EFFECT OF THE CORRECTIONAL APPROACH ON THE REGULATION OF NEURAL FUNCTIONS IN CHILDREN WITH MENTAL DISABILITIES WITH INTERHEMISPHERIC BRAIN ASYMMETRY.

The degree of asymmetry in humans and the complication of mechanisms of interhemispheric interaction are formed mainly in the process of learning, but the impact of developmental teaching methods on the regulation of nervous functions in children with intellectual disability has been little developed. The aim of the work is to study the influence of developmental teaching methods on the regulation of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain. The information obtained in the data must be taken into account when organizing the learning process in the elementary school when working with mentally retarded children, when forming classes, when choosing programs, methods of teaching, when organizing psychological and pedagogical support. The age features of the brain associated with advanced development of right hemispheric functions are almost not used in it. Meanwhile, the active use of opportunities of the right hemispheric way of processing information, especially in elementary school, promotes the development of the child's abilities, allows to predict and increase the efficiency of school training. The functional contributions of the right and left hemispheres to the formation of the human psyche are assumed to be different because the hemispheres in their paired work function differently in time. The paired work is carried out in the present tense, so that the right hemisphere relies on the past, the left on the future tense. Therefore, the preservation of paired hemispheric functioning and structural integrity of the brain is the main condition, without which full-fledged mental activity cannot be formed.