Model of social and cultural rehabilitation of students with mental retardation (intellectual disabilities)

The article presents the scientific and methodological and conceptual justification model of social and cultural rehabilitation of students with mental retardation (intellectual disabilities). This model has the following general didactic principles and specific principles that determine the effective- ness of social and cultural rehabilitation of mentally retarded children. Practical work carried out by the author showed that the presented model can be effective in the social and cultural rehabilitation of mentally retarded children in the case of the group of three hierarchically interrelated groups of pedagogical conditions: general conditions (the creation of the social and cultural environment, the formation of an educational team, a combination of time limit to extracurricular children's activities, and others); particular conditions (systematic work on the formation of social ideas and concepts in children, including students in a variety of socially significant practice, social cooperation, differential and personality-oriented approach, and others); specific conditions (presence of an adapted basic education program, the choice of educational content available, digestible in slow motion, overcoming and preventing disadvantages of funds Correction and Development Training and use of psychotherapeutic techniques, and others).