Features and ways of development of communicative activity in children with intellectual disabilities

The article is devoted to the problem of studying and developing communicative activity in children with intellectual disabilities. Communication disorders in primary school children with intellectual disabilities are more pronounced than in normatively developing children. This phenomenon is due to the presence of a number of mental characteristics in students with intellectual disabilities. The relevance of this problem lies in the fact that the lack of formation of communication skills, a low degree of activity in the communication of a child with an intellectual disability have a negative impact on his mental and personal development. Disorders in children with intellectual disabilities have a negative impact on the development and formation of the child, there is a distortion of the knowledge of the surrounding world. In this regard, children with intellectual disabilities should be provided with correctional and developmental assistance in expanding social contacts. In children with intellectual disabilities, it is difficult to build relationships with relatives and friends due to the presence of a special organization of mental processes, but well-organized interaction allows you to qualitatively correct the individual difficulties of children and promote their socialization. As a result, it is concluded that the degree of formation of communicative activity affects the process of socialization and development of the individual as a whole