scholarly journals Correctional orientation of aesthetic education of children preschool age with disabilities

2021 ◽  
Vol 53 (5) ◽  
pp. 430-445
Author(s):  
Lilia A. Druzhinina ◽  
◽  
Larisa B. Osipova ◽  
Vitaly S. Tsilitsky ◽  
Lyubov M. Lapshina ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Everyday Life ◽  
Children With Disabilities ◽  
Visual Impairments ◽  
Aesthetic Education ◽  
Theory And Practice ◽  
Aesthetic Perception ◽  
Aesthetic Development ◽  
Correctional Orientation ◽  
Children With Visual Impairments

Introduction. The state policy in relation to children with disabilities (hereinafter referred to as children with disabilities) is aimed at updating the content of correctional and pedagogical assistance, one of the leading tasks of which is aesthetic development and upbringing. The specificity of the defect in children with disabilities is expressed in the difficulties of the formation of aesthetic culture and aesthetic perception of the world around them, which is one of the factors that negatively affect personality development, manifested in the inability to sociocultural adaptation and requires new approaches to solving this problem in the theory and practice of correctional pedagogy. Aim of the study: determination of the correctional orientation of aesthetic education of children with disabilities in the context of the basic component of aesthetics - the aesthetics of everyday life. Materials and methods. In the course of the study, the formation of knowledge about beauty, etiquette when receiving guests, eating meals was studied; the ability to evaluate serving and table behavior from the point of view of aesthetics; the ability to independently set the table, behave in accordance with the requirements of etiquette. The study involved 348 preschool children with visual impairments of varying severity (EG – 1, 116 people) and mental retardation (EG – 2, 122 people), with normal psychophysical development (EG – 3, 110 people). Results. As a result of the study, differences were established in the formation of the mechanism of aesthetic development in children of experimental EG-1 – CG (temp = -2.977; p≤0.003) EG-2 – CG (temp = -2.23; p≤0.027) in comparison with control group (CG). As a result, the features of the components of aesthetic development in children with mental retardation (PD) and children with visual impairments were revealed. So the worst formed is the cognitive component in children with CRD, 11%, in comparison with children with visual impairments (28%). The estimated component in children with visual impairments corresponds to 17% and 14% in children with CRD. The behavioral component is worse formed in children with visual impairments (14%); in children with mental retardation, the indicator of formation corresponds to 21%. Conclusions. The data obtained made it possible to prove the advisability of choosing the aesthetics of everyday life as the fundamental social competence necessary for the successful development of a child with disabilities and his entry into society. The peculiarities of the aesthetic development of children with mental retardation and visual impairment revealed in the course of the study became the leading factor for determining the corrective orientation of aesthetic education, which involves solving special (correctional) tasks in accordance with various components of the mechanism of aesthetic development of a child with disabilities (in the context of everyday aesthetics).

scholarly journals Application of computer tools for developing and correctional-directed education of children with disabilities of health

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 310-313
Author(s):  
Stella Rusinova
Keyword(s):  
Children With Disabilities ◽  
Visual Impairments ◽  
Educational Institutions ◽  
General Development ◽  
Interactive Technologies ◽  
Computer Tools ◽  
Software Products ◽  
Innovative Methods ◽  
Children With Visual Impairments ◽  
Speech Therapists

The article is devoted to the problem of using innovative methods of developing and corrective - directed education and children with disabilities. The study substantiates the didactic potential of this pedagogical technology, the advantages of its use with children with disabilities. The article discusses foreign and domestic development of computer tools used by speech therapists in the process of development and correction of speech, the formation of pronunciation. For children with visual impairments, computer products for the diagnosis and correction of vision are widely represented on the market. In educational institutions, when training children with visual impairments (amblyopia, hyperopia, astigmatism, myopia, strabismus, etc.), medical recovery software is widely used. Programmers are actively developing new software products and defectologists and educators use in their work, aimed at general development and preparation for school, as well as modern multimedia and interactive technologies.

scholarly journals Aesthetic education and methods of aesthetic development in children with disabilities

2020 ◽  
Vol 3 (8) ◽  
pp. 32-35
Author(s):  
Nabiyeva Gulshod Ikhtiyorovna
Keyword(s):  
Social Life ◽  
Children With Disabilities ◽  
Human Life ◽  
Aesthetic Education ◽  
Innovative Technologies ◽  
Aesthetic Development ◽  
Aesthetic Taste ◽  
Basic Concepts ◽  
The Mind

Aesthetic education and its importance in human life, its role in our social life, psychological and pedagogical classification are given basic concepts. Aesthetic taste is the formation of a sense of beauty in the mind, the means of aesthetic education, the features of aesthetic education, the difficulties in solving aesthetics in children with disabilities and their solutions, the importance and methods of aesthetics in developing the talents and abilities of children with disabilities: in particular innovative technologies.

scholarly journals Aesthetic education and methods of aesthetic development in children with disabilities

2020 ◽  
Vol 3 ◽  
pp. 4-6
Author(s):  
Nabiyeva Gulshod Ikhtiyorovna
Keyword(s):  
Social Life ◽  
Children With Disabilities ◽  
Human Life ◽  
Aesthetic Education ◽  
Innovative Technologies ◽  
Aesthetic Development ◽  
Aesthetic Taste ◽  
Basic Concepts ◽  
The Mind

Aesthetic education and its importance in human life, its role in our social life, psychological and pedagogical classification are given basic concepts. Aesthetic taste is the formation of a sense of beauty in the mind, the means of aesthetic education, the features of aesthetic education, the difficulties in solving aesthetics in children with disabilities and their solutions, the importance and methods of aesthetics in developing the talents and abilities of children with disabilities: in particular innovative technologies.

Jyotismati Taila and Ashtamangal Ghrita Nasya in the management of Mental Retardation - A Comparative Study

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
M. R. Maniar ◽  
K. S. Patel ◽  
I. U. Mistry
Keyword(s):  
Mental Retardation ◽  
Comparative Study ◽  
Everyday Life ◽  
Mental Status ◽  
Study Design ◽  
Comparative Effectiveness ◽  
Social Aspects ◽  
Management Approach ◽  
Classical Text ◽  
Mental Functions

Mental retardation is still elusive to researchers due to multidimensionality of psychological, medical, educational and social aspects, which alters mental functions and capability. Mental sub capability divided in 4 categories, Mild, Moderate, Severe and Profound. Chief aim of management of mental retardation is to make child more capable of performing common activities of everyday life by positive improvement in mental sub-capability. Mental retardation required multidimensional management approach. Present study focused on medicinal intervention, particularly analysis of comparative effectiveness of selected drug formulations (Astamangalghrita and Jyotismatitaila) from classical text of Ayurveda. Study design with the aims to compare the effectiveness of Jyotismatitaila and Astamangal Ghrita Nasya on Mental retardation. Assessment were based on Mental Status Score and IQ score taken before starting of treatment and after completion of treatment in both group. Obtained data was analyzed statistically. In this study, from result we conclude that both drugs are effective to improve Mental Status parameter and in IQ, but higher percentage and significance wise Jyotismati Taila had better result than Astamangal Ghrita Nasya.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

scholarly journals Still a long journey to decentralize geopolitics

2021 ◽  
pp. 204382062110177
Author(s):  
Ning An ◽  
Jo Sharp ◽  
Ian Shaw
Keyword(s):  
Everyday Life ◽  
State Level ◽  
The State ◽  
Theory And Practice ◽  
Analytic Framework ◽  
Confucian Culture

In this brief response paper, we respond to the insightful commentaries that critically engage with our original article in this forum. First, we discuss whether Confucian culture is fundamental to Chinese geopolitics, emphasizing how and why culture is part of a wider epistemic resource. We also note that our model is not normative, but an analytic framework for understanding complex non-western situations. Second, we discuss the geographies and scales of our model, noting a core tension between geopolitics at the state level and in everyday life. Third, we address the ‘gap’ between theory and practice under our Confucian model, noting that there is often a strategic inclusion (or exclusion) of Confucianism in practice. We finish by emphasizing that our paper is part a longer journey to further decentralize the western hold upon geopolitics.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

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