions of others in relation to an external object (triadic relations)