European International Journal of Pedagogics
129
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
129-132
DOI
OPEN ACCESS
SUBMITED
24 January 2025
ACCEPTED
25 February 2025
PUBLISHED
26 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methods of Developing
Memory of Students with
Intellectual Disabilities
Amirsaidova Shakhnoza
Associate Professor of Alfraganus University, Candidate of Pedagogical
Sciences, Uzbekistan
Abstract:
This article analyzes methods of developing
memory of students with intellectual disabilities, the
role of memory in the cognitive process, and research
on the topic. Examples of psychological tests for
developing the memory of children with intellectual
disabilities are presented, correctional exercises, games
that develop cognition and memory are discussed.
Keywords:
Intellectual disability, game, memory,
method, tool, exercise, child, process, special school,
correctional exercise.
Introduction:
Currently, there is an increasing amount
of research on updating and improving the content of
education, in particular, on correcting cognitive
processes and studying young students with mental
retardation. Memory development plays an important
role in correcting the cognitive processes of
schoolchildren with mental retardation. This is because
the requirements for memory efficiency are constantly
increasing as a person grows older. The memory of
children with intellectual disabilities has disorders in all
types of memory, therefore, corrective work in this area
is very relevant. By working on the development of
memory, conducting special games, psychological tests,
it is possible to increase the educational efficiency of
students and their motivation for learning.
All schoolchildren with mental retardation have
memory deficiencies, and they apply to all types of
memory, this is confirmed by research. Studies have
shown that in this category of children, deviations from
the norm have various forms and individual
manifestations. The main memory processes in these
children have their own characteristics: they remember
external, sometimes randomly perceived visual signs
well, they have difficulty understanding and
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remembering internal logical connections, voluntary
memory is formed late, they make numerous errors
when
reproducing
verbal
material.
Episodic
forgetfulness in them is characterized by overactivity
of the nervous system due to general weakness. The
imagination of mentally retarded children is
fragmentary, vague and schematic.
To develop the memory of mentally retarded children,
it is necessary to adapt psychological methods taking
into account their characteristics of perception and
memory. For example, in tests, games and tasks, you
need to reduce their dosage, reduce the number of
words to memorize, and increase repetitions. At the
beginning, you need to ask them guiding questions.
L.V. Cheremoshkina in her monograph "Development
of Children's Memory" writes that the basis of memory
is the ability to retain genetically determined
information. For the successful development of
memory, the author suggests using psychological tests,
games and tasks. To develop tactile memory, a child
with his eyes closed is offered the following:
- try to hold and feel any object in his hand;
- feel an unfamiliar object with his hand and remember
the sensations;
- touch and feel an object and think about what it could
be.
Also, L.V. Cheremoshkina suggests using poems,
riddles and games to develop memory.
In the book "How to develop a child's attention and
memory", I.Yu. Matyugin suggests using psychological
tests, exercises and games that use the imagination
inherent in each child. Children quickly and easily enter
the game with their imagination, sometimes even not
realizing what difficult tasks they have completed.
In an article in the magazine "Mom and Baby" No. 12,
2004, defectologist and child psychologist Elena
Kurilova suggests tests for the development of various
types of memory. In this regard, the psychological test
"Find it yourself" is very effective for the development
of visual memory in children 3-6 years old. For
example, a button is placed in one of the boxes and the
box is closed. The child is offered to show which of the
boxes and in which section the button is placed.
To develop the memory of mentally retarded children,
the following psychological tests can be used, taking
into
account
their
cognitive
and
memory
characteristics:
To develop tactile memory, the psychological test
"Wonderful Bag" is used. Objects with different
properties are placed in a bag: a string, a toy, a button,
a ball, a cube, a matchbox. The child must identify the
objects in the bag one by one by touching them. It is
advisable for him to describe their properties out loud.
Younger children can put objects in the bag themselves
to remember better. Older children are given already
filled bags.
The motor memory of children with mental retardation
of the lower grades is developed through the
psychological test "Do as I do". At the first stage, an
adult stands behind the child and performs several
manipulations with his div - raises his arms and puts
them to the sides, raises his legs, etc., and then asks the
child to repeat these movements. At the next stage, the
defectologist himself performs several actions, and the
child repeats them, then the child does his actions, and
the defectologist repeats them after him.
To develop the auditory memory of children with
mental retardation of the lower grades, the
psychological test “Wonderful Words” is us
ed. It is
necessary to select 10 semantically related words: 5
pairs should be obtained, for example: food-spoon,
window-door, face-nose, apple-banana, cat-dog. These
words are read to the child 3 times, moreover, the pairs
are distinguished intonationally. After some time, the
child is repeated only the first word of the pairs, and he
must remember the second. This develops short-term
auditory memory. To develop long-term memory, you
need to ask children with mental retardation for the
second words of the pairs not immediately, but after
half an hour.
To develop the auditory memory and attention of
children with mental retardation, the use of the
psychological test “Let's listen and draw” gives a good
effect. There are 2 options for this psychological test.
Option 1: Children are read a fairy tale and given the
following task: draw a picture that accurately reflects
the content of the fairy tale.
Option 2: Children are read a poem and given the
following task: listen carefully to the poem and draw the
objects mentioned in it from memory.
Psychological test "Find me": The researcher selects a
card without showing it to the students, names several
signs of this object without showing it to the children.
Children must find which picture is on the card. If there
are not enough signs, the researcher continues to
describe. The child can be the leader.
To develop the visual memory of children with mental
retardation in the lower grades, the psychological test
"What has changed?" can be used. Pictures are
prepared in advance. The researcher shows the picture,
the child is given 5-6 seconds to remember and the
picture is removed. Then the exact same picture is
shown, but with changes. The children must find what
has changed.
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Correction exercises or complexes of such exercises,
games and psychological tests are an effective
pedagogical tool for correcting and developing
cognitive processes in children with mental
retardation, instilling in them a sense of confidence in
their abilities. The use of the above games, exercises
and psychological tests to correct cognitive processes,
that is, the level of memory development of primary
school students with mental retardation, gives a good
result. Because games and exercises not only bring
pleasure and joy to the child, but are also very
important in themselves, as they develop cognitive
processes in him. With their help, you can develop the
child's attention, memory, thinking, imagination, that
is, the qualities necessary for later life. The child can
acquire new knowledge, skills and abilities, develop his
abilities. Games also form the ability to analyze objects
in a mentally retarded child, the ability to focus on
certain aspects and phenomena of reality.
In the correctional work carried out by an
oligophrenopedagogue, first of all, he should know the
children well, see individual, unique features in each of
them. The better the teacher understands the
individual characteristics of schoolchildren, the more
he can correctly organize the educational process,
using educational measures in accordance with the
individual characteristics of the students. An individual
approach and education in a team, through a team, do
not contradict each other. A.S. Makarenko called for
building educational work taking into account the
individual characteristics of students and spoke about
the pedagogy of "individual action", created for each
specific person with his own individual uniqueness.
Improving memory in primary school age is primarily
associated with mastering various methods and
strategies of memorization associated with organizing
and processing the material memorized in the process
of educational activity.
Correctional work should cover all processes of
development of mentally retarded children. In order to
carry out effective correctional work with mentally
retarded children, it is necessary to take into account
the structure of the defect. With the proper
organization of special education and upbringing,
many developmental disabilities can be corrected and
prevented.
Based on our research, we recommend that in the
process of correcting memory disorders in mentally
retarded children and developing it, we recommend
that you adhere to the following:
1. Use colorful, meaningful material that activates and
holds the attention of children throughout the entire
learning process. Children with mental retardation are
characterized by underdevelopment of cognitive
interests, which is manifested in their lower need for
knowledge, i.e., in their interest in knowledge, than
their normal peers. As a result, these children receive
incomplete and sometimes distorted ideas about the
environment. Use materials that are understandable to
children with mental retardation. It is known that the
first stage of cognition, perception, is poorly developed
in children with mental retardation.
2. The material should be presented in a variety of
forms, which will arouse the interest of students with
mental retardation and increase their activity.
3. Allocate a lot of time to the process of recognizing,
clarifying and generalizing the received information,
since the main drawback is a violation of perception, the
slow pace of which is noted compared to normally
developing children. Mentally retarded children require
more time to perceive the material presented to them
(pictures, text, etc.). The slowness of perception is
aggravated by the fact that, due to their mental
underdevelopment, they practically do not distinguish
the main thing, do not understand the internal
connections between parts, characters, etc.
4. Support the child emotionally during the education of
mentally retarded children.
5. When educating mentally retarded children, take into
account the capabilities of each to the maximum.
6. It is necessary to take into account the increasing
fatigue of mentally retarded children, not to overload
them with a large amount of material, maintain an
average pace of basic educational activities, and
gradually present the material in small doses.
Family support is also of great importance for the
positive dynamics of the development of mentally
retarded children. The main thing is that the child should
see and feel the care and support of his parents in
everything, he should be given love and attention. Most
importantly, the comprehensive development of the
child's personality helps him adapt to the social
environment.
Thus,
through
corrective
and
developmental work, in particular, the formation of
special memorization methods, the development of
cognitive activity and self-regulation, it is possible to
significantly improve the memory of mentally retarded
children. Correctional work should cover the entire
educational process of mentally retarded children. With
the proper organization of special education and
upbringing, many developmental defects can be
corrected and prevented. Important areas of
psychological correction of memory are the formation
of memory using visual, auditory and tactile methods.
Therefore, the directions of work on the development
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of memory in children with mental retardation should
be based on the principles of correctional pedagogy, as
well as take into account the intellectual disability of
children. Practice shows that the better a person's
memory is developed, the more positive it is for all his
cognitive processes, such as thinking, imagination,
perception, imagination.
During the work with children with mental retardation,
it was shown that their memory is lagging behind in
terms of volume development. One of the main
characteristics of memory is its volume. Children with
mental retardation have a short memory volume.
When teaching children, they perceive very little
information. The more the memory volume develops,
the more it develops their cognitive skills. In order to
develop the memory volume, the individual
characteristics of the child must be taken into account.
Based on the above reasoning, it can be said that each
child has his own unique characteristics and
capabilities, and the correct direction of these
capabilities can lead to the achievements of society. In
this, the role of a defectologist is invaluable. Kindness
and compassion are not only defined by charity, but
also by providing opportunities for children with
physical and mental disabilities to realize their full
potential. Special education teachers should work in
this area to the best of their ability.
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