Ways to optimize the functioning of the resource component of educational-cognitive competencies in children with intellectual disabilities

Abstract

Children with intellectual disabilities are characterized by low cognitive activity, which causes
to the need for specially organized work to stimulate it. Based on the author’s model of
educational and cognitive competencies, the article systematizes and generalizes the directions
of such work, in particular: normalization of tonic regulation, activation of emotions (as an
energy system of the brain), creation of conditions for increasing the efficiency and reducing
the fatigue of children in the classroom. The various forms and methods of work are indicated,
examples of tasks are given for each of these areas.