Assessment of communicative basic learning activities development in children with moderate mental retardation

Problem and purpose. The problem of assessing the development of communicative basic activities in children with moderate mental retardation is analyzed in the article in the context of the Federal State Educational Standard for school-age children with moderate mental retardation (intellectual disability). The purpose of the article is to single out the criteria and indicators of communicative basic learning activities development in children with moderate mental retardation, and to substantiate the system of the criteria and indicators assessment. The methodology of the research is based on the analysis and generalization of the Federal State Educational Standard requirements for teaching children with mental retardation (intellectual disability) in the sphere of assessing the development of communicative basic learning activities in children with moderate mental retardation. Results. On the ground of the activity approach the main criteria and indicators of the communicative basic learning activities development in children with moderate mental retardation are formulated. A system for assessing communicative basic learning activities is proposed. Сonclusion. The system for assessing communicative basic educational activities suggested in the article can be implemented in educational organizations that provide training for children with moderate mental retardation with regard to the Federal State Educational Standard for teaching children with mental retardation (intellectual disability).