VALIDITY OF DIAGNOSTICS OF THE LEVEL OF VISUAL SKILLS IN PRIMARY SCHOOL CHILDREN WITH MENTAL RETARDATION

The authors focus on the need to develop visual skills in children of primary school age with mental retardation. The article reveals the relevance and criterial framework for the validity of diagnostics that allow determining the level of visual skills in this category of children. The concept of diagnostic validity is revealed. The features of the selection of diagnostics that determine the level of development of visual skills in children with mental retardation are reflected. In the context of the issue, the specifics of the educational process of teaching fine arts to children with mental retardation are considered. The individual characteristics of students in the cognitive, emotional, sensory and motor areas are covered. The main objective of the study is to substantiate the need to use, when assessing creative works in the visual arts of primary schoolchildren with mental retardation, a specific criterion framework for the validity of the diagnostic analysis used, in order to achieve reliable objective results. Particular attention is paid to the problem of the validity of these methods. The authors, taking into account the individual psycho-emotional manifestations of primary schoolchildren with mental retardation, identified the basic requirements and features of training. The relevance of the selection of optimal and valid methods for diagnosing visual skills is reflected. The authors reveal the specifics of the valid diagnostics phenomenon, consider the main characteristics, and define the criteria for selecting valid diagnostics that determine the level of development of visual skills in children of primary school age with mental retardation. The criteria proposed by the authors are based on the principles of organizing and conducting diagnostics of the psycho-emotional state of a child, developed by John N. Buck — “House — Tree — Person”, as well as Leonid A. Venger — “Beautiful Drawing”.

diagnostics, cognitive sphere, validity of methods, validity of diagnostics of the development level, theoretical validation, visual skills, psycho-emotional characteristics, characteristics of perception, specifics of teaching children with mental retardation, criterial framework

Shushunova V. A., Pavlenkovich O. B. Validity of diagnostics of the level of visual skills in primary school children with mental retardation. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2024;3(68):494—498. DOI: 10.25683/ VOLBI.2024.68.1077.