RECOMMENDATIONS FOR TEACHER - DEFECTOLOGY AND EDUCATTORON THE ORGANIZATION CORRECTIVE HEDAGOGICAL WORK AIMED AT THE DEVELOPMENT OF FINE MOTJR SKILLS OF SENIOR PRESHOOL CHILDREN WITH INTELLECTCNUAL DISADILLITIES
The article deals with the problem of the study motor and motor areas, in particular the fine motor skills of children with disabilities. The term refers to the work of fine motor skills of the fingers, aimed at grasping, holding and manipulation of various objects. Children with intellectual disabilities kinaesthetic sensitivity is underdeveloped, as a result, the motor failure increases when performing complex movements that require motion control, precise dosing of muscular effort, precise movements, cross-coordination, spatial and temporal organization of motor act, verbal mediation movements without special work are not formed grafomotornyh skills. Specially organized work contributes to the efficient development of fine motor skills, the formation of the system of special skills and abilities, which further affect the quality of education for children with intellectual disabilities. The article presents a complex diagnostic procedures, allowing to explore the features of the development grafomotornyh skills in preschool children older with intellectual disabilities, as well as describes the results of the pilot study. Recommendations for teachers, speech therapists and teachers on the organization and implementation of correctional and pedagogical work on development grafomotornyh skills of senior preschool children with intellectual disabilities. The basic methods and techniques for working with this category of children, as well as examples of assignments and exercises as shown, which may be applied to teachers in the organization and conduct of correctional and pedagogical work.