Open AccessBRAIN INTERHEMISPHERIC INTERACTION IN CHILDREN WITH MENTAL DISABILITIES WITH SPATIAL ORIENTATION DISORDERS
Author(s) -
Tereza Azatyan
Publication year - 2022
Publication title -
armenian journal of special education
Language(s) - English
Resource type - Journals
eISSN - 2953-7886
pISSN - 2579-2881
DOI - 10.24234/se.v5i1.281
Subject(s) - learned helplessness , psychology , confusion , orientation (vector space) , cognitive psychology , developmental psychology , space (punctuation) , task (project management) , psychoanalysis , linguistics , philosophy , geometry , mathematics , management , economics
Children with intellectual disabilities can freely orientate in everyday situations only if their orientation is properly developed. They can orient aided by their peers and the environment. However, the slightest change or complication of the route from one familiar place to another cause’s confusion and sometimes helplessness in the actions of children. Unlike their normally developing peers, children with intellectual disabilities cannot mentally imagine the location of the kindergarten and combine all its premises in one space.
Neurophysiological mechanisms for children with mental development disorders defined as functional insufficiency of the left or right hemispheres and the features of intra - and interhemispheric interaction in the developments of mental functions.
Children with intellectual disabilities or mental development disorders can freely circumnavigate in everyday situations only if this task is carried out in a situation which is known and familiar for them. However, the slightest change or complication of the route from one familiar place or space to another cause’s confusion and sometimes helplessness in the actions of children.