FUNCTIONAL DIFFERENTIATION OF GNOSTIC-PRAXIC DIFFICULTIES IN THE LEARNING ACTIVITIES OF PRIMARY SCHOOL PUPILS WITH INTELLECTUAL DISABILITIES

Abstract

The aim of the study was to provide a theoretical basis for the functional differentiation of gnostic-praxic (perceptual-praxic) difficulties in the learning activities of primary school pupils with intellectual disabilities by identifying the mechanisms that may underlie apparently similar learning errors. The study employed theoretical analysis, comparison and systematisation of Ukrainian and international research, as well as an analysis of the relationships between functional mechanisms, learning operations and typical errors. Mechanisms related to visual perception, visuospatial processing, kinaesthetic control, sequential organisation and regulation were systematised. Difficulties involving these mechanisms may be reflected in errors in reading, writing, counting, copying, constructional tasks and following multistep instructions. Relationships were identified between the possible mechanisms of perceptual-praxic difficulties, their manifestations in learning activities, relevant learning operations, characteristics of errors and assessment indicators. The findings show that assessment should take into account not only the final outcome but also how the pupil analyses the presented sample, organises the sequence of actions, responds to assistance and controlled changes in task conditions, checks their own performance and transfers a learned strategy to another task. Criteria for differentiating apparently similar learning errors were formulated, and a three-stage algorithm for the dynamic assessment of perceptual-praxic difficulties during learning tasks was proposed. Cerebral visual impairment (CVI) was considered as one of the possible co-occurring factors contributing to visuospatial difficulties and requiring interdisciplinary assessment. The practical significance of the findings lies in their potential use for structuring psychological and educational assessment, differentiating the possible mechanisms underlying apparently similar learning errors and identifying the pupil’s individual functional profile.