PECULIAR FEATURES OF LINGUISTIC CONSCIOUSNESS DEVELOPMENT IN CHILDREN WITH MENTAL DISABILITIES (BASED ON ABSTRACT CONCEPTS)

Abstract

The article deals with the issue of developmental specifics of linguistic consciousness, the categorization of social and sensory experience in children with intellectual disabilities, abstract concepts learning in the course of generalization and perception of substantial links and relationships among subjects of the environment. Experimental data results reveal peculiar features of linguistic consciousness in children with intellectual impairment. The study aims at evaluating such children’s ability to perceive abstract concepts exposing the word love. Results of the free associative experiment among 7th, 8th, 9th grade students of special schools in the Republic of Buryatia show that they are unaware of all the systemic connotations of the word love and the most prevailing connotation of it attraction to the opposite gender. According to the findings obtained in the research, visual-effective thinking is characteristic of intellectually impaired children with their psycho-physical and individual abilities.