Opportunities for Socialization of Primary School Children with Intellectual Disabilities in Inclusive Education

The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities

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Habits and Socialization among Primary School Children Having Visual, Hearing, and Intellectual Disabilities: Descriptive study

Assiut Scientific Nursing Journal ◽

10.21608/asnj.2021.64346.1138 ◽

2020 ◽

Vol 8 (23.00) ◽

pp. 188-198

Author(s):

Faransa Ahmed ◽

Safaa Mahmoud ◽

Mervat Sayed ◽

Huwida Abdelmonem

Keyword(s):

Primary School ◽

Intellectual Disabilities ◽

School Children ◽

Descriptive Study ◽

Primary School Children

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THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.4832 ◽

2020 ◽

Vol 3 ◽

pp. 618

Author(s):

Baiba Trinite

Keyword(s):

Primary School ◽

School Children ◽

School Environment ◽

Emotional State ◽

Primary School Children ◽

Education Programs ◽

Noise Sources ◽

Extensive Range ◽

Primary School Pupils ◽

The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children.

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Shining Lights or Lone Wolves? Creativity and Self-image in Primary School Children

The Journal of Creative Behavior ◽

10.1002/j.2162-6057.2002.tb01054.x ◽

2002 ◽

Vol 36 (1) ◽

pp. 17-40 ◽

Cited By ~ 5

Author(s):

EVA V. HOFF ◽

INGEGERD CARLSSON

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Self Image

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INFLUENCE OF ANXIETY ON SELF-IMAGE IN PRIMARY SCHOOL CHILDREN

Lviv University Herald. Series: Psychological sciences ◽

10.30970/2522-1876-2018-3-20 ◽

2018 ◽

Vol 2522-1876 ◽

pp. 159-164

Author(s):

Tetiana Chausova ◽

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Self Image

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Vulnerabilities in child wellbeing among primary school children: a cross-sectional study in Bradford, UK

10.1101/2021.01.10.21249538 ◽

2021 ◽

Author(s):

Kate E Pickett ◽

Mildred Ajebon ◽

Bo Hou ◽

Brian Kelly ◽

Philippa K Bird ◽

...

Keyword(s):

Primary School ◽

School Children ◽

Family Relationships ◽

Primary School Children ◽

Child Wellbeing ◽

Cross Sectional ◽

Prevalence Estimates ◽

Being Bullied ◽

British Children ◽

At Home

ABSTRACTObjectiveTo describe the prevalence of factors related to wellbeing among primary school children in a deprived multi-ethnic community.Design and participantsCross-sectional survey of 15,641 children aged 7-10 years in Born in Bradford’s Primary School Years study: whole-classroom samples in 89 Bradford primary schools between 2016 and 2019.Main outcome measuresPrevalence estimates by ethnicity (%, 95% CI) of single and multiple vulnerabilities in child wellbeing within and across four domains (home, family, relationships; material resources; friends and school; subjective wellbeing).ResultsOnly 10% of children have no vulnerabilities in any domain of wellbeing; 10% have one or more vulnerabilities in all four domains. The highest prevalence estimates were for being bullied some or all of the time (52.7%, 51.9 to 53.4%), keeping worries to oneself (31.2%, 30.5 to 31.9%), having no park near home (30.8%, 30.1 to 31.5%) and worrying all the time about how much money their family has (26.3%, 25.6 to 27%).Boys were consistently significantly more likely than girls to report all of the vulnerabilities in the Home, Family and Family Relationships domain, and the majority of indicators in the other domains, and in all domains except Friends and School, boys were significantly more likely to have at least one vulnerability. Girls were significantly more likely to report not having many friends (16.7%, 95% CI: 15.9 to 17.6% vs. 12.5%, 95% CI: 11.8 to 13.2%), being bullied some or all of the time (55.8%, 95% CI: 54.7 to 56.9% vs. 49.7%, 95% CI: 48.6 to 50.8%) and feeling left out all the time (12.1%, 95% CI: 11.4 to 12.8%) vs. 10.3%, 95% CI: 9.7 to 11.0%).Variations in vulnerabilities by ethnicity were complex, with children in Black, Asian and Minority Ethnic groups sometimes reporting more vulnerabilities and sometimes fewer than White British children. For example, compared to children of Pakistani heritage, White British children were more likely to say that their family never gets along well (6.3%,5.6 to 7.1% vs. 4.1%,3.6 to 4.6%) and to have no access to the internet at home (22.3%,21 to 23.6% vs. 18%,17 to 18.9%). Children with Pakistani heritage were more likely than White British children to say they had no park near their home where they can play with friends (32.7%,31.6 to 33.9% vs. 29.9%,28.6 to 31.3%), to report not having three meals a day (17.9%,16.9 to 18.8% vs. 11.9%,10.9 to 12.9%) and to worry all the time about how much money their families have (29.3%,28.2 to 30.3%) vs. 21.6%,20.4 to 22.9%). Gypsy/Irish Traveller children were less likely than White British children to say they were bullied some or all of the time (42.2%,35.4 to 49.4% vs. 53.8%,52.3 to 55.3%), but more likely to say they were mean to others all the time (9.9%,6.3 to 15.2% vs. 4%,3.5 to 4.7%) and can never work out what to do when things are hard (15.2%,10.6 to 21.2% vs. 9%, 8.2 to 9.9%).We considered six vulnerabilities to be of particular concern during the current Covid-19 pandemic and associated national and local lockdowns: family never gets along well together; no garden where child can play; no nearby park where they can play; not having 3 meals a day; no internet at home; worried about money all the time. Pre-pandemic, 37.4% (36.6 to 38.3%) of Bradford children had one of these vulnerabilities and a further 29.6% (28.9 to 30.4%) had more than one.ConclusionsAlthough most primary school children aged 7-10 in our study have good levels of wellbeing on most indicators across multiple domains, fewer than 10% have no vulnerabilities at all, a worrying 10% have at least one vulnerability in all the four domains we studied and two thirds have vulnerabilities of concern during the Covid-19 lockdowns.

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