FEATURES OF THE DEVELOPMENT OF THE MOTOR SKILLS OF PRESCHOOL AND YOUNG SCHOOL-AGE CHILDREN WITH INTELLECTUAL DEVELOPMENT DISABILITIES

Abstract

The article identifies and substantiates contemporary scientific and practical aspects of developing gross and fine motor skills in preschool and early school-age children with intellectual disabilities. The author conducts a theoretical analysis of scientific research by domestic and foreign researchers on the essence, factors of occurrence, and characteristics of motor and sensorimotor development disorders as a specific type of disorder in preschool and primary school children with intellectual disabilities. outlined the main causes of motor development disorders in children with intellectual disabilities; identified the peculiarities of functioning and difficulties in correcting gross and fine motor skills of the hands in this category of children, due to the specifics of their overall development. The study scientifically proves the importance of early detection of motor disorders and identification of factors that complicate corrective and developmental work (the presence of concomitant psychosomatic diseases, comorbid disorders, the consequences of prolonged exposure to cognitive, social, and emotional deprivation). It has been established that preschool and early school-age children with congenital or early-acquired persistent cognitive impairments significantly lag behind children with neurotypical development in terms of motor and sensorimotor development. The novelty of the study lies in the need to apply a unified clinical, psychological, and pedagogical approach in the correctional and pedagogical process based on the principles of interdisciplinary interaction and maximum individualization of the educational and correctional process; the use of additional traditional and innovative means of developing fine motor skills; the creation of a special developmental environment that will be interesting and informative for children with intellectual disabilities.