{"id":55,"date":"2025-01-30T01:42:51","date_gmt":"2025-01-30T01:42:51","guid":{"rendered":"http:\/\/demo.themefreesia.com\/magbook\/?p=55"},"modified":"2025-05-30T20:49:53","modified_gmt":"2025-05-30T20:49:53","slug":"who-is-the-most-giving-person-you-know","status":"publish","type":"post","link":"https:\/\/journal.pedaqoq.az\/?p=55","title":{"rendered":"PSYCHOLOGICAL ADAPTATION AND RESISTANCE TO STRESS: NEUROSCIENTIFIC PERSPECTIVES"},"content":{"rendered":"\n

Abstract. The article explains the purpose of correctional and pedagogical work with children with cerebral palsy. It also provides a detailed description of the main principles of the correctional-pedagogical work system for this group of children. The four levels of development of children with cerebral palsy are analyzed. In the article, the main tasks of each level are specifically examined, and the directions of the correctional-pedagogical work system are outlined based on the tasks. The article also notes that physiological echolalia is observed in children with cerebral palsy, and the ability to pronounce complex sounds is formed through the activation and stimulation of speech. Sensor deprivation leads to pathological changes in sensorimotor functions, resulting in delays in motor development and impaired spatial coordination. The article examines the importance of a phased medical and pedagogical rehabilitation system in addressing the problem, highlighting the dedication of specialists working to have a positive impact on the lives of these children. The forms and directions of the work carried out by the correctional pedagogue in this field are also discussed.<\/p>\n\n\n\n

Keywords:<\/strong> children with cerebral palsy, pre-speech period, impaired function, corrective and pedagogical work, stimulation, development, formation.<\/em><\/p>\n\n\n\n

Serebral iflic erk\u0259n u\u015faql\u0131q d\u00f6vr\u00fcnd\u0259 ortaya \u00e7\u0131xan v\u0259 b\u0259d\u0259nin h\u0259r\u0259k\u0259tin\u0259,
qurulu\u015funa v\u0259 \u0259z\u0259l\u0259 koordinasiyas\u0131na t\u0259sir ed\u0259n daimi h\u0259r\u0259k\u0259t pozulmalar\u0131 qrupudur. Serebral iflicli u\u015faqlara t\u0259hsild\u0259 v\u0259 qay\u011f\u0131da x\u00fcsusi yana\u015fma t\u0259l\u0259b olunur.
Korreksiya-pedaqoji i\u015f sistemi onlar\u0131n inki\u015faf potensial\u0131n\u0131 optimalla\u015fd\u0131rmaq,
\u00fcmumi h\u0259yat keyfiyy\u0259tini y\u00fcks\u0259ltm\u0259k, reabilitasiya v\u0259 h\u0259rt\u0259r\u0259fli d\u0259st\u0259kl\u0259 t\u0259min
etm\u0259k \u00fc\u00e7\u00fcn n\u0259z\u0259rd\u0259 tutulmu\u015fdur.
Serebral iflicli u\u015faqlarla korreksiya i\u015fi reabilitasiya v\u0259 x\u00fcsusi t\u0259hsil sah\u0259sinin
m\u00fch\u00fcm aspektidir. B\u0259d\u0259n h\u0259r\u0259k\u0259tin\u0259 v\u0259 \u0259z\u0259l\u0259 koordinasiyas\u0131na t\u0259sir ed\u0259n, nevroloji x\u0259st\u0259likl\u0259r qrupuna aid serebral iflic, u\u015faqlara g\u00fcnd\u0259lik h\u0259yatlar\u0131n\u0131 idar\u0259
etm\u0259kd\u0259 probleml\u0259r yarad\u0131r. Bel\u0259 u\u015faqlar\u0131n m\u00fcmk\u00fcn olan \u0259n yax\u015f\u0131 h\u0259yat keyfiyy\u0259tin\u0259 v\u0259 inki\u015faf imkanlar\u0131na malik olmas\u0131n\u0131 t\u0259min etm\u0259k \u00fc\u00e7\u00fcn korreksiya
i\u015fi x\u00fcsusi m\u00fcdaxil\u0259l\u0259rin, m\u00fcalic\u0259l\u0259rin v\u0259 d\u0259st\u0259k xidm\u0259tl\u0259rinin t\u0259min edilm\u0259sin\u0259
y\u00f6n\u0259lir.
Serebral iflicli u\u015faqlarla korreksiya i\u015fi bu u\u015faqlar\u0131n \u00fczl\u0259\u015fdiyi m\u00fcxt\u0259lif ehtiyaclara v\u0259 probleml\u0259r\u0259 cavab ver\u0259n multidissiplinar yana\u015fman\u0131 \u0259hat\u0259 edir. Korreksiya i\u015finin b\u0259zi \u0259sas c\u0259h\u0259tl\u0259rin\u0259 n\u0259z\u0259r salaq:<\/p>\n\n\n\n

    \n
  1. F\u0259rdi bax\u0131m. Serebral iflicli h\u0259r bir u\u015fa\u011f\u0131n \u00f6z\u00fcn\u0259m\u0259xsus sa\u011flaml\u0131q m\u0259hdudiyy\u0259tl\u0259ri var. Korreksiya i\u015fi onlar\u0131n fiziki, koqnitiv v\u0259 emosional inki\u015faf\u0131n\u0131 n\u0259z\u0259r\u0259 alaraq, onlar\u0131n x\u00fcsusi ehtiyaclar\u0131na cavab ver\u0259n f\u0259rdil\u0259\u015fdirilmi\u015f qay\u011f\u0131 planlar\u0131n\u0131n yarad\u0131lmas\u0131n\u0131 n\u0259z\u0259rd\u0259 tutur. Bu f\u0259rdi yana\u015fma h\u0259r bir u\u015fa\u011f\u0131n \u00f6z potensial\u0131n\u0131 maksimum d\u0259r\u0259c\u0259d\u0259 art\u0131rmaq \u00fc\u00e7\u00fcn m\u00fcvafiq d\u0259st\u0259k almas\u0131n\u0131 t\u0259min edir.<\/li>\n\n\n\n
  2. Terapevtik m\u00fcdaxil\u0259l\u0259r. Fizioterapiya, \u0259m\u0259k terapiyas\u0131 v\u0259 nitq terapiyas\u0131 korreksiya i\u015finin m\u00fch\u00fcm komponentl\u0259ridir. Fiziki terapevtl\u0259r motor bacar\u0131qlar\u0131n\u0131, balans\u0131n\u0131 v\u0259 h\u0259r\u0259k\u0259tliliyini t\u0259kmill\u0259\u015fdirm\u0259y\u0259 diqq\u0259t yetir\u0259rk\u0259n, pe\u015f\u0259 terapevtl\u0259ri u\u015faqlara g\u00fcnd\u0259lik f\u0259aliyy\u0259tl\u0259rind\u0259 v\u0259 m\u00fcst\u0259qillikl\u0259rini art\u0131rmaqda k\u00f6m\u0259k edir. Loqopedl\u0259r nitq v\u0259 \u00fcnsiyy\u0259t probleml\u0259rini aradan qald\u0131rmaq \u00fc\u00e7\u00fcn \u00fcnsiyy\u0259t bacar\u0131qlar\u0131 \u00fcz\u0259rind\u0259 i\u015fl\u0259yirl\u0259r.<\/li>\n\n\n\n
  3. K\u00f6m\u0259k\u00e7i texnologiya. R\u0259q\u0259msal \u0259srd\u0259 texnologiya serebral iflicli u\u015faqlara k\u00f6m\u0259k etm\u0259kd\u0259 m\u00fch\u00fcm rol oynay\u0131r. Korreksiya i\u015fl\u0259ri onlar\u0131n \u00fcnsiyy\u0259t, h\u0259r\u0259k\u0259tlilik v\u0259 \u00f6yr\u0259nm\u0259 imkanlar\u0131n\u0131 art\u0131rmaq \u00fc\u00e7\u00fcn rabit\u0259 vasit\u0259l\u0259ri, h\u0259r\u0259k\u0259tlilik vasit\u0259l\u0259ri v\u0259 komp\u00fcter \u0259sasl\u0131 al\u0259tl\u0259r kimi m\u00fcxt\u0259lif k\u00f6m\u0259k\u00e7i cihazlar\u0131n inteqrasiyas\u0131n\u0131 n\u0259z\u0259rd\u0259 tutur.<\/li>\n<\/ol>\n\n\n\n

    Korreksiya-pedaqoji i\u015f sa\u011flaml\u0131q imkanlar\u0131 m\u0259hdud olan u\u015faqlarla apar\u0131lan t\u0259lim-t\u0259rbiy\u0259 prosesind\u0259 m\u00fch\u00fcm aktuall\u0131q t\u0259\u015fkil ed\u0259n v\u0259 serebral iflicli u\u015faqlar\u0131n h\u0259yat\u0131n\u0131 yax\u015f\u0131la\u015fd\u0131rma\u011fa \u00e7al\u0131\u015fan vacib v\u0259 dinamik bir sah\u0259dir. F\u0259rdi qay\u011f\u0131, korreksiyaedici m\u0259\u015f\u011f\u0259l\u0259l\u0259r v\u0259 k\u00f6m\u0259k\u00e7i texnologiyan\u0131n inteqrasiyas\u0131 vasit\u0259sil\u0259 bu sah\u0259nin m\u00fct\u0259x\u0259ssisl\u0259ri serebral iflicli u\u015faqlara tam potensiallar\u0131n\u0131 h\u0259yata ke\u00e7irm\u0259y\u0259 k\u00f6m\u0259k etm\u0259k, onlar\u0131n fiziki, idraki v\u0259 emosional inki\u015faflar\u0131n\u0131 d\u0259st\u0259kl\u0259m\u0259k \u00f6hd\u0259liyi g\u00f6t\u00fcr\u00fcrl\u0259r. \u0130nkl\u00fcziv t\u0259hsil\u0259 v\u0259 ail\u0259nin \u0259m\u0259kda\u015fl\u0131\u011fa c\u0259lb edilm\u0259sin\u0259 diqq\u0259t yetirilm\u0259si serebral iflicli u\u015faqlar\u0131n yaln\u0131z terapevtik \u015f\u0259raitd\u0259 deyil, h\u0259m d\u0259 sa\u011flam m\u00fchitd\u0259 d\u0259st\u0259kl\u0259nm\u0259sini, \u00f6z\u00fcn\u0259inam hissinin yaranmas\u0131n\u0131, sa\u011flam u\u015faqlarla \u00fcnsiyy\u0259tini t\u0259min edir v\u0259 onlara c\u0259miyy\u0259tin bir \u00fczv\u00fc olmas\u0131n\u0131 d\u0259rk etm\u0259l\u0259rin\u0259, sosial \u0259laq\u0259l\u0259r qurmalar\u0131na imkan verir. M\u00fct\u0259x\u0259ssisl\u0259r t\u0259r\u0259find\u0259n apar\u0131lan korreksiyaedici i\u015fl\u0259r serebral iflicli u\u015faqlar\u0131n v\u0259 onlar\u0131n ail\u0259l\u0259rinin h\u0259yat\u0131na m\u00fcsb\u0259t t\u0259sir g\u00f6st\u0259rir. Onlar bu u\u015faqlara \u00e7\u0259tinlikl\u0259rin \u00f6hd\u0259sind\u0259n g\u0259lm\u0259y\u0259, mane\u0259l\u0259ri a\u015fma\u011fa v\u0259 imkanlarla dolu g\u0259l\u0259c\u0259yi q\u0259bul etm\u0259y\u0259 k\u00f6m\u0259k edirl\u0259r. Korreksiyan\u0131n v\u0259 reabilitasiyan\u0131n m\u0259qs\u0259di x\u00fcsusi qay\u011f\u0131ya ehtiyac\u0131 olan u\u015faqlar\u0131n k\u0259narda saxlanmamas\u0131, onlar \u00fc\u00e7\u00fcn t\u0259hsilin \u0259l\u00e7atan olmas\u0131n\u0131 n\u0259z\u0259rd\u0259 tutan v\u0259 b\u00fct\u00fcn u\u015faqlar\u0131n m\u00fcxt\u0259lif ehtiyaclar\u0131na uy\u011funla\u015fd\u0131r\u0131lmas\u0131na \u0259sasland\u0131r\u0131lan inki\u015fafetdirici t\u0259lim prosesinin yarad\u0131lmas\u0131d\u0131r.<\/p>\n\n\n\n

    \u0130stifad\u0259 olunmu\u015f \u0259d\u0259biyyat \/ References<\/p>\n\n\n\n

      \n
    1. \u018fliyeva, \u015e.Q., H\u0259midova, X.A., Mustafayeva, S. (2020) T\u0259lim-t\u0259rbiy\u0259 v\u0259 inki\u015faf prosesinin h\u0259yata ke\u00e7irilm\u0259si. Bak\u0131, 300 s.<\/em><\/li>\n\n\n\n
    2. H\u0259s\u0259nova, P.M. (2017). M\u0259kt\u0259b\u0259q\u0259d\u0259r ya\u015fl\u0131 u\u015faqlar\u0131n sosial-m\u0259n\u0259vi inki\u015faf\u0131 (d\u0259rs v\u0259saiti). Bak\u0131, ADPU-nun n\u0259\u015friyyat\u0131, 128 s.<\/em><\/li>\n\n\n\n
    3. \u0130smay\u0131lova, N.R. (2021). M\u0259kt\u0259b\u0259q\u0259d\u0259r ya\u015fl\u0131 u\u015faqlar\u0131n ail\u0259 t\u0259rbiy\u0259sind\u0259 olan \u00e7\u0259tinlikl\u0259r v\u0259 onlar\u0131n aradan qald\u0131r\u0131lmas\u0131 yollar\u0131 (metodik v\u0259sait). Bak\u0131, ADPU-nun n\u0259\u015friyyat\u0131, 44 s.<\/em><\/li>\n\n\n\n
    4. \u0130smay\u0131lova, N.R. (2022). M\u0259kt\u0259b\u0259q\u0259d\u0259r ya\u015fl\u0131 u\u015faqlar\u0131n ail\u0259d\u0259 t\u0259rbiy\u0259si (d\u0259rs v\u0259saiti). Bak\u0131, ADPU-nun n\u0259\u015friyyat\u0131, 254 s.<\/em><\/li>\n\n\n\n
    5. Bozhovich, L.\u0130. (2008). O kulturno-istoricheskoy kontheptsii L.S. Viqotskogo i yeyo znachenii dlya sovremennix issledovaniy psixologii lichnosti Lichnost i yeyo formirovaniye v detskom vozraste. SPb.: Piter.<\/em><\/li>\n\n\n\n
    6. Vekker, L.M. (2009). Psixicheskiye protsessi. M. : Smisl; Akademiya, 544 s.<\/em><\/li>\n<\/ol>\n\n\n\n

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      Abstract. The article explains the purpose of correctional and pedagogical work with children with cerebral palsy. It also provides a detailed description of the main… <\/p>\n","protected":false},"author":1,"featured_media":585,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[27],"tags":[],"class_list":["post-55","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-psychology"],"_links":{"self":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/55","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=55"}],"version-history":[{"count":0,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/55\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/media\/585"}],"wp:attachment":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=55"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=55"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=55"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}