European International Journal of Pedagogics
59
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
59-61
DOI
OPEN ACCESS
SUBMITED
18 February 2025
ACCEPTED
16 March 2025
PUBLISHED
17 April 2025
VOLUME
Vol.05 7ssue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Features of Social and
Labor Adaptation of
Mentally Retarded
Students
Yusupova Hazira
Associate Professor of the Department of Oligophrenopedagogy, Tashkent
State Pedagogical University, Uzbekistan
Abstract:
This article examines the characteristics of
social and labor adaptation of mentally retarded
students. The mechanism of adaptation, the concept of
sociability are discussed. The place and role of the
educational institution in the formation of sociability
and labor adaptation are analyzed.
Keywords:
Social adaptation, correctional work, career
guidance, career counseling, encephalitis.
Introduction:
With any type of deviation from the age
norm of development and with any severity of this
deviation, it is possible to create conditions for the child
that ensure positive progressive dynamics of his
development. The task of the defectologist is not only
the development of mental abilities of children, but also
their emotional well-being and social adaptation. It is
necessary to activate the child's own strengths, to set
him up to overcome life's difficulties. It is difficult for
these children to demonstrate their existing abilities
due to limited speech development, hyperexcitability or
inhibition. Therefore, it is necessary to help them realize
their inclinations by selecting the most adequate tactics
of correctional work, choosing special techniques and
methods of influencing all areas of the child's
personality. With any type of deviation from the age
norm of development and with any severity of this
deviation, it is possible to create conditions for the child
that ensure positive progressive dynamics of his
development. The task of the defectologist is not only
the development of mental abilities of children, but also
their emotional well-being and social adaptation. It is
necessary to activate the child's own strengths, to set
him up to overcome life's difficulties. It is difficult for
these children to demonstrate their existing abilities
due to speech limitations, hyper excitability or
inhibition. Therefore, it is necessary to help them realize
European International Journal of Pedagogics
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European International Journal of Pedagogics
their potential by selecting the most adequate tactics
of correctional work, choosing special techniques and
methods of influencing all areas of the child's
personality. It is known that many people with a mild
degree of mental retardation adapt well to society. The
situation with social rehabilitation of people with
moderate and more severe degrees of mental
retardation is much worse. Graduates of a special
school achieve a relatively high level of mental
development as a result of their education. They
become independent citizens, i.e. they are responsible
for their actions, master professions that require
average qualifications, have the right to be owners of
rooms, houses, etc. In some cases, doubts arise about
their sanity, legal capacity and ability to work, and then
the fact that a young man or woman graduated from a
special school can serve as a basis for a psychiatric
examination. The positive dynamics of mental
retardation provide grounds for including in the
rehabilitation process of these people not only
specialists from the psychological-medical-pedagogical
complex, but also the family, social educators with
specially developed social programs, work collectives
and public organizations.
Many forms of mental retardation (especially
undifferentiated ones) can be leveled out with the
child's age, and such teenagers adapt socially quite
well. However, with a number of illnesses, children can
behave correctly only under a strict, well-thought-out
regime. In the absence of such a regime, under the
influence of bad companions, they easily acquire bad
inclinations and take the wrong path. Idleness has a
particularly unfavorable effect on them, while an
organized regime filled with work, sports and games
has a beneficial effect on them. Moderate, but almost
all-the-time workload is not tiring for these children.
The main thing they need is continuous, unrelenting
observation and control on the part of the teacher and
other educators, with a view to preventing bad
influences and habits. Therefore, when talking with the
parents and other educators of such children, the
teacher pays special attention to the need to exercise
constant control and observation. Girls who have had
encephalitis easily develop premature sexual interests
and inclinations if there is a bad person who awakens
these instincts in them. Boys often find themselves
drawn into gangs of thieves, roving gangs. It should be
emphasized that encephalitis itself, the inflammation
of the brain itself, cannot form such antisocial
inclinations. They arise comparatively easily if children
find themselves in an atmosphere of bad influences.
Children easily succumb to these influences due to the
fact that they are distinguished by increased
suggestibility and uncritical nature. In addition, this is
facilitated by their inherent weakness of inhibitory
processes. Labor training for children with the
consequences of encephalitis and their subsequent
employment is a difficult task. Poor motor skills,
awkwardness, clumsiness of movements are sometimes
combined with defects of the organs of vision or
hearing. Bad handwriting and slurred speech make it
even more difficult to choose a profession. Meanwhile,
with a well-chosen specialty, these children can work
well, since they have the necessary diligence, sense of
duty and responsibility for the task entrusted to them.
Therefore, the teacher must take care of their future
long before leaving school, literally from the moment of
the beginning of labor training, taking into account local
specific conditions.
Lack of independence, lack of initiative, inability to
manage their actions, inability to overcome the slightest
obstacles, resist any temptations or influences are
combined, however, with signs of the opposite
property. An individual rehabilitation program is a set of
measures (medical, psychological, pedagogical, social)
aimed at restoring, compensating for impaired or lost
div functions and restoring (or forming) the ability to
perform certain types of activity, including professional
and labor. Within the framework of an individual
rehabilitation program, a person's professional
orientation is carried out taking into account his other,
special capabilities of ability to work.
An individual rehabilitation program for each person
with limited working capacity is advisory in nature and
is not mandatory. In other words, a person can refuse
either the entire program or its individual components.
One part of the individual rehabilitation program is free,
the other part can be paid for by the person, the
institution or organization where he or she works, or a
benefactor. An individual rehabilitation program is
drawn up by specialists of the State Service of Medical
and Social Expertise after a comprehensive examination
of a person with limited working capacity. Doctors,
psychologists,
teachers,
social
workers,
and
representatives of the employment service take part in
drawing up the program. The medical and social
expertise institution, having conducted a preliminary
examination, determines the disability group, in
accordance with which an individual rehabilitation
program is built. The first group of disability is assigned
to persons with a persistent and significantly expressed
disorder of div functions, which can be caused by an
illness, the consequences of injuries or developmental
defects. As a result, the ability to self-care, move,
navigate the environment, communicate and control
one's actions may be significantly impaired.
The third disability group is assigned if, as a result of
diseases, injuries or developmental defects, there is a
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European International Journal of Pedagogics
persistent but minor or moderate disorder of div
functions, leading to some limitation of the ability to
learn, work, self-care, move, navigate the environment
and communicate.
Thus, disabled people of the second and third groups
can study and work. For children and adolescents with
developmental disabilities who have a potential for
limited working capacity, career guidance and career
counseling work begins during their school years.
Depending on the nature and severity of the disorder,
the content and methods of career guidance work are
different for different categories of young people with
disabilities. At the same time, there are general
patterns in the organization and implementation of
such work. The ability of a person with limited working
capacity to do a particular activity depends on internal
and external factors, which should be identified and
studied by specialists. It is often difficult for a teenager
or an adult with disabilities to independently choose an
area of activity that interests them, so teachers and
psychologists come to the rescue. In the presence of an
intellectual norm, it is possible to talk about equal
educational opportunities for persons with disabilities
in higher and secondary vocational educational
institutions. Modern foreign practice shows that for
persons with disabilities who do not have intellectual
disabilities, it is possible to create special educational
conditions and a special living environment that
remove barriers and restrictions for these people in
obtaining higher and secondary specialized education.
A person with disabilities receives equal rights and has
equal responsibilities both as a student and
subsequently as an employee of an institution or
enterprise. In the process of obtaining vocational
education, young people with special educational
needs need special psychological and pedagogical
support. There is a need for corrective work, providing
specialized assistance in mastering those subjects that
are difficult due to the specifics of the disability of a
particular group of students. To provide special
assistance, auxiliary support systems are created,
including those based on the use of modern computer
technologies.
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