Interactive Educational Animal Identification Game for Primary Schoolchildren with Intellectual Disability

Fatah Yasin Al Irsyadi;

doi:10.30534/ijatcse/2019/64862019

Interactive Educational Animal Identification Game for Primary Schoolchildren with Intellectual Disability

International Journal of Advanced Trends in Computer Science and Engineering ◽

10.30534/ijatcse/2019/64862019 ◽

2019 ◽

Vol 8 (6) ◽

pp. 3058-3064 ◽

Cited By ~ 1

Author(s):

Fatah Yasin Al Irsyadi ◽

Keyword(s):

Intellectual Disability ◽

Primary Schoolchildren ◽

Animal Identification

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Evaluating the effectiveness of psychological assistance to primary schoolchildren with cognitive health disorders aimed at developing their self-regulation skills

Science for Education Today ◽

10.15293/2658-6762.2104.05 ◽

2021 ◽

Vol 11 (4) ◽

pp. 91-111

Author(s):

Elena Aleksandrovna Chereneva ◽

◽

Estate (Tato) M. Sokhadze ◽

Irina Yakovlevna Stoyanova ◽

◽

...

Keyword(s):

Intellectual Disability ◽

Extracurricular Activities ◽

Intellectual Development ◽

Self Regulation ◽

Statistical Processing ◽

Psychological Support ◽

Mild Intellectual Disability ◽

Cognitive Health ◽

Primary Schoolchildren ◽

Psychological Assistance

Introduction. The authors investigate the problem of developing self-regulation skills in primary schoolchildren with cognitive impairments within the education system. The purpose of the article is to evaluate the effectiveness of implementing the program of psychological support aimed at developing self-regulation as a way of enhancing adaptive strategies of behavior and components of self-regulation. Materials and Methods. The study employs a formative psychological and educational experiment (the action research). The collected empirical data were analyzed and summarized. The sample consisted of 456 students, aged between 8 to 11 years, who were divided into three groups: NID (normal intellectual development), ID (intellectual disability), and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, the method of correlation pleiades. Results. The research findings have shown that program of psychological support aimed at formation of self-regulation developed and implemented by the authors has proven to be effective. It contributes to successful formation of self-regulation in children with cognitive impairment. The program is a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The article concludes that the implementation of the program of psychological support has led to a significant increase in the indicators of self-regulation components in the subjects. The obtained data can be used by educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

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INTERSUBJECT CONNECTIONS IN THE DEVELOPMENT OF COORDINATING ABILITIES OF PRIMARY SCHOOLCHILDREN WITH MILD INTELLECTUAL DISABILITY

Современные вопросы биомедицины ◽

10.51871/2588-0500_2021_05_04_32 ◽

2021 ◽

Vol 5 (4) ◽

Author(s):

V.A. Samojlova ◽

M.E. Kobrinskij

Keyword(s):

Intellectual Disability ◽

Mild Intellectual Disability ◽

Primary Schoolchildren

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Normocentric biases taint cognitive neuroscience and intervention of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002297 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 1

Author(s):

Laurent Mottron

Keyword(s):

Intellectual Disability ◽

Cognitive Neuroscience ◽

Social Motivation ◽

Repetitive Behaviors ◽

Restricted Interests ◽

Autistic People

Abstract Stepping away from a normocentric understanding of autism goes beyond questioning the supposed lack of social motivation of autistic people. It evokes subversion of the prevalence of intellectual disability even in non-verbal autism. It also challenges the perceived purposelessness of some restricted interests and repetitive behaviors, and instead interprets them as legitimate exploratory and learning-associated manifestations.

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