European International Journal of Pedagogics
117
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TYPE
Original Research
PAGE NO.
117-121
DOI
OPEN ACCESS
SUBMITED
20 January 2025
ACCEPTED
21 February 2025
PUBLISHED
23 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.
The Role of Education in
The Development of
Children with Special
Educational Needs
Laylo Nurmukhamedova
Candidate of Pedagogical Sciences, Associate Professor, Uzbekistan
Khabibullayeva O'rungul
Master's student, Uzbekistan
Khudoynazarova Noila
Master's student, Uzbekistan
Abstract:
This article analyzes the role of children with
special educational needs in the development of
children. The educational process in special schools, the
needs and motives of the individual, the essence of
educational work, and the spiritual development of
children are discussed. The analysis of work carried out
in the field of oligophrenia, the attitude to the process
of upbringing and education given to children with
mental retardation is expressed.
Keywords:
Development,
oligophrenia,
spiritual
development, mental retardation, upbringing, child,
special education, inclusive education.
Introduction:
The more the educational process in
special schools enriches and retrains the needs and
motives of the individual, the more it develops his
intellectual and emotional-volitional activity, the higher
the effectiveness of this process. Therefore, the true
essence of educational work in a special school is not in
various conversations with the child, but in organizing
the child's life. Educational work is, first of all, the work
of the organizer. Behavioral skills and habits are stable
forms of actions and behavior that have become, for
example, a necessary human need, and their non-
fulfillment leads to unpleasant, frustrating, sometimes
serious consequences. Educators who know this feature
of the nervous system of children in need of help have
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the opportunity to form strong skills and habits of
behavior in students in need of help based on repeated
repetition of the same actions and the same work.
Students in need of assistance do not fall into one
category according to their clinical description. There
are a number of reasons why these students do not fall
into one category. These include the variety of causes
of the defect, as well as the different periods of time
when the defect occurred. Among the students of the
auxiliary school, along with students with ongoing
brain diseases (epilepsy, schizophrenia, etc.), students
with brain damage in kindergarten and junior school
age receive education. Brain damage can occur as a
result of various injuries or as a result of infectious
diseases (for example, encephalitis). Despite this, the
majority of the students of the auxiliary school are
oligophrenic students. These students have brain
damage due to various harmful influences in the fetal
or early infancy periods. Such harmful effects include
various diseases of the mother during pregnancy,
injuries during childbirth, and deep damage to the
brain as a result of serious illnesses of the baby in the
first months. [13.89] Since the nerve cells in the brain
system of the student, especially the cerebral cortex,
have a very delicate structure, they are easily
susceptible to various negative effects. The entire
activity of the brain cells changes to some extent and
is prone to disruption. The physiological processes
occurring in the brain are not normal, since they are
mechanisms of mental processes. Children in need of
help have deficiencies in both intellectual and personal
development, as well as specific disorders. Therefore,
great importance is attached to the correction of
developmental defects in the system of educational
work carried out with children in need of help and with
disabilities. It is of particular importance and relevance
to study the characteristics of intellectual disabilities in
children with special needs, to determine the content,
methods, and directions of working with these children
during their development, because so far there has
been insufficient fundamental scientific research
focused on the education of children with special
needs.
In
the
existing
pedagogical,
special
psychological, and methodological literature, only
some information about the initial stages of
development of children in this category can be found.
The teachings of the German psychiatrist E. Kraepelin
(1856-1926) made it possible to obtain more accurate
information about congenital mental retardation. E.
Kraepelin is a scientist who created a modern
classification of mental disorders based on the
nosological principle and classified a number of clinical
forms. He considered it appropriate to combine all
clinical forms of congenital mental retardation into one
group and called them "oligophrenia" (mental
retardation) (1915). E. Kraepelin warned in advance that
he was using this name to designate a group of
collective anomalies with different etiology, clinical
picture and morphological changes. The scientist united
in this group conditions that have a common
pathogenetic basis. These conditions are manifested in
a total lag in mental development. Viewing pathological
development as the main factor determining the
specific features of the structure and dynamics of
mental retardation was a much more effective
approach, since it included mental retardation in the
general problem of dysontogenesis.
However, oligophrenia as a clinical concept did not have
clearly defined boundaries in those years. The Swiss
psychiatrist and psychologist E. Bleuler noted that it is
difficult to distinguish underdevelopment of the psyche
in oligophrenia from the mental norm. Since patients
with a deep degree of congenital mental retardation
constituted a very small part of psychiatric patients,
clinicians paid little attention to their study. E. Segen, a
student of J. Eskirol, unlike others, was engaged in this
very problem. His research had a great influence on the
development of the science of mentally retarded
children, their upbringing and treatment. E. Segen gave
a definition and clinical description of idiocy and
imbecility, and also created his own system of
treatment and pedagogical correction, which he
developed and personally tested for many years. He
emphasized the need to treat and educate mentally
retarded children. “So much has been said about the
incurability of idiocy that no one wants to even touch it,
and everything i
s left to nature,” the scientist wrote with
a smile. [14.14]
In 1952, A. Tredgold defined mental retardation as a
condition in which the psyche does not reach the level
of normal development and developed criteria for its
diagnosis. These are intellectual (in terms of educational
ability), biological and social criteria. Soon he rejected
the first criterion, justifying this decision by the fact that
even intellectually healthy children differ from each
other in the acquisition of knowledge. A. Tredgold
considered the social criterion to be the main one.
Based on this, the main purpose of the diagnosis,
according to the scientist, is to assess a person's ability
to adapt to the environment and lead an independent
life.
However, accepting a person's social competence
(adaptability) as the main criterion for determining
mental retardation is an unscientific concept, since in
this case, patients with other diseases such as neurosis,
psychopathy, etc. are also included in the group of
mentally retarded. Standards of social adaptation are a
very controversial issue, and they differ from each other
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in different countries and at different times. Similarly,
there are contradictions in the issue of determining
mental retardation based on social assessments. The
need to develop criteria for mental underdevelopment
has not gone down the agenda. In this regard, French
psychologists A. Binet and T. Simon proposed three
levels of retardation in 1905. A. Binet developed a
method for assessing mental deficiency in children
based on their age in 1908. In 1914, the German
psychologist and philosopher W. Stern (1871-1938)
was one of the first to use tests and introduced the
concept of intelligence quotient (IQ). In 1973, the
American Association for Mental Retardation (AMR)
published a “Manual on the Terminology and
Classification of Mental Retardation” (“Rukovodstve
po
terminologii
i
klassificatsii
psihicheskogo
nedorazvitiya”). It defines the concept of “mental
retardation” as “a significant
decrease in intellectual
activity, expressed in a lack of adaptive behavior and
occurring during the developmental period.” [11.37]
This definition emphasizes the need to take into
account three aspects: 1) comparison with normal
development; 2) early onset of intellectual deficiency;
3) impaired behavioral flexibility. These aspects are
very important in understanding mental retardation,
but relying only on them cannot fully reveal the
concept itself.
Some authors believe that mental retardation cannot
be presented as a systematized concept, since at
present there is no generally accepted concept of
intelligence.
Psychologist-scientist M.S. Pevzner understood
oligophrenia as an underdevelopment of complex
forms of mental activity. He noted that such a
condition occurs due to damage in the early stages of
fetal development or organic damage to the central
nervous system (CNS) that occurs at different stages of
fetal development or in the very early stages of a
child's life. However, this definition also has some
uncertainties. In particular, the categorical assertion
that oligophrenia is always a consequence of organic
damage to the CNS is among such uncertainties. It has
not
been
conclusively
proven
that
the
underdevelopment of complex forms of mental
activity alone can be a criterion for oligophrenia.
Most experts agree with G.E. Sukhareva's definition of
oligophrenia. According to her definition, oligophrenia
("mental retardation") is understood as a group of
disease states that differ in their etiology and
pathogenesis, united under one common sign. All of
these disease states are clinical manifestations of
dysontogenesis of the brain (and in some cases the
whole organism). G.E. Sukhareva includes in the
oligophrenia group only those forms of mental
underdevelopment that are distinguished by two
features - 1) the predominance of intellectual defects
and 2) the absence of progression. However, some
clarifications are required even in the above definition
of G.E. Sukhareva:
1) mental underdevelopment caused by genetic
influences should not be equated with dysontogenesis;
2) the hereditary mechanisms that cause intellectual
underdevelopment are fundamentally different from
those that prevent harmonious maturation during
pregnancy or immediately after the birth of a child;
3) defects that affect not only the development of the
intellect, but also the personality as a whole, cannot be
an absolute sign of mental underdevelopment;
4) mental underdevelopment may also be caused by
much more ancient formations that prevent the
accumulation of life experience and education.
According to B.V. Kovalev, oligophrenia is a group of
pathological conditions that differ in etiology,
pathogenesis, and clinical manifestations. As a common
sign of such conditions, one can indicate mental
underdevelopment, which is congenital or acquired in
early childhood (up to three years of age). In this case,
the deficiency of intellectual abilities prevails. If we
supplement the list of common signs with hereditary
signs that cause mental retardation, this definition can
be further clarified, since the pathogenesis, and in many
cases the clinic, of congenital and hereditary forms of
mental underdevelopment are different. According to
the definition of C.Ya. Rubinstein, a mentally retarded
child is a child whose cognitive activity is persistently
impaired due to organic brain damage. Only when the
signs listed in this definition are found can one speak of
the presence of mental retardation. G.I. Kaplan and
B.Dzh. Sedok consider the term “mental retardation” as
a synonym for retardation (slowing down, delay in
development) and believe that mental retardation is a
“character syndrome” that does not have a single
etiology, mechanism, dynamics and prognosis, and it
reflects the attitude established in society towards this
group of individuals. For example, one of the latest
definitions given by the Russian scientist V.V. Kovalev
has the following content: “Mental retardation is a
group of various types of conditions that, due to damage
to cognitive abilities, disrupt the age-appropriate
activities of an individual in society to varying degrees
and for various reasons.” [15.245]
Or, to take another definition from the International
Classification of Diseases (ICD) 10th revision: “Mental
retardation is a delayed or abnormal state of the psyche,
which manifests itself primarily during puberty and is
characterized by a violation of the abilities that provide
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a general level of intellectual development (i.e.,
cognitive, speech, motor, and social abilities). ... In
such
children,
adaptive
behavior
is
always
impaired.”[16.222] These definitions emphasize that
mental retardation is not a single condition, but has
many causes associated with developmental disorders
during puberty. Mental retardation is characterized by
a violation of cognitive activity and adaptive social
behavior. Another Russian scientist, D.N. Isaev, defines
mental retardation as “a set of etiological differences.”
Etiological differences are understood as hereditary,
congenital and acquired pathological conditions that
do not develop in the first years of life. These
pathological conditions, in turn, are manifested in
general mental underdevelopment,
in which
intellectual defects predominate, and lead to
difficulties in social adaptation. According to D.N.
Isaev, forms of mental retardation that occur in
children older than 3 years of age or that are the result
of diseases that children suffer from (schizophrenia,
epilepsy, encephalitis) and lead to impaired cognitive
activity do not fall into mental retardation. It is also
important to form in students who need help the skills
and abilities of diligence, loyalty, devotion, and
willingness to work in household chores for the family.
It is necessary to instill in students who need help from
a young age that the family is sacred, that being a
parent is a responsibility, but also the meaning of life,
and that being a father or mother places a heavy
responsibility on a person's shoulders. Teachers who
know this feature of the nervous system of children
who need help will have the opportunity to form
strong skills and habits of behavior in students who
need help, based on repeated repetition of the same
actions and the same actions. It is necessary to
emphasize the importance of carrying out corrective
and pedagogical work at home with a child in need of
help, a methodological, pedagogical approach aimed
at developing the child's personality and forming his
worldview, conducting various classes, establishing
proper relationships between family members and the
child with a disability, and carrying out corrective and
pedagogical work aimed at helping the child with a
disability find his place in life in the future. It is
necessary for the parents themselves to have special
knowledge and skills and to take the above issues
seriously. As is known, many problems arise for
parents in raising a child. However, when raising a child
with a developmental disability, these problems
become even deeper and more complicated. Among
such problems and complexities, the cooperation of
the family, school and community serves as an
important factor in conducting various activities with
the child at home, implementing corrective work on
the development of the child's personality and their
upbringing, establishing proper relationships between
family members and the disabled child, and
implementing corrective and pedagogical work aimed at
helping the disabled child find his place in life in the
future. In order to correctly solve the above problems
and fulfill important tasks in the upbringing of a disabled
child, parents themselves must have special knowledge
and skills and pedagogical literacy. Raising a disabled
child in a family, bringing him up, is one of the most
complex problems, and the most important in it is the
educator - the mother. The mother requires great
attention, care, enduring affection, trust, knowledge,
perseverance, patience, and kindness. Also, the mother
should have certain knowledge about the development
of her child, in close cooperation with medical personnel
and
defectologists-teachers,
she
should
have
knowledge about raising and adapting the child to life.
As a result of studying and analyzing research, we came
to the conclusion that the process of raising mentally
retarded children of preschool age and the cooperation
of family and school in upbringing is an extremely
complex, multifaceted socio-pedagogical problem that
requires a systematic approach. Increasing the level of
education for students in need of help depends on the
consistent and mutual cooperation of family and school
at all levels of the continuous education system.
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