METHODOLOGICAL, CLINICAL, AND PSYCHOLOGICAL FOUNDATIONS FOR DIFFERENTIAL DIAGNOSIS OF CHILDREN WITH MENTAL RETARDATION (DEVELOPMENTAL DELAY)
Keywords:
kognitiv disontogenez, ruhiy rivojlanish sustlashuvi (RRS), differensial diagnostika, yaqin rivojlanish zonasi, neyropsixologik filtrlar, inkluziv ta’lim, reversivlik, pedagogik korreksiya.Abstract
Ushbu tadqiqot kognitiv disontogenezning eng polimorf va murakkab shakli bo‘lgan ruhiy rivojlanish sustlashuvi (RRS) fenomenini o‘rganishga bag‘ishlangan. Maqolada diagnostik jarayonning an’anaviy statik baholashdan zamonaviy dinamik-prognoztik tahlilga o‘tishining ilmiy zaruriyati asoslab beriladi. Tadqiqotning metodologik asosi sifatida L.S. Vigotskiyning "Yaqin rivojlanish zonasi" hamda A.R. Luriyaning miyaning funksional bloklari nazariyalari tanlab olingan. Maqolada RRSni intellektual yetishmovchilik (F70), autistik spektr buzilishlari (RAS) va ijtimoiy-pedagogik deprivatsiyadan ajratishning ko‘p bosqichli differensial-diagnostik filtrlari tizimi taklif etiladi. Shuningdek, WISC-V psixometrik shkalasi va neyrofiziologik (EEG) ko‘rsatkichlarning diagnostik validliligi tahlil qilinadi. Olingan natijalar RRSli bolalarning 90 foizigacha bo‘lgan qismida kognitiv reversivlik (qaytaruvchanlik) mavjudligini va to‘g‘ri differensial tashxis qo‘yilganda ularning umumta’lim dasturlarini muvaffaqiyatli o‘zlashtirish imkoniyatini isbotlaydi. Tadqiqot xulosalari inkluziv ta’lim trayektoriyalarini yaratish va defektologik ekspertizani takomillashtirish uchun amaliy tavsiyalar beradi.
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