Correcting the properties of volitional attention in primary school children with mental retardation
The modern requirements of society for the training of the younger generation are focused on improving the quality of education. The number of children, who are unable to cope with the primary school curriculum, is constantly growing. Many scholars point out a number of causes of difficulties for primary school children in the school curriculum, among which there are failures of volitional attention. Attention determines the successful orientation of schoolchildren both in intellectual activities when solving educational tasks, and in everyday life when interacting with the surrounding world. The research is relevant due to the fact that the level of the development of volitional attention is one of the indicators of the success of any type of activities. In this regard, the problem of the development of volitional attention in junior schoolchildren with mental retardation is of great importance. The article raises the problem of studying and correcting the volitional attention of primary school children with mental retardation. The authors of the article develop a model of conducting research, determining the indicators and parameters for assessing the volitional attention of primary school children with mental retardation. The results of the research reveal the effectiveness of psychological correction of the volitional attention of primary school children with mental retardation.