Typological Differentiation of Developmental Delay as a Tool of Modern Educational Practice



The article discusses and analyzes existing approaches to the typological differentiation of the polymorphic category of children with developmental delay (DD). The dependence of the grounds of each classification (typology) on the priority directions of scientific research at certain stages of the development of defectology and the demands of educational practice revealed. The main areas of application of various classifications and their limitations in solving the urgent problems of education of children with DD has shown. The author's approach to the typology of the DD, which involves determining the optimal educational route of the child and creating favorable educational conditions for him, is considered. The generalized criteria and parameters of differentiation of the category of children with DD by developmental options, different degree of severity, structure of mental disorders and resources of their compensation are presented. For the first time, when assessing the learning ability of a child with DD, a separate consideration of cognitive and motivational components is proposed. This correlates with the established differences in the quality of development of these components under different DD options and contributes to a more reasonable definition of priorities in building a program of psychological and pedagogical work with the child.

General Information

Keywords: children with developmental delay (DD), typological differentiation, development option, educational route, inclusion, psycho-correctional work

Journal rubric: Methods and Techniques

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2019080307

Funding. The work was supported by the Ministry of Education and Science of the Russian Federation within the framework of Task No. 073-00085-19PR.

For citation: Babkina N.V., Korobeynikov I.A. Typological Differentiation of Developmental Delay as a Tool of Modern Educational Practice [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2019. Vol. 8, no. 3, pp. 125–142. DOI: 10.17759/cpse.2019080307. (In Russ., аbstr. in Engl.)


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Information About the Authors

Nataliya V. Babkina, Doctor of Psychology, Head of the Laboratory of Education and Comprehensive Rehabilitation of Children with Learning Disabilities, Institute of Special Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3277-7127, e-mail: natali.babkina@mail.ru

Igor A. Korobeynikov, Doctor of Psychology, Professor, Deputy Director on Scientific Work, Institute of Special Education of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3885-7846, e-mail: psikor@bk.ru



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