Program support of thinking activity development of primary schoolchildren with cerebral palsy

Abstract

Thinking activity of primary schoolchildren with cerebral palsy is characterized by unsteady development of motivational, operational and regulatory components, and also by disproportional formation of thinking operations. Introduction of new education content standards for primary schoolchildren with disabilities requires the development of differentiated, individually guided programs. The content of programs is aimed at the formation of life competences significant for the socialization of children with ICP.