scholarly journals THE FORMATION OF LOGICAL SKILLS IN PRIMARY SCHOOL CHILDREN WITH DISABILITIES IN IN THE PROCESS OF TEACHING MATHEMATICS

2018 ◽  
pp. 22-28
Author(s):  
N. V. Fetisova ◽  
◽  
I. N. Chichkanova ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Children With Disabilities ◽  
Primary School Children ◽  
Teaching Mathematics

scholarly journals Mathematical Abilities of Preschool Children

2020 ◽  
Vol 7 (1) ◽  
pp. p167
Author(s):  
Ljiljanka Kvesic ◽  
Slavica Brkic ◽  
Anita Imre
Keyword(s):  
Primary School ◽  
School Children ◽  
Math Achievement ◽  
Mathematical Thinking ◽  
Mathematical Achievement ◽  
Primary School Children ◽  
Teaching Mathematics ◽  
Math Skills ◽  
Younger Age ◽  
Early Math Skills

Regardless of the fact that people are born with innate sense of number, mathematical thinking requires certain intellectual effort for which many children are not ready. While children investigate and discover new issues in everyday life, they meet the world of mathematics although they are not aware of it. As mathematics is becoming more and more important in today’s age of technology, it is very important that children are introduced to the spells of mathematics before they start attending school, and to continue to learn mathematics with that knowledge throughout school education. As well as reading, mathematics is a subject necessary for adequate functioning in society. What is more, mathematics is a subject that develops logical thinking and perception, thus mathematical teaching of children ought to be on more accessible level than it is currently. Parents and educators have access to various games and activities that involve children into mathematical thinking and creative resolving, which develops their self-confidence.Through the research that has been conducted with both preschool and primary school children using various mathematical examples appropriate for their age, it has been found out that the children of younger age have early math skills, whereas, regarding primary school children, their later math achievement is fading over time or their conclusions are grounded upon the “expected”. The traditional way of teaching mathematics and extensive material can cause poor mathematical achievement and cause a well-known fear of mathematics.

scholarly journals Features of Correctional Work with Primary School Children with Disabilities

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Sergey Pashkin ◽  
Svetlana Goncharova
Keyword(s):  
Intellectual Disability ◽  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Children With Disabilities ◽  
Final Diagnosis ◽  
Primary School Children ◽  
Systematic Correction ◽  
And Performance ◽  
Specific Disorders

The problem of the specifics of correctional work with primary school children with disabilities is relevant due to the need for the search for new effective forms of assistance in the development and compensation of disability of this heterogeneous group of children. The knowledge of the features of correctional work with this group of children of primary school age will allow us to increase the effectiveness of correctional work. The purpose of this empirical study is to substantiate the effectiveness of the correctional program aimed at developing the attention of children with disabilities (a group with intellectual disability). The methods of educational experiment, the “Correction task” technique, “Schulte Table” and statistical method were used. The author of the article created the program “Educational Development” for children with disabilities (intellectual disability). The aim of the program was to correct attention of children with intellectual disability. The objectives of the program were to improve span of attention and concentration of this group of children. The results of the theoretical and empirical study of the initial and secondary level of attention properties in primary school children with disabilities are presented. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and capacity, accompanied by mental instability. As a result of the correctional work, statistically significant differences in the properties of attention concentration and stability and performance efficiency were revealed. Thus, the effectiveness of regular and systematic correction of the attention process of children with disabilities (a group with intellectual disability) is justified by comparing the results of the initial and final diagnosis and identifying significant positive changes. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and span of attention, accompanied by mental instability. The prospect of the research is to identify changes in cognitive operations as a result of the correction of attention ability of this group of children.

scholarly journals Violence against primary school children with disabilities in Uganda: a cross-sectional study

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Karen M Devries ◽  
Nambusi Kyegombe ◽  
Maria Zuurmond ◽  
Jenny Parkes ◽  
Jennifer C Child ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Children With Disabilities ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Sectional Study ◽  
Cross Sectional

scholarly journals Comparative Analysis of the Characteristics of the Social Situation of Development Primary School Children Studying in Inclusive Classes

2020 ◽  
Vol 12 (3) ◽  
pp. 31-44
Author(s):  
T.A. Judina
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Social Status ◽  
Inclusive Education ◽  
School Children ◽  
Children With Disabilities ◽  
Social Situation ◽  
Primary School Children ◽  
Color Test ◽  
The Social

The article discusses the results of an empirical study focused on the comparative analysis of the characteristics of the social situation of development in normatively developing primary school children and children with disabilities studying in inclusive education. The study sample consisted of 14 primary school teachers and 328 students from two educational complexes in Moscow at the age from 7 to 11 years, including 18 children with a disability status , confirmed by the PMPK. The following methods were used: sociometry, the “Color Test of Relationship”, criterion-oriented observation in the classroom, interviews with teachers, analysis of individual cases. Research data indicates that the social status of children with disabilities is on average lower than the social status of their normatively developing classmates. In addition, children with disabilities have a low level of self-esteem more often than their peers without disabilities. It was shown that primary school children more often demonstrate positive emotional attitude than positive social attitude, i.e. choosing as partners for joint activities, towards their classmates with disabilities.

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