scholarly journals Experience in developing motor skills of children with special educational needs

2019 ◽  
Vol 127 (2) ◽  
pp. 112-120
Author(s):  
G. Sholpankulova ◽  
◽  
G. Baitikbai ◽  
Keyword(s):  
Motor Skills ◽  
Educational Needs ◽  
Special Educational Needs

First steps to literacy: from drawing to writing

2019 ◽  
Author(s):  
Елена Кинаш ◽  
Elena Kinash
Keyword(s):  
Motor Skills ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Elementary Graph

Materials of the manual are relevant and timely methodical literature. The relevance is due to the importance of preparing children with disabilities to master the basic educational activities. This manual can serve as one of the preparatory stages of the formation of children with ovz elementary graph-motor skills for successful mastery of the initial skills of writing. The advantage of this work is its appeal to the needs of practice, detailed elaboration of the specifics of the development of children's graphic skills, as well as the availability of the proposed tasks for children with special educational needs.

scholarly journals Improving fine motor skills in children with special educational needs by occupational therapy

Pediatru ro ◽  
2020 ◽  
Vol 1 (57) ◽  
pp. 6
Author(s):  
Bogdan Almăjan-Guţă ◽  
Amalia Cuceu ◽  
Petru Eugen Mergheş ◽  
Narcis Ion Văran
Keyword(s):  
Occupational Therapy ◽  
Motor Skills ◽  
Educational Needs ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Special Educational Needs

scholarly journals ART-THERAPEUTIC METHODS OF A MUSIC TEACHER’S WORK

2020 ◽  
pp. 108-118
Author(s):  
V. Burnazova ◽  
O. Kostievych
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
Motor Skills ◽  
Educational Institution ◽  
Educational Needs ◽  
Fine Motor ◽  
Modern World ◽  
Special Importance ◽  
Special Educational Needs ◽  
School Students

The article examines the problem of improving the psychophysical health of primary school students. The development of their musicality through a combination of visual, auditory, tactile, and motor sensations in the process of making music is described. Improvement of speech, coordination of movements, and fine motor skills of hands, emotional and sensory sphere is analyzed. It is the integration of children with mental and physical disabilities into the general educational space that is one of the areas of humanization of the entire education system and meets the priorities of public policy.The role and features of the use of art-therapeutic methods in the work of a teacher of music/art to create a comfortable environment for the formation of a comprehensively developed personality of the applicant of primary education are analyzed. Primary school is of special importance. As a child's psychological stability, personality traits, and character are formed during this period of their development. The experience of a specialist-practitioner of general secondary educational institution №52 in Mariupol was used, who for many years successfully implements art-pedagogical methods and techniques in music/art lessons and extracurricular activities in primary school, which contribute to the development of the emotional sphere of students with special educational needs. Psychophysical conditions, the formation of stable interest, and love for music are presented. Removal of neuropsychiatric overload, restoration of positive emotional and energetic tone is revealed. The creation of such conditions will ensure high-quality mastering of art by junior schoolchildren with special educational needs, as well as contribute to their spiritual, moral, and psychophysical development, which is relevant in the modern world.

scholarly journals Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

2021 ◽  
Author(s):  
Amy Louise Atkinson ◽  
Liam Hill ◽  
Katherine Pettinger ◽  
John Wright ◽  
Anthony Hart ◽  
...  
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
Academic Language ◽  
Educational Needs ◽  
Early Years ◽  
School Entry ◽  
Special Educational Needs ◽  
Good Level ◽  
At Risk Children ◽  
Academic Assessments

This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and special educational needs (SEN) status (N=5,833 – 8,352). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at-risk children’.

scholarly journals THE USE OF HORTICULTURAL THERAPY IN WORK WITH CHILDREN AND YOUTH WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
pp. 36-45
Author(s):  
Iryna Reznichenko
Keyword(s):  
Social Support ◽  
Young People ◽  
Motor Skills ◽  
Educational Needs ◽  
Children And Youth ◽  
Basic Knowledge ◽  
Psychological State ◽  
Special Educational Needs ◽  
Horticultural Therapy ◽  
Children And Young People

The article reveals the problem of social support for children and young people with special educational needs. The necessity of application of horticultural therapy as a special direction of psychosocial, labor and pedagogical rehabilitation of children and young people with special educational needs by involving them in work with plants is substantiated. It is proved that the use of horticultural therapy makes it possible to effectively implement the process of rehabilitation and adaptation of children and teenagers with special educational needs, to provide social assistance to the family raising such children, to reveal additional possibilities of the child’s personality through his interaction with the plant world, to enrich child’s social and adaptive experience, to develop the emotional and volitional sphere. The technology is based on the child's interaction with nature as a process of constant empathy and complicity.Working with plants, a child feels this tiny part of the beautiful nature. By taking care of flowers, children overcome their isolation, insecurity and simply enjoy life. This very moment is very important in rehabilitation.The foreign experience of using horticultural therapy is analyzed. On the basis of the theoretical analysis of foreign and domestic works horticultural therapy is justified as an effective technology in working with children and young people with special educational needs.The main indicators of the effectiveness of the technology are: improvement of somatic and psychoneurological health; increasing level of cognitive activity, formation and development of communication skills; improvement of motor skills; formation of basic knowledge and skills of caring for indoor and garden plants in children; increasing level of parental competence in building effective interaction with the child.Using horticultural therapy technology in the process of working with children and youth with special educational needs provides correction and development of fine motor skills, cognitive, emotional-volitional and personal spheres; promotes the social status of children with special educational needs by including them in socially useful activities; promotes the all-round harmonious development of children and youth, stabilizes their psychological state, further helps them to realize themselves in society. Keywords: horticultural therapy, children and youth, special educational needs, social support, rehabilitation, technology, socialization, adaptation.

THE CHALLENGES OF TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 115-122
Author(s):  
Elena N. Gur'yanova ◽  
Keyword(s):  
Learned Helplessness ◽  
Educational Needs ◽  
Point Of View ◽  
Teaching Staff ◽  
Technical Equipment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Formal Approach ◽  
Program Compliance ◽  
Special Health

A modern university answering the challenges of the society does not remain aloof to introduce certain inclusive practices. Currently, the legislation of the Russian Federation clearly distinguishes between the concepts of “Disability”, “Special health opportunities “and” Special educational needs”. However, there is a demand to combine all three terms into one, that is “Special educational needs”. The author considers this substitution to be unlawful. The article attempts to analyze each term from the point of view of prospects for each group of students to get higher education, taking into account the peculiarities of their psychophysical development. In addition, the author reviews some difficulties (insufficient technical equipment of the classrooms, learned helplessness of students, lack of knowledge about various nosological groups of disabled people, etc.) and ways to overcome these and other problems such as development of an adapted educational program, compliance with the principles of health conservation, psychological readiness of the teaching staff to work with such students. The author draws the conclusion that only training of teachers and the creation of a special educational space, the inadmissibility of a formal approach to the integration of students with special educational needs can contribute to the successful provision of their right to education.

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