Some Suggested Counseling Techniques in Moving Toward Placement for Persons with Mental Retardation

1986 ◽  
Vol 17 (4) ◽  
pp. 48-50
Author(s):  
W. Windell Williamson ◽  
E. Keith Byrd
Keyword(s):  
Mental Retardation ◽  
Group Work ◽  
Reality Therapy ◽  
Rehabilitation Center ◽  
Theoretical Approaches

An approach to counseling persons with mental retardation is discussed within the context of theoretical approaches that lend themselves to group work within a rehabilitation setting. The authors discuss an approach that has been used in a rehabilitation center in the southeast. Person-centered and Reality Therapy techniques are merged so that relationships can be sufficiently established and so that the client can learn self responsibility relative to seeking and maintaining employment.

scholarly journals Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

2021 ◽  
pp. 167-176
Author(s):  
Е.Е. Дмитриева ◽  
Ю.П. Давыдова
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Personal Development ◽  
Risk Groups ◽  
Speech Delay ◽  
Relevant Issue ◽  
Communication Problems ◽  
Theoretical Approaches ◽  
Educational Integration ◽  
Health Impairments

В статье рассматривается актуальная проблема специальной психологии — коммуникативная дезадаптация. Представлены результаты теоретико-экспери­ментального изучения предпосылок коммуникативной дезадаптации старших дошкольников с задержкой психического развития и общим недоразвитием речи в условиях образовательной интеграции. Обоснованы теоретические подходы к изучению проблемы коммуникативно-личностного развития детей с разными вариантами нарушенного развития. Авторами выявлен дисбаланс в развитии мотивационных и операциональных компонентов общения у дошкольников, выделены дети группы риска, раскрыты механизмы возникновения коммуникативной дезадаптации у дошкольников с задержкой психического развития и общим недоразвитием речи, с учетом чего дифференцированы задачи коррекционного воздействия с целью коммуникативно-личностного развития этих детей и профилактики возникновения у них коммуникативных трудностей. Методологию исследования составляет коммуникативный подход к диагностике и коррекции коммуникативно-личностного развития старших дошкольников в условиях дизонтогенеза. Коммуникативный дизонтогенез рассматривается в контексте понятия «коммуникативная дезадаптация», а в качестве механизма возникновения коммуникативной дезадаптации у старших дошкольников с задержкой психического развития и общим недоразвитием речи — рассогласование в развитии мотивационной и операциональной сфер их общения. The article focuses on communicative disadaptation, as a relevant issue of special psychology. The article presents the results of theoretical and experimental investigation of the precursors of communicative disadaptation in preschool children with mental retardation and speech delay in the conditions of educational integration. The article substantiates theoretical approaches to the investigation of communication development of children with health impairments. The authors analyze the unbalanced development of motivational and operational components of communication in preschool children, describe risk groups, discuss the mechanisms of communicative disadaptation syndrome development in children with mental retardation and speech delay, which enables the authors to single out correctional strategies aimed at children’s communicative and personal development and communication problems prevention. The research is performed within the framework of a communicative approach, it focuses on the assessment and correction of senior preschool children’s communicative and personal development associated with disonthogenesis. Communicative disonthogenesis is treated through the prism of communicative disadaptation, whose mechanism is associated with mental retardation and speech delay in senior preschool children.

scholarly journals Menneskeverd – Utviklingshemming – Skole: Verdighet som grunnlag for pedagogisk praksis

2019 ◽  
pp. 63-98
Author(s):  
Lena Lybæk ◽  
Åse-May Svendsen
Keyword(s):  
Human Rights ◽  
Mental Retardation ◽  
Cognitive Disabilities ◽  
Julia Kristeva ◽  
Alasdair Macintyre ◽  
Pedagogical Practice ◽  
Human Relationships ◽  
Theoretical Approaches ◽  
Icd 10 ◽  
Point Of Departure

This article aims to discuss questions about dignity and children with cognitive disabilities (named mental retardation in ICD-10), with questions about inclusive or segregated education. In the first part of the article we discuss theoretical approaches to dignity. Traditional understandings of dignity are based in enlightenment humanism with its focus on autonomy and reason, or on dignity achieved through the cultivation of virtues. We discuss different approaches to inclusive notions of dignity. First, we discuss approaches that take their point of departure in vulnerability, and mutuality in human relationships, exemplified by Eva Kittay, Alasdair MacIntyre, and Martha Nussbaum. Subsequently, we present approaches that emphasize the singularity of the human being and upholding human rights as the basis for human dignity, exemplified by Avishai Margalit and Julia Kristeva. In the second part of the article, we discuss how five experienced teachers speak about dignity and pedagogical practice with children with cognitive disabilities. We point to how both integrated and segregated practices in schools are justified in and may be connected to different theories of dignity.

scholarly journals The Irrational Attitude of the Teacher as a Factor Hindering Professional and Personal Development (Acme)

2019 ◽  
Vol 16 (2) ◽  
pp. 56-61
Author(s):  
Yu.V. Torkachenko
Keyword(s):  
Group Work ◽  
Personal Development ◽  
Professional Growth ◽  
Psychological Support ◽  
Main Task ◽  
Advanced Training ◽  
Theoretical Approaches

The article is devoted to the issue of psychological support for the teacher’s professional and personal development in the framework of advanced training, the main task of which is to develop self-improvement motivation in the profession and create conditions for uncovering the teacher’s professional and personal potential. Some theoretical approaches and traditions are analyzed with respect to stereotypes, irrational attitudes, distortions of personality thinking that impede active professional growth, as well as ways of overcoming them among teachers. The article deals with the main stages of group work to overcome the irrational attitudes of teachers in the process of advanced training.

scholarly journals Group Work in Physical Education: Exploring the Interconnectedness of Theoretical Approaches and Practice

2017 ◽  
Vol 36 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Dean Barker ◽  
Tristan Wallhead ◽  
Sheri Brock ◽  
Victoria Goodyear ◽  
Chantal Amade-Escot
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Group Work ◽  
Group Composition ◽  
Central Feature ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Student Group ◽  
Theoretical Approaches ◽  
Teaching Learning

Student group work is a central feature of many contemporary pedagogical approaches to teaching physical education. Despite this proliferation, our understanding of the teaching-learning dynamics inherent in group work remains limited and has tended to be under-theorized. The purpose of this paper was to examine different theoretical approaches to group work to identify similarities and differences and consequently provide insights and recommendations into ways of using group work as a pedagogical strategy. Four theoretical approaches to group work models were described in detail with brief empirical examples used to illustrate aspects to which each approach draws attention. The examination demonstrates conceptual overlap, elaboration and distinctions between the theoretical approaches related to: (i) content knowledge; (ii) engaging learners; (iii) the teacher’s role; and (iv) group composition. Meta-theoretical discussions of teaching strategies such as group work generate important discourse on the potential for the development of effective pedagogical practice.

scholarly journals Future teachers’ professional training for developing students’ spiritual and moral values

2019 ◽  
pp. 58-65
Author(s):  
I. P. Istomina
Keyword(s):  
General Education ◽  
Moral Education ◽  
Extracurricular Activities ◽  
Group Work ◽  
Educational Program ◽  
Professional Training ◽  
Future Teachers ◽  
Main Concept ◽  
Training Course ◽  
Theoretical Approaches

The article addresses the problem of preparing future Bachelors of Pedagogy for professional activities regarding spiritual and moral education and students’ development at all levels of general education. The author emphasizes that preparing future teachers to work on the spiritual and moral education and students’ development is a relevant pedagogical task. It’s a strategic goal at the level of KhMAO – Yugra in particular and the entire Russian state as a whole. It substantiates the need of students’ training for work aimed at their ability to analyze theoretical approaches in defining the concepts of basic national values. To solve this problem, the author offers a training course aimed at developing students' competences such as: the ability to design and organize individual and group work for the purposes of spiritual and moral education and students’ development; the ability to use diagnostic and prognostic activities in the field of spiritual and moral education and students’ development; possession of monitoring tools in the field of spiritual and moral education and students’ development. The article provides curriculum content of the course "Psychological and pedagogical foundations of the educational program ‘Roots", which describes the main concept provisions of the spiritual and moral education of Russian students. The program ‘Roots’ is a part of the sociocultural educational program ‘Social and cultural roots’ that represents the author's methodological tools, focused on individual and group work on the development of the training course. According to the author, when studying the course "Psychological and pedagogical foundations of the educational program ‘Roots’ students will form professional competences aimed at solving spiritual and moral students’ development problems in educational and extracurricular activities with the use of active teaching methods

scholarly journals The effect of art classes in social institutions: pupils’ socialization, and prevention of teachers’ professional burnout

2021 ◽  
Author(s):  
О.В. Стукалова ◽  
Е.В. Михайлина ◽  
Е.Б. Береговая
Keyword(s):  
Mental Retardation ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Social Institutions ◽  
Practical Experience ◽  
Educational Institutions ◽  
Professional Burnout ◽  
Rehabilitation Center ◽  
Urgent Problem ◽  
Rehabilitation Centre

Статья посвящена актуальной проблеме социализации детей с ограниченными возможностями здоровья – в контексте проекта, который описан в статье, это дети с умственной отсталостью, проживающие в закрытых домах-интернатах, или проходящие обучение в реабилитационном центре. По мнению авторов статьи, способствовать успешной социализации таких детей могут специально организованные для них занятия различными видами искусства. В статье проанализирован педагогический потенциал искусства в вопросах социализации детей, имеющих множественные нарушения развития, в том числе умственную отсталость. Показан дополнительный эффект занятий искусством – профилактика профессионального выгорания педагогов. Материалы статьи отражают практический опыт реализации проекта «Социализация детей, находящихся в трудной жизненной ситуации, средствами искусства» (на примере ДДИ, СРЦ и профессиональных семей Московской и Калужской областей), пилотными площадками которого являются 3 учреждения. The article is devoted to the urgent problem of socialization at children with disabilities – in the context of the project described in the article, these are children with mental retardation living in closed boarding houses, or undergoing training in a rehabilitation center. According to the scientific belief of authors of the article, classes in various types of art specially organized for them can contribute to the successful socialization of such children. The article analyzes the pedagogical potential of art in the issues of children’s socialization with multiple developmental disorders, including mental retardation. An additional effect of art classes is shown – the prevention of professional burnout of the teachers. The materials of the article reflect the practical experience of the implementation of the project "Socialization of children in difficult life situations by means of art" (based on the example of pre-school educational institutions, rehabilitation centre and professional families of the Moscow and Kaluga regions), the experimental bases of which are 3 institutions.

scholarly journals Formation of independent thinking in primary school children with mental retardation

2020 ◽  
pp. 465-476
Author(s):  
Natalija Stepanova
Keyword(s):  
Mental Retardation ◽  
Characteristic Feature ◽  
Primary School ◽  
Self Regulation ◽  
Development Program ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Theoretical Approaches ◽  
Independent Thinking

The article reveals theoretical approaches to the study of the independence of thinking in primary school students. The features of the development of indicators of the independence of thinking in schoolchildren with a diagnosis of "mental retardation" are analyzed. The results of an empirical study are presented, in which schoolchildren of 10-11 years old with a diagnosis of "mental retardation of cerebral-organic genesis" participated. They showed that the independence of thinking in younger schoolchildren with mental retardation is not formed and has a characteristic feature in the form of a lack of clear receptions of mental activity, poor awareness of the goal and methods of completing tasks, which is due to the underdevelopment of the process of self-regulation. The application of the correctional development program is substantiated, its effectiveness is proved.

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