Peculiarities of thinking of primary school children with learning disability

Abstract

Introduction. The article analyses the thinking peculiarities of younger schoolchildren with learning disabilities that hinder or disrupt the process of assimilation of educational material, which can lead to school failure. In many studies, thinking is considered a primary component of the cognitive development of a student's personality, but, at the same time, the question of the relationship between the mechanisms and processes of thinking of younger schoolchildren and the occurrence of learning disability has not been practically investigated.Purpose. To study the thinking peculiarities of younger schoolchildren with a learning disability.Materials and methods. The study sample includes 71 primary school students aged 7 to 12 years. The following methods were used in the study: Establishing the Sequence of Events" (A. N. Bernstein) and Excluding Items (Forth is a crowd) (N. L. Belopolskaya). The reliability of the data obtained was ensured by applying the Kraskel-Wallis test. The processing was carried out using the SPSS 22 software package.Results. The analysis of the obtained data revealed that there are significant differences in the level of development of figurative-logical thinking, mental operations of analysis and generalisation in schoolchildren, depending on the class of study. The tendency to the significance of differences depending on the age of the subjects was revealed.Discussion and conclusion. The peculiarities of thinking of younger schoolchildren experiencing learning disabilities can be compensated with growing and through the transition from class to class. Such compensation can be achieved by the development of the functions of planning, regulation, and control of activities, the development of figurative-logical and conceptual thinking, and thought processes that are formed during educational activities. The results of the study can be used in pedagogical practice for the implementation of psychological and pedagogical support and the organisation of special conditions for teaching children in a comprehensive school.