Definition 1
Intelligence (Latin – cognition, understanding) is the highest level of development of the human essence, which is expressed in a person’s mental abilities, including the volitional and cognitive spheres.
Note 1
In the ordinary understanding, intelligence is a person’s thinking, which has a slightly expanded area of functioning.
The main prerequisites for the development of human intelligence are his cognitive functions - memory, attention, thinking, spatial perception, as well as a number of psychophysiological characteristics - initiative, cognitive interest and performance. If one of the listed functions is impaired, the development of intelligence will be reduced or hampered.
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Intellectual disabilities in children
Definition 2
Intellectual disabilities in children are deviations in mental development that are varied in direction, manifestations and origin.
Intellectual disabilities (in general) are quantitative and qualitative deviations in the development of a person’s mental abilities.
Symptoms of intellectual development disorders are insufficient ability to solve difficult situations and life problems, insufficient knowledge, skills, limited vocabulary, low level of abstract logical thinking.
Diagnosis of intellectual development disorders is carried out by a psychologist, psychiatrist and neurologist. If necessary, an additional instrumental examination of the brain may be prescribed.
After the diagnosis is established, an individual treatment plan is developed, which includes psychocorrection, pharmacotherapy and social rehabilitation.
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Currently, the most common intellectual development disorder is oligophrenia.
Oligophrenia is a clinically heterogeneous group that includes conditions that arise after various lesions of the child’s central nervous system in the period “before the development of his speech” (up to 1-2 years).
The main causes of oligophrenia are intrauterine and hereditary damage to the fetus, natural and birth injuries, fetal asphyxia, as well as other diseases that have a negative impact on the nervous system of a child under 2 years of age.
It is customary to distinguish three main groups of pathogenic factors that cause the occurrence of oligophrenia:
- Inferiority of parental generative cells
- Various hereditary diseases
- Pathologies of pregnancy during embryogenesis
- Various harmful effects on the fetus during the prenatal period
- Birth injuries
- Postnatal lesions of the nervous system of a child under 3 years of age caused by infectious diseases, injuries, burns, etc.
Society's attitude towards persons with intellectual disabilities
SOCIETY'S ATTITUDE TO PERSONS WITH DISABILITIES
INTELLIGENCE
INTRODUCTION
Mentally retarded people in our society are perceived differently: some people are completely indifferent to them, others feel pity for them and, as a rule, are indifferent, and still others (the smallest group) are sympathetic. The existing stereotypical idea of mental and intellectual inferiority condemns such people to complete isolation: they can rarely be found in society. In addition, society is poorly informed about them.
An object:
the possibility of adaptation of persons with intellectual disabilities in modern Russia.
Item:
society's attitude towards persons with intellectual disabilities.
The purpose of my work
is an attempt to characterize the attitude of modern society towards persons with intellectual disabilities by surveying various population groups.
Tasks:
- List the opinions of the ?authors?;
- Present the results of a survey of various population groups of St. Petersburg by L.M. Shipitsina;
- Present the results of your own research.
Ignorance, fear, indifference and prejudice are social factors that have led to the isolation of people with intellectual disabilities and delayed development. Because of this, most people with intellectual disabilities prefer to never leave their residential care homes, and those who live with their parents often spend their time at home.
Their isolation has meant that many people are afraid to meet them. But it is precisely the lack of information of society, its aggression towards the mentally retarded, treating them as contagious, not allowing their children to play with them, that provokes them to respond - a surge of aggression.
Here is an illustrative incident that occurred at one of the playgrounds in Moscow and received publicity on the World Wide Web:
“I recently saw this picture on the playground. Several mothers are walking with children 3-5 years old, children are running around, mothers are talking peacefully. Another woman arrives with a girl about the same age. Girl-down. Those mothers grab their children in their arms and rush away at the speed of sound, although that child behaved absolutely calmly, it seems that he didn’t even show any interest in those children at all. I felt incredibly sorry for that woman and the girl. I came home and told my husband. To which he replied that he would also hardly want our child to communicate with mentally ill children, if only because young children love to “become monkeys” and can unconsciously copy the behavior of a sick child, and such children can be aggressive. Of course, he wouldn’t express such an obvious “fie”, but nevertheless. And for such children there are specialized institutions, kindergartens, schools, and boarding schools. They need special supervision, education, etc... I thought so and decided that after all, I would also try to protect my child from such contact, if only I would do it more tactfully - not run away from the same area at breakneck speed , but just calmly step aside, well, and if the children are already somehow interested in each other, then maybe give them some time to play a little under the careful supervision of adults.
Your opinions"1. I will not post the results of the forum here, but if we summarize all the comments I read, we can conclude that the forum participants are little informed about these children, they are not against their children “playing a LITTLE” with such children, but “ONLY” under supervision of parents.
This alienation of society has been around for a very long time.
Even in his novel Notre-Dame de Paris, Victor Hugo described Quasimodo, whose “mind was impoverished in his crippled body.” “From his very first steps among people, he felt and then clearly realized himself as a being rejected, spat upon, branded” (V. Hugo, 1977, p. 152).
The reclusive saint Theophanius wrote in his writings: “Idiots? So after all, they are idiots only for us, and not for themselves and not for God. Their spirit grows in its own way and it may happen that not they, but we, the enlightened ones, will become worse idiots than them.”
In the process of education, people develop a standard idea of the norm: “we are normal if we are the same.” But no two people are the same, each person is unique and different from the other. Most people with intellectual disabilities are naive, kind, trusting, etc. The article by S. Stankinai “Execution cannot be pardoned” (Family and School, 1998, No. 8) describes an egregious case: “a young man with mental retardation, getting off the bus, turned around and offered his hand to the girl who was following him. And the girl looked at him and, withdrawing her hand in disgust, said: “Get away, you freak!” What kind of offense did this young man feel?!”2.
The integration of mentally retarded people into society depends on the attitude of society itself towards these people, on the awareness of others about their lives, characteristics, and problems.
The development of the personality of any person, and especially a disabled person with intellectual disabilities, is influenced not only by his environment: parents, relatives, teachers and educators, but also by ordinary people that disabled people with intellectual disabilities encounter in everyday life: in the clinic, transport, shops etc.3 Therefore, the possibility of social integration of this large group of people into society depends on the attitude of all these categories.
Public awareness about people with intellectual disabilities.
In order to assess this attitude, it was proposed to answer the questions of questionnaires developed by the rector of the Institute of Special Pedagogy and Psychology of the International University of Family and Child named after Raoul Wallenberg, academician of the Russian Academy of Management in Education, UNESCO International Personnel Academy, New York Academy of Sciences, Doctor of Biology Sciences, Professor Shipitsyna L.M., three groups of people: ordinary people, teachers, parents of children with intellectual disabilities.
Questionnaire No. 1 concerned the awareness of these groups of people about people with intellectual disabilities (Appendix No. 1). Questionnaire No. 2 concerned the identification of the attitude of different categories of persons towards this category of people (Appendix No. 2).
3 groups of respondents of 20 people each took part in the survey:
- Parents of disabled children with intellectual disabilities studying in a special correctional school in the “Special Child” group;
- Teachers working with children with varying degrees of mental retardation in different correctional institutions. The age of the respondents ranged from 20 to 65. Their work experience varied. Among them, 90% are women and 10% are men;
- Ordinary people with different educational backgrounds not associated with mental retardation. Age from 20 to 45 years. Among them, 30% are men.
I conducted a similar survey, but in Moscow. The survey also involved 3 groups of respondents of 20 people each:
- Parents of disabled children with intellectual disabilities studying at State Educational Institution No. 2607 of a compensatory type;
- Teachers working with children with varying degrees of mental retardation in different correctional institutions. The age of the respondents ranged from 20 to 65. Their work experience varied. Among them, 95% are women and 5% are men;
- Ordinary people with different educational backgrounds not associated with mental retardation. Age from 20 to 45 years. Among them, 30% are men.
The results of the study were presented by the author in the form of diagrams. For ease of comparison, I have created similar diagrams from my research.
From the diagrams (see Appendix No. 3) it is clear that when answering question 5 of questionnaire No. 1, the “No” sector has the highest indicators among respondents from Moscow and St. Petersburg. This suggests that all categories of citizens surveyed consider the level of media coverage of the problems of people with mental retardation.
Based on the answers to question No. 6 of questionnaire No. 1, it is clear that the main sources of information about the problems of children, adults with mental retardation and their parents are the media: television, radio, newspapers and magazines. This means that in order to educate the public, it is necessary that these sources provide as much information as possible on this topic. For people closely associated with people with intellectual disabilities through work or life, the main sources are work and their own experience (teachers and parents).
In matters of legislation, the most enlightened are teachers (60% - St. Petersburg, 75% - Moscow). As for parents, the diagrams show that less than 50% are familiar with the legislative framework (25% in St. Petersburg, 30% in Moscow), which indicates the need for educational work with them. In this case, teachers can become the main source of information. Ordinary people who do not encounter this problem in life and are not interested in it are not familiar with the legislation on the protection of the rights of persons with disabilities.
Teachers working in the field of correctional pedagogy with such people are better informed than all respondents about the availability of services and organizations in St. Petersburg and Moscow that provide assistance to people with intellectual disabilities. The overwhelming number of parents and ordinary people know practically nothing about these organizations.
When answering question 9 of questionnaire No. 1 (see Appendix No. 1) Shipitsyna L.M. An interesting fact was revealed: 20% of St. Petersburg teachers did not write a single name of the organization, although in the previous question 100% of knowledge of such organizations was obtained. No such fact was found in Moscow.
Many organizations written by teachers in St. Petersburg and Moscow are known to them from their work (pupils participated in some event).
Most teachers are aware of the existence of parent associations. The most common answer among all groups of respondents was SOBES. Among ordinary people, almost 90% of respondents did not write to a single organization.
Attitudes of different categories of the population towards people with intellectual disabilities
In terms of studying the social adaptation of persons with intellectual disabilities, it is necessary to take into account the attitude of society towards the introduction of people with intellectual disabilities into it. To do this, we will analyze the answers of respondents in Moscow and St. Petersburg.
Based on the results of the survey, it is clear that the overwhelming number of respondents in Moscow and St. Petersburg have a positive attitude towards this category of the population. For example, among the inhabitants of St. Petersburg, 35% are indifferent to such people, and only 10% are negative. In Moscow, the situation is slightly different: 45% and 25%, respectively. Among teachers in St. Petersburg, there are 10% who are indifferent and one who has a negative attitude. Against 5% and 0, respectively, in Moscow.
Most of the respondents noted a number of positive qualities in people with intellectual disabilities: friendliness, efficiency, perseverance. Among the negative qualities, respondents from Moscow and St. Petersburg especially noted: lack of initiative, distrust of others. About a quarter of ordinary people do not know any positive qualities in the mentally retarded and consider them aggressive.
In the answer to question 8 of questionnaire No. 2 (Appendix No. 2) it is clear that experienced teachers in St. Petersburg were divided into 2 polar groups. Muscovites did not come to a “common opinion” on this issue. Such a difference of opinion may be associated with knowledge of the specifics of the violation of such people.
Teachers in St. Petersburg would not like to see mentally retarded people as their roommates (75%), colleagues (55%) and subordinates (45%). 45% of teachers have nothing against their children communicating with such people.
Moscow teachers, in turn, do not want to see mentally retarded people as their subordinates (70%) and colleagues (70%). 50% are not against having such a housemate and 55% are for their communication with their children.
The overwhelming percentage of parents in Moscow and St. Petersburg, who are familiar with the positive and negative qualities of people with intellectual disabilities, have a positive attitude towards any options for coexistence with them.
The responses of ordinary people were predominantly negative and indifferent, which allows us to conclude that society is not yet ready for close proximity to such people.
Despite the wide range of survey results, the majority of respondents in Moscow and St. Petersburg do not see anything negative in communicating with such people.
APPENDIX No. 1
QUESTIONNAIRE #14:
- age:
- floor:
- city:
- Education and its profile:
- In your opinion, are the problems of disabled people with mental disorders sufficiently covered in the media:
adults yes no I don’t know
children yes no I don’t know
disabled people yes no I don’t know
- From what sources will you learn about the problems of people with mental disabilities?
Causes of intellectual disabilities in children
Violations in the intellectual sphere of child development arise due to the negative influence of exogenous and endogenous factors. The severity of the disorder depends on the intensity of the impact of the negative factor and on the age at which the impact occurred.
It is customary to identify the following causes of intellectual impairment:
- Genetic changes - cause deviations in intellectual development based on the dysfunction of individual genes (autism, Rett syndrome) and a number of chromosomal abnormalities:
- trisomy (Down syndrome)
chromosome deletions
- uniparental disomies
- Perinatal lesions of the central nervous system - occur with fetal hypoxia caused by various diseases of the mother (endocrine, cardiovascular pathologies, liver, kidney diseases, etc.), as well as incompatibility of mother and fetus according to the Rh factor. In addition, perinatal causes include infectious diseases suffered by the mother during pregnancy, radiation exposure, emotional stress, intoxication and prematurity of the fetus.
- Natal damage to the central nervous system - caused by complicated childbirth, which results in asphyxia in the newborn, trauma, and various organic and functional lesions of the brain.
- Postnatal damage to the nervous system is intellectual impairment of varying severity that develops against the background of diseases such as epilepsy, neuroinfections (meningitis, encephalitis), endocrine and autoimmune diseases, intoxication, traumatic brain injury, dystrophy, and in some cases after clinical death.
- Mental and neurological disorders have a negative impact on the intellectual development of the child, against the background of a variety of emotional, behavioral and volitional defects, as well as pathologies of the analytical systems.
- Social factors - disharmonious family relationships, asocial lifestyle of parents, educational neglect of the child, long stay in the hospital, etc. have a negative impact on the intellectual development of the child.
