Development of intelligence of children with disabilities

The development process is a phased process from quantitative to qualitative leap. The Soviet psychologist Vygotsky believed that in theory, mildly mentally handicapped children to full development on culture, which makes it possible to develop advanced mental capabilities. Mentally handicapped children their cultural development due to a physiological defect out of touch with the development of biological, they advanced development of mental function, subject to limitations of the core features of their physiological defects.

Vygotsky\'s theory of education for the mentally handicapped children indicated the direction, that is: for children with special needs, including mentally handicapped children, and as soon as possible to achieve the targeted early education at the appropriate time to strengthen their language and culture of concepts such as rational systems. For example, deaf children, they cannot hear, don\'t speak, gestures, but the first character of which is deaf, the second character is dumb. This second character defect led to special children\'s psychological development, especially in the thought process on the development of serious obstacles. Therefore, the advancement of the deaf and dumb children speech became a matter of urgency. This tool once they mastered the language, a series of high growth rate would have a marked acceleration of mental processes.