Features of formation of prognotic activity In younger schoolchildren with intellectual disorders

The article describes the results of studying the problem of forming prognostic activity in younger schoolchildren with intellectual disabilities. The research was aimed at finding the most optimal means of forming prognostic activity in younger schoolchildren with intellectual disabilities. Prognostic activity is associated with the analysis and prediction of possible consequences of events, the ability to establish cause-and-effect relationships, set a goal and achieve the final result, plan stages on the way to achieving the goal. Predictive activity plays a crucial role in successful educational activities, as it helps to predict the possible learning outcome and, accordingly, to select the necessary means to achieve it. At the same time, younger schoolchildren with intellectual disabilities have a low level of development of predictive activity, students are unable to predict events, predict the results of events and plan the future. Therefore, there is a need to draw up a program, plan stages and select means of forming predictive activity in younger schoolchildren with intellectual disabilities. One of such means of forming predictive activity is visual art. Younger schoolchildren have specific visual activity due to impoverished imagination, underdevelopment of mental operations, and visual perception deficiencies. Therefore, visual means for this category of children should be selected depending on the level of development of their intelligence and the ability to understand the instruction. Such students during the performance of visual tasks need constant help and prompts from the teacher, repeated repetition of instructions, illustrative examples from real-life situations. To form predictive activity in younger schoolchildren with intellectual disabilities in visual arts lessons, we recommend using business games and exercises that involve predicting the future result.