Volume 04 Issue 05-2024
17
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
05
P
AGES
:
17-22
SJIF
I
MPACT
FACTOR
(2022:
5.
705
)
(2023:
6.
676
)
(2024:
7.923
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes the categories of children with developmental disabilities that help them socialize.
KEYWORDS
hearing-impaired children, visually impaired children, severely speech-impaired children, children with musculoskeletal
disorders, children with mental retardation, children with intellectual disabilities, early childhood autism with
emotional-volitional disorders , multiple developmental disorders.
INTRODUCTION
As a result of the scientific work and research
conducted in the developed and leading countries of
the world over the last 30 years, there are basically two
different views about disability and disabled people in
modern society. These views are referred to as
'models', i.e. the 'medical model of disability' and the
'social model of disability'. The ideological core of
these models is fundamentally different from each
other, so misunderstandings occur between the
supporters of these models.
Nowadays, issues of disability are rapidly changing
from the "medical model" to the "social model" at the
international level and at the level of developed
countries. Such actions first began in the mid-1970s in
the United States with the initiatives of people with
disabilities.
The group of schoolchildren with disabilities is very
diverse. It includes children with various disabilities
(see Figure 1):
Research Article
CATEGORIES OF CHILDREN WITH DEFECTS IN DEVELOPMENT
Submission Date:
May 07, 2024,
Accepted Date:
May 12, 2024,
Published Date:
May 17, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue05-04
N.J.Isakulova
Professor at UzSWLU, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 05-2024
18
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
05
P
AGES
:
17-22
SJIF
I
MPACT
FACTOR
(2022:
5.
705
)
(2023:
6.
676
)
(2024:
7.923
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Figure 1. Categories of children with developmental disabilities
Hearing impaired children. There are two main
categories of children with permanent hearing loss:
the deaf;
hearing ability is correct.
Deaf children can respond to loud sounds near the ear,
but at the same time, without special training, they do
not understand words and phrases. Hearing aid or
cochlear implantation is mandatory for deaf children.
However, even when using hearing aids or cochlear
implants, deaf children have difficulty perceiving and
understanding the speech of others. The oral speech of
these children does not develop independently, so
they are included in long-term systematic correction
and development work. The main areas of such activity
are: development of speech (lexical, grammatical and
syntactic structure), development of auditory
perception, including listening to speech and
formation of pronunciation. Together with the
formation of oral speech (in oral and written forms),
the process of developing children's cognitive activity
and developing all aspects of the child's personality
continues.
Hearing ability Children have different levels of hearing
ability (mild, moderate, significant, severe) - from small
difficulties in perceiving slurred speech to a severe
limitation of the ability to perceive the volume of
speech. The need and procedure for using hearing aids,
especially in classes and lessons, is determined by
specialists (doctor-deafologist and deaf-educator).
Hearing-impaired children can, at least to a minimal
extent, acquire vocabulary and acquire spoken
language more independently than deaf children. At
the same time, for the full development of the speech
of these children, special correction and development
lessons with a deaf educator, including the above areas
of hearing development, are also required.
Blind children. The following subcategories are
distinguished according to the impairment of vision
and in the eye with better vision and, accordingly, the
possibility of using a visual analyzer in the editorial
process (V. Z. Deniskina's classification):
Blind children. The visual acuity of this subgroup of
children ranged from 0 (0%) to 0.04 (4%) in the better-
seeing eye corrected with glasses.
hearing impaired
children
blind children
severe children with
speech
impediments
children with
musculoskeletal
disorders
mentally retarded
children
children with
intellectual
disabilities
early childhood
autism with
impaired emotional
and volitional
sphere
multiple
developmental
disorders
Volume 04 Issue 05-2024
19
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
05
P
AGES
:
17-22
SJIF
I
MPACT
FACTOR
(2022:
5.
705
)
(2023:
6.
676
)
(2024:
7.923
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Depending on the time of the defect, two categories of
children are distinguished:
born blind - this is congenital total blindness or blind
before the age of three.
blind - children who have lost their sight in preschool
age and later.
Visually impaired children. This subcategory includes
children with acute low vision, who can see 0.05 (5%) to
0.4 (40%) better in the eye with glasses. The main
difference between children of this group and blind
children is that with a sharp decrease in the sharpness
of perception, the visual analyzer becomes the main
source of perception of information about the
surrounding world and can be used as a leader in the
educational process, including reading and writing.
Children with good eyesight or children with good
eyesight and near-normal vision, i.e. children with
visual acuity from 0.5 (50%) to 0.8 (80%) correction they
see better with
Children with severe speech defects are a special
category of children, whose developmental deviations
with preserved hearing do not primarily impair
intelligence, but there are significant speech defects
that affect the formation of psychology. Speech
disorders can affect various components of speech:
sound pronunciation, phonemic hearing, lexical and
grammatical structure, inability to coordinate words in
a sentence, such a disorder is called general
underdevelopment of speech. Local experts identify 3
levels:
Level I - complete absence or severe limitation of
verbal communication tools at the age of 4-5 years.
Level II - the occurrence of some broken words and the
differentiation of some grammatical forms.
Level III - presence of detailed phrasal speech with
lexical-grammatical
and
phonetic-phonemic
underdeveloped
elements.
Free
speech
communication is difficult.
Children with musculoskeletal disorders. The concept
of "musculoskeletal system dysfunction" (MSTD) is
collective and includes movement disorders of organic
central or peripheral origin. Children with impaired
functions of the musculoskeletal system are
represented by the following categories [3]:
children with cerebral palsy (BSF);
consequences of roliomyelitis;
miyaratiya;
congenital and acquired underdevelopment and
deformations of the musculoskeletal system.
The causes of these diseases are related to genetic
diseases, as well as organic brain damage and damage
to the musculoskeletal system. Children are divided
into three groups according to the severity of motor
function disorders and the formation of motor skills:
children with severe disabilities;
children with moderate motor disorders;
children with light motor disorders.
In addition to movement disorders, intellectual
development deficits can also be noted in children with
musculoskeletal disorders: mental retardation, various
degrees of mental retardation, and speech disorders.
Volume 04 Issue 05-2024
20
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
05
P
AGES
:
17-22
SJIF
I
MPACT
FACTOR
(2022:
5.
705
)
(2023:
6.
676
)
(2024:
7.923
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Among children with musculoskeletal disorders, the
largest group are children with cerebral hemisphere
rareage [3].
Children with mental retardation. The group of
mentally retarded children (RRS) was separated from
the category of unsuccessful schoolchildren. Mental
retardation is recommended to be clinically and
psychologically divided into the following types: 1)
constitutional; 2) somatogenic; 3) psychogenic; 4)
cerebral form.
Signs characterizing the constitutional form of mental
retardation include: the div structure of the child
compared to that of his peers. It looks 1-2 years
younger. He behaves like a kindergartener and is still
"immature" to learn. Such a child does not start well in
educational activities, because he has no interest in
studying, and the ability to work is real. Due to
irresponsibility, lack of motivation, underdevelopment
of mental process analysis and synthesis skills, he
learns reading and writing, mathematics with great
difficulty. The cases of rapid fatigue and headaches
during the lesson cause the work ability and activity of
such a child with a constitutional form to decrease
even more. This shortcoming in development can be
caused by impaired functioning of the thyroid gland
and cardiovascular diseases during the pregnancy of
the child's mother.
As a result of being frequently sick with various chronic
diseases at an early age, a child may not grow well,
which in turn leads to mental retardation and delay,
which is called a somatic form of underdevelopment.
Chronic infections, allergic conditions, congenital
diseases and similar diseases are especially common in
children. Slowness of mental development related to
somatogenic causes causes asthenia in the child. In
some children, somatogenic infantilism is observed,
that is, the child does not grow and remains an infant.
In this case, neurosis-like conditions in the child's
psyche include lack of confidence in one's own
strength, timidity, capriciousness, masculinity, the
rightness of interest, etc.
In the psychogenic form of mental retardation, the
child is brought up in unfavorable and inappropriate
conditions from an early age, and the negative aspects
of this upbringing have an impact on mental
development. The causes of this type of deficiency can
be divided into 3 groups: not being involved in child
education at all, leaving it completely to its own
devices, in which children do not develop a sense of
duty and responsibility. In addition to the lack of
development of intelligence, interests, cognitive
activity, feelings and will, there is also a lack of
knowledge and impressions necessary for mastering
academic subjects. In the psychogenic form of
mentally
retarded
development,
personality
development is derailed as a result of the development
of a person, and the development of a person is
derailed as a result of the fact that most of the
characteristics that have appeared as a result of wrong
education are added to the deficiencies related to the
cognitive activity, in which there are pathological
characteristics. It is necessary to distinguish such a
child from children without educational care. The
behavior of children without educational care is
normal, and as a result of improper upbringing, they
become underachieving students.
The cerebral form of mental retardation is the result of
brain
injuries,
meningitis,
meningoencephalitis,
hydrocephalus and other diseases. Children with
retarded mental development are less able to study,
but if this condition is identified in time and correctly, if
Volume 04 Issue 05-2024
21
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
05
P
AGES
:
17-22
SJIF
I
MPACT
FACTOR
(2022:
5.
705
)
(2023:
6.
676
)
(2024:
7.923
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
appropriate support is organized for the children, they
can master the public school program. In some forms
of mental retardation, it is useful to treat children from
time
to
time
in
special
neuropsychological
sanatoriums. In the sanatorium, the child is gradually
involved in collective work. When the symptoms of
burnout appear in him, he is temporarily released from
training or given other simpler tasks. After treatment
at the sanatorium, the child continues his studies at his
school [1].
Children with intellectual disabilities. Children with
intellectual disabilities have a permanent irreversible
impairment
of
mental
(primarily
intellectual)
development due to organic underdevelopment of the
brain or early damage. Oligophrenia is divided into 3
groups according to the severity of intellectual
underdevelopment:
Disability (mild level) - inclusive education can be
obtained in an educational institution.
Imbetsillik (secondary level) - it is possible to study in a
specialized institution according to an individual
program.
Idiocy (severe degree) - uneducated children - are kept
in specialized institutions on the line of social
protection.
Early childhood autism with emotional-volitional
disorders. Children with EBA are a spectrum of
developmental disorders characterized by a variety of
behavioral, emotional, volitional, and cognitive
domains.
Characteristic
signs:
difficulty
in
communicating and understanding the feelings of
other people, social simplicity, funny behavior,
monotonous behavior to comfort and discomfort, the
presence of visual stereotypes, affective rorting and
other behavioral disorders. The speech is usually
specially modulated, sometimes in high tones,
sometimes monotonous, apparently "incompletely"
not directed to the interlocutor, there is no expression,
gesture in the speech communication, the melodic,
intonation and timbre side of the speech is disturbed.
Multiple developmental disorders. The presence of
two or more major developmental disorders in one
child. Such disorders can be: severe vision and cerebral
palsy; deafness and cerebral palsy; deafness; blindness
and hearing loss; mental retardation with severe visual
impairment; blindness and systemic speech disorders
and other complex disabilities [4].
In the field of correctional education, work is carried
out on different categories of children who need
special support: They are:
1) children with hearing impairments (deaf, hard-of-
hearing children, children who became deaf late);
2) visually impaired children (blind, visually impaired
children);
3) mentally retarded children;
4) children with severe speech defects;
5) children with locomotor defects;
6) mentally retarded children;
7) children with complex blind defects in development;
8) children with autism syndrome [2; p. 18].
In
conclusion,
categories
of
children
with
developmental disabilities help their socialization.
REFERENCES
Volume 04 Issue 05-2024
22
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
05
P
AGES
:
17-22
SJIF
I
MPACT
FACTOR
(2022:
5.
705
)
(2023:
6.
676
)
(2024:
7.923
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
1.
Halimova
O.M.
RUHIY
RIVOJLANISHI
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nutq-
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(дата
обращения:
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условиях
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«Направления и технологии психолого
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особыми
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в
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