scholarly journals FEATURES OF THE COGNITIVE SPHERE OF CHILDREN WITH SPEECH DISORDERS

2021 ◽  
Vol 2021 (1) ◽  
pp. 5-12
Author(s):  
Hanna Sokolova
Keyword(s):  
Personal Development ◽  
Social Space ◽  
Research Problem ◽  
Educational Needs ◽  
Speech Disorders ◽  
Theory And Practice ◽  
Primary Sources ◽  
Special Educational Needs ◽  
The Social ◽  
Effective Development

The need of social, psychological and pedagogical support of children with special educational needs in modern Ukrainian psychology, in particular with speech disorders, is the task of the domestic science. The socio-cultural, psychological and pedagogical conditionality of special educational needs, the focus of all correctional and educational activities on the social development of the child in the context of the formation of competencies, taking into account individual and psychological characteristics and involving parents in this process have come to the forefront of theoretical and empirical research that emphasizes the relevance of the study. The purpose of the study is to empirically study the cognitive sphere of children with speech disorders, which is one of the important factors of their socialization. The method of theoretical analysis, generalization of scientific primary sources on the research problem, observation and psychodiagnostic testing are used. The focus of the research to identify features of cognitive and personal development of children with special educational needs is particularly important for theory and practice. This article shows that special characteristics of memory, attention, thought processes of children with speech disorders have gender characteristics;this should be taken into account in the process of organizing social space and the process of socialization. Furthermore, the positive attitude formed in children and the ability to evaluate themselves and their activities create the basis for the effective development of the cognitive sphere that is an extremely important task as it is due to them the child learns to establish cause-andeffect relationships, develop appropriate roles relations with adults and peers in and out of class, seek cooperation, show attention to others.

scholarly journals Use of Arttherapy Techniques in Pedagogical Accompaniment of Children with Special Educational Needs

2021 ◽  
Vol 8 (1) ◽  
pp. 141-147
Author(s):  
Petro Kuzenko ◽  
Olexandra Kuzenko ◽  
Liudmyla Matsuk
Keyword(s):  
Art Therapy ◽  
Interpersonal Communication ◽  
Personal Development ◽  
Developmental Disorders ◽  
Educational Needs ◽  
Educational Process ◽  
Theory And Practice ◽  
Wide Field ◽  
Special Educational Needs ◽  
Important Place

The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psychophysical developmental disorders are to ensure their social adaptation and over come difficulties in communicating with peers; prevention of problems of personal development and upbringing of the child; providing assistance in solving current educational problems and socialization; implementation of psychological and pedagogical counseling for parents. The authorsempha size that art therapy is rightly considered to be an effective means of pedagogical influenceon children with SEN in an inclusive educational space. Art therapy as a method of diagnosis, change and resource development of an individual, group or team through the use of different art sand their own creative activities has a wide field of  application in various areas of  teaching. To achieve a positive result in the pedagogical support of children with SEN the following arttherapy means are used: drawing therapy, fairy-tale therapy, sand therapy, music therapy, photo therapy, color therapy, which can be integrated, completing each other. It is scientifically proven that theuse of different types of arts contributes to the development of a child’s emotional and communicative sphere, the establishment of interpersonal communication, taking into account emotional state of peers. During art therapy classes peculiarities of interpersonal communication are revealed, obstacles in its establishment are found and over come, and as a result the development of social-communicatives kills of children with SEN.

scholarly journals PROJEKTOWANIE UNIWERSALNE PRZESTRZENI W PRZEDSZKOLU JAKO ODPOWIEDŹ NA SZCZEGÓLNE POTRZEBY DZIECI

2021 ◽  
Author(s):  
Sabina Wieruszewska-Duraj
Keyword(s):  
Public Space ◽  
Social Exclusion ◽  
Personal Development ◽  
Universal Design ◽  
Educational Needs ◽  
Health Condition ◽  
Special Educational Needs ◽  
The Social

Universal design of space in a kindergarten should be aimed at creating full accessibility of public space that will meet the expectations of all children, regardless of age, health condition or limitations of mobility or perception. The universal availability of space determines the proper development of an individual. In order to improve the safety and limit the social exclusion of children, including children with special educational needs, one should strive to shape an environment based on the principles of universal design. The article presents the assumptions for the design and arrangement of a child's space in a kindergarten taking into account its needs, and discusses issues related to the elimination of spatial barriers that increase safety and independence in the child's personal development.

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Social World ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
The World ◽  
The Right

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

scholarly journals Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

2020 ◽  
Vol 12 (19) ◽  
pp. 8116
Author(s):  
María Graciela Badilla-Quintana ◽  
Eileen Sepulveda-Valenzuela ◽  
Margarita Salazar Arias
Keyword(s):  
Academic Achievement ◽  
Augmented Reality ◽  
Inclusive Education ◽  
Research Problem ◽  
Educational Needs ◽  
Constructivist Theory ◽  
Special Educational Needs ◽  
Sustainable Technology ◽  
Classroom Diversity ◽  
Cognitive Justice

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.

scholarly journals POSITIVE STIGMA OF THE PEOPLE WITH DISABILITIES IN THE CZECH REPUBLIC AND BULGARIA

2013 ◽  
Vol 1 ◽  
pp. 314-322
Author(s):  
Vesela Kazashka ◽  
Dora Levterova ◽  
Margarita Ruseva
Keyword(s):  
Social Life ◽  
Public Awareness ◽  
People With Disabilities ◽  
Educational Needs ◽  
Social Aspect ◽  
Special Educational Needs ◽  
Disabled People ◽  
The People ◽  
The Social ◽  
The Disabled

Communication requires unconditional respect for the other. Acknowledging the qualities of the people   is a basis for good communication.  Communication starts when you accept the people the way they are. The social, economic and technical development provides opportunities for good professional realization of people with special educational needs.  The resistance, striving for “survival” and successful “introduction” into the social life are a prerequisite for success. The people who are stigmatized and their families are aware that once they have been labeled, they should have to overcome this stigma and to take the maximum possible good out of this label. Positive stigma stimulates the people with disabilities seek more contacts, to become more independent and to realize themselves adequately in the social life. The survey of attitudes and motivation scale contact with people with disabilities give reliable information about what is the attitude of students towards people with disabilities and what were their contacts. The successful integration into society of people with special educational needs depends also on the perceptions and attitudes of the professionals who work with them too. Undoubtedly, the attitudes and models for the disabled people change and will continue to change. In this context the disabled people should develop social identity and public awareness, but not only in their stigmatized group, but in a broad social aspect.   

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