ANALYSIS OF THE RESEARCH STUDY OF THE PECULIARITIES OF INTERHEMISPHERIC ASYMMETRY AND INTERHEMISPHERIC INTERACTION OF NORMAL AND CHILDREN WITH INTELLECTUAL DISABILITIES.

BACKGROUND

The data obtained indicate a significant mosaic characteristic, variability in the pace and quality of development of different people in the inter-hemispheric and interhemispheric interaction in the motor sphere in ambidextrous and left-handed children in the norm. Probably, this is where the role of the brain hemispheres functional disconnection in left-handedness is played.

MATERIAL AND

METHODS

The methodological basis was the work of a number of authors devoted to the study of nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, and modeling the system of work with these children. From the above, it follows that teaching children with mental development disabilities of 8-11 years under the developmental program of Corballis, Elkonin- Davydov activates to a greater extent the right hemispheric brain systems. Education of children with ID disorders of 8-11 years old according to the developmental program of Zankov activates left hemispheric brain systems to a greater extent. Further it follows that the correlation between the type of functional asymmetry of the cerebral hemispheres and the features of the training program will determine the level of mental development in these children studying in different developmental programs. Children with mental development disorders of 8-11 years old with a right hemispheric thinking style who study according to the developmental program of Elkonin- Davydov, and with the left hemispheric style, studying according to the developmental program of Zankov, will have a relatively higher level of intellectual development as compared to other types of functional asymmetry of the cerebral hemispheres. And also it is necessary to note individual features of functional asymmetry of cerebral hemispheres in younger schoolchildren, caused by features of interhemispheric interaction at the differences in the structure of mental development in them will be formed by teaching them different developmental programs.

RESULTS

In children with ID, the differences from the norm are primarily quantitative in nature. The development of different types of practice, stabilization of hemispheric specialization in movements, including complex, and hierarchically organized functional system of interhemispheric relations are going through the same stages in children with ID as in normal, but only at a slower and more irregular pace. For most of them, disorders of muscle tone, oculomotor reactions, tactile sensuality, kinetic (proprioceptive) components of praxis, sensorimotor sphere are not characteristic. This indicates to the subcortical functioning of brain and subcortical formations, which are responsible for "background" components of involuntary movements and are the functional substrate of the basic components of interstitial asymmetry and interstitial interaction.

CONCLUSION

It should be noted that the right hemisphere of the brain, which forms and functions in the motor sphere in left-handed children as the dominant one, cannot always cope with the successful implementation of this role. The analysis of our results shows that ambidexters and children with signs of left-handedness in most cases worse perform many motor tests with the left hand. A similar pattern is observed in left-handed children with a mild degree of intellectual disabilities.