New information technologies have become a promising means of correctional and developmental work with children with impaired development. Ubiquitous computerization opens up new, not yet explored learning options. They are associated with the unique capabilities of modern electronics and telecommunications. Information technologies are among the most effective teaching aids, which are increasingly used in special pedagogy. In recent years, there has been an open discussion about the content, form, methods of special education and the nature of the professional thinking of specialists. Each new task of developmental education is transformed into problems of the method, the development of workaround learning paths that would allow achieving the maximum possible success in the development of a child with special cognitive needs.
An analysis of the literature shows that computer tools represent for a specialist not a part of the content of remedial education, but an additional set of possibilities for correcting abnormalities in the child’s development. The teacher, who uses computer equipment in his work, needs to solve two main tasks of special education: use computer technology to develop children with Down syndrome and correct psycho-physiological disorders. Correctional educational work with children with developmental disabilities involves the use of specialized or adapted computer programs mainly teaching, diagnostic and developmental.
The computer, being the most modern tool for processing information, can also serve as a powerful technical tool for learning and play the role of an indispensable assistant in the upbringing and general mental development of children with a complex defect structure.
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One of the most important functions of computer games is learning. Computer games are designed so that the child can imagine not a single concept or a specific situation, but get a general idea of all similar objects or situations. Thus, he develops such important operations of thinking as generalization and classification.
In the process of studying children on computers, their memory and attention are improved. Children at an early age have involuntary attention, that is, they cannot consciously try to memorize this or that material. And if only the material is bright and meaningful, the child involuntarily draws attention to it. And here the computer is simply irreplaceable, since it transmits information in an attractive form for the child, which not only speeds up the memorization of the content, but also makes it meaningful and long-lasting.
Currently, information technology has become actively used in the educational process. Many simple and complex computer programs are created for various fields of knowledge. Depending on the age of the child and the programs used, the computer can play the role of an opponent in the game, be a storyteller, a tutor, an examiner. There are computer programs aimed at the development of various mental functions of children, such as visual and auditory perception, attention, memory, verbal and logical thinking, etc., which can be successfully used in teaching children of older preschool and primary school age. A special place among computer programs is occupied by specialized computer programs for children with a complex structure of the defect.
The use of information technologies in the process of correction of the general underdevelopment of children of preschool age allows combining correctional and educational developmental tasks of pedagogical influence, taking into account patterns and peculiarities of the mental development of preschool children.