{'fraction_non_alphanumeric': 0.011501597444089457, 'fraction_numerical': 0.0, 'mean_word_length': 5.663829787234042, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
THE USE OF CEREBRAL STIMULATION TECHNIQUES IN VESTIBULAR GYMNASTICS OF YOUNGER SCHOOLCHILDREN WITH MENTAL RETARDATION

Introduction. The paper discusses new approaches to timely providing correctional assistance to primary school children with mental retardation. One of the techniques of adaptive physical education for primary school children with mental retardation is vestibular gymnastics, which cannot be attributed only to medical or purely pedagogical methods. To date, there has been no sufficient knowledge about how to use vestibular gymnastics in adaptive physical education of primary school children with mental retardation. However, there is proof that the effective functioning of the vestibular system enhances the efficiency of the brain and reduces behavior and learning problems. Materials and Methods. We propose exercises aimed at stimulating the cerebellum by using the balancing sets of exercises as one of the groups of techniques of our methodology. The assessment of the vestibular stability, which characterizes the effectiveness of the vestibular gymnastics technique, was based on the method of computer posturography. Results. At the end of the experiment, the average values of the statokinesiogram indices of younger school children with mental retardation were close to the lower limit of the indices for normal typical children. Conclusion. The findings indicate the effectiveness of using cerebellar stimulation techniques to optimize the physical fitness and functional status of younger school children with mental retardation.