INTEGRATIVE APPROACH TO EDUCATE MENTALLY DISABLED CHILDREN
Introduction. The article deals with the problem of the pathological symptoms specificity manifesting during pedagogical support of mentally retarded children. Lack of pediatric psychiatry knowledge among teachers of general education institutions can cause difficulties in teaching this category of children. Methodology. The methodological basis of the study is B. G. Ananyeva's complex approach, integrating biological nature, psychological and social in man. Results. The features of cognitive sphere disturbance, emotional-volitional and behavioral disorders in children with mental disability being an obstacle for the regular course of educational process are shown. The directions of awareness formation in the field of mental pathology for Child Life Specialists are given. The author's personal experience in social spaces is reflected. The directions of psychotherapeutic rehabilitation of disabled children are outlined; the use of art-therapy, hypnosis and game nondirective psychotherapy is justified. Conclusions. The expediency of comprehensive support of mentally disabled children is substantiated and the leading role in competency formation in Child Life Specialists accompanying mentally disabled children is justified.