European International Journal of Pedagogics
106
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
106-108
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.
Specific Features of
Attention of Mentally
Retarded Students
Maftuna Daminova
Tashkent State Pedagogical University, Faculty of “Special Pedagogy and
Inclusive Education”, Department of “Oligophrenopedagogy”, Doctor of
Philosophy in Pedagogical Sciences, (PhD), Uzbekistan
Ortikova Durdona
Tashkent State Pedagogical University, Faculty of “Special Pedagogy and
Inclusive Education”, Department of “Oligophrenopedagogy”, master's
student, Uzbekistan
Abstract:
In this article we will get acquainted with the
features of attention, which is one of the cognitive
processes of students with mental retardation. Also in
this article the features of attention of children with
limited intellectual abilities and healthy children are
considered. Information about damage and condition
during the lesson is also explained in detail by our
scientists. Also wonderful thoughts are expressed about
the unique experiences of attention of students with
mental retardation.
Keywords:
Mental retardation, attention, intelligence,
scientist, forms of attention, characteristics of
attention, defect.
Introduction:
The problem of correcting attention
disorders in mentally retarded lower-grade students is
of particular importance in this regard, as a period of
formation of the main characteristics of attention at the
stage of transition from voluntary to involuntary forms
of attention control.
The literature emphasizes that despite the numerous
signs of the presence of specific attention disorders in
lower-grade students with mental retardation of the
central nervous system (M. S. Pevzner, T. A. Vlasova, E.
Ya. Pekelis, I. F. Markovskaya, K. S. Lebedinskaya, U. V.
Ulienkova, etc.), the differential signs of the
manifestation of attention disorders (L. I. Peresleni, G.
M. Ponaryadova, V. P. Musina, etc.), the nature and
mechanisms
of
disorders
from
a
clinical,
neurophysiological and psychological point of view (E.
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European International Journal of Pedagogics
D. Chomskaya, A. P. Luria, I. P. Pavlov, A. V.
Snezhnevsky, V. V. Lebedinsky, K. K. Platonov, I. L.
Baskakova, etc.), the issues of corrective work to
eliminate attention disorders are very modestly
covered (V. P. Musina, L. F. Chuprov).
The most extensive experience in correcting attention
has been accumulated in working with mentally
retarded children (I. L. Baskakova, S. V. Liepin, B. I.
Aizenberg,
N. S. Osipova, T. G. Zakharova, R. P. Laptieva, E. V.
Gunina, etc.). The physiological mechanisms of
attention are very complex. Experts emphasize that
the mechanism of attention is associated with reflex
activity. The manifestation and occurrence of attention
can be seen from a person's posture and facial
expressions. It is probably not for nothing that K.D.
Ushinsky described attention as the door to a person's
soul. Attention is not a separate mental process, such
as
intuition,
perception,
memory,
thinking,
imagination, speech.
Therefore, it participates in all mental processes,
affecting their productivity. Attention is a mental
process that directly participates in the general
activities of a person and ensures their successful
completion. Attention is a necessary condition for any
human activity.
Therefore, attention is one of the most important
indicators of a general assessment of the level of
development of a person.
A.N. Luria noted that for mentally retarded students,
involuntary attention is characterized by a
predominance of voluntary attention. This is due to the
specific features of neurodynamics, namely the
weakness of internal inhibition and the pronounced
manifestation of external inhibition. Frequent
distraction of attention and its instability make it
difficult to control external inhibition.
Attention is the focus of consciousness on a certain
source in order to fully reflect it. The ability to focus
attention on these sources indicates the activity of a
person. Attention is considered an aspect of mental
activity in life. At the same time, it is the basis for the
successful acquisition of knowledge, skills, and
qualifications.
Characteristics of attention in mentally retarded
children and adolescents.
1. Predominance of involuntary attention over
voluntary. The mastery of academic subjects by
students requires formed voluntary attention, but
mentally retarded students have a number of attention
disorders: this is a small volume of attention,
instability, variability, instability, etc. It is difficult for
mentally retarded students to maintain attention, they
are often distracted, "jumping" from one object to
another.
2. Violation of both active and passive attention.
3. The volume of attention is low. It has been
established that the amount of attention equal to two
or three objects is characteristic of younger
schoolchildren with mental retardation.
4. The average level of attention is lower than that of
their normally developing peers. Mentally retarded
students can perform simple tasks for an average of 15-
20 minutes. Students with a predominance of inhibited
processes have the lowest indicators of attention
stability.
5. Low level of development of attention distribution.
Mentally retarded students do not have the ability to
perform two tasks at the same time. Usually, they
perform the easiest type of activity.
6. Difficulties in switching attention from one object to
another due to the pathological violation of the
processes of dispersion of attention and inhibition are
especially characteristic of lower grades. An excessive
number of different types of activities used by the
teacher during the lesson leads to rapid fatigue of
students, as a result of which the student unconsciously
switches attention from the task being performed to
something else, that is, distraction from the task being
performed is observed.
7. Loss of attention.
L.V. Zankov, A.R. Luria, M.S. Pevzner, G.E. Sukhareva and
others consider attention disorders to be one of the
characteristic signs of mental retardation. There are not
many works devoted to the study of attention in
correctional psychology. These include studies by I.L.
Baskakova, S.V. Liepin, L.I. Peresleni, S.A. Sagdullayev,
etc.
It was found that involuntary attention prevails in young
mentally retarded students, while voluntary attention
comes to the fore in normally developing young
students. At the same time, the above authors
emphasize that involuntary (passive) and voluntary
(active) attention are also impaired in schoolchildren
with mental retardation.
CONCLUSION
In conclusion, mentally retarded lower-grade students
are very inattentive, which significantly interferes with
their learning, and even contributes to the appearance
of many errors in performance. Attention deficits are
manifested, in particular, when passing unfamiliar
material, when encountering difficulties. Mentally
retarded students try to avoid difficulties, not overcome
them. The aspirations of mentally retarded students are
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European International Journal of Pedagogics
not based on observation and discussion. Due to the
insufficient development of volitional processes in
mentally retarded students and the weakness of
intellectual control of their senses, voluntary attention
can be quickly and easily induced by using bright and
strong stimuli. However, they have difficulty focusing
their attention on one object.
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