Children with intellectual disabilities: Support in inclusive practice

INTRODUCTION: The inclusion process allows children with special educational needs to be included in a normative environment. A large group consists of children with intellectual disabilities and behavioral disorders, hey need medical and pedagogical rehabilitation due to their low learning ability, neurotic disorders, and mental distortion. OBJECTIVES: Study of psychophysical characteristics of children with intellectual disability and behavioral disorders. METHODS: 140 children with intellectual disabilities who have impairments in the neuro-psychological sphere (2017-2020 г.г.). Methods: medical and pedagogical, observation, examination, assessment. RESULTS: Variants of the child’s psychophysical development: Option 1. (75%): children with a predominance of violations in behavior, emotional and volitional sphere. There is aggressiveness, inconsistency and impulsiveness of actions, lack of distance with an adult, and difficulties in complying with accepted norms and rules. Option 2 (25%): children with the following manifestations: timidity, tearfulness, distrust, fears, lack of initiative. All children have difficulty sleeping, eating disorders, and frequent psychosomatic illnesses. CONCLUSIONS: Children with intellectual disabilities in an inclusive practice need comprehensive assistance, taking into account different variants of their psychophysical characteristics. The studied children were found to have neurotic and neurosis-like disorders, as well as pathological personality development. All children have: low performance, lability of the nervous system, lack of voluntary regulation, impaired activity, learning difficulties. There are behavioral and mental disorders that require medical, psychological and pedagogical rehabilitation.