scholarly journals Study of Reading and Behaviors Skills to Students with ADHD in South Peloponnese

2021 ◽  
Vol 4 (5) ◽  
Author(s):  
Drossinou-Korea Maria ◽  
Keyword(s):  
Special Educational Needs ◽  
Training Set ◽  
Reading Behavior ◽  
Pedagogical Tool ◽  
Hyperactivity Disorder ◽  
Language Courses ◽  
And Behaviors ◽  
Students With Adhd ◽  
Integrated Program ◽  
And Training

This paper deals with the factors of reading and behaviors skills by the teaching of language courses to students with Attention Deficit Hyperactivity Disorder (ADHD) in the pandemic period covid-19. Methodologically, in parallel with the bibliographical study, used the pedagogical tool, which is referred to the Targeted Individual Structured and Integrated Program for Students with Special Educational needs (TISIPfSEN), in south region of Peloponnese to 15 boys on average 13,8 years old. The students’ reading behavior was recorded in manuscript and electronically protocols via mobile phone according the special education and training (SET). In addition, the views of those involved (19 parents, 28 teachers and 38 adults who work in the five educational care additional study centers) were sought with short questionnaires. The data were analyzed according the fundamental scientific knowledge.

scholarly journals Targeted, individually structured special education and training intervention programs and pedagogical applications in museum

2021 ◽  
Author(s):  
Maria Drossinou-Korea
Keyword(s):  
Special Education ◽  
Young People ◽  
Positive Impact ◽  
Education And Training ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Important Place ◽  
Pedagogical Tool ◽  
Children And Young People ◽  
And Training

Anthropocentric museums are “an important place in public debate, creation and questioning ideas” because they can have a positive impact on the lives of underprivileged or marginalized people. They can also strengthen specific communities and contribute to the creation of fairer societies. The science of Museology together with the science of Special Education and Training (SET) support with the Targeted Individual Structured and Integrated Program for Students with Special Educational needs (TISIPfSEN), in children and young people with special educational needs and disabilities (SENDs). The purpose of this work was to study museology applications in accordance with the pedagogical tool TISIPfSEN. The main working hypothesis explored access to theatre and entertainment events, museums and archaeological sites of people with SENDs, which is not always an easy process given that they are a heterogeneous group due to their inherent or acquired specificity. The applications also drew pedagogical materials through the charm of the art of theatre and puppetry. In this context, performances were given free of charge through the Kalamata Experimental Stage to children and young people with SENDs, in the city of Kalamata and Sparta. This project led to voluntary application from students of department of history of University of Peloponnese. The results showed that people’s disability does not always mean impotence. Accessibility to museum programs and theatrical events in modern organized societies is possible. The learning process becomes accessible with the pedagogical tool TISIPfSEN to people with special needs. Necessary conditions, knowledge in the SET and the necessary training of all according to universal design. In conclusion, TISIPfSEN museum pedagogical programs facilitate different social groups in approaching, understanding the differential material culture, with alternative forms of communication and learning, given that heterogeneity in nature is a universal phenomenon.

СУБ’ЄКТ-ОРІЄНТОВАНА МОДЕЛЬ ПСИХОКОРЕКЦІЇ ГІПЕРАКТИВНОСТІ ДОШКІЛЬНИКІВ

1970 ◽  
Vol 7 (1) ◽  
pp. 70-79
Author(s):  
Людмила Прокопів
Keyword(s):  
Psychosocial Development ◽  
Special Educational Needs ◽  
Hyperactivity Disorder ◽  
Complex Approach ◽  
Proposed Model ◽  
Special Programs ◽  
Developmental Impairment ◽  
The Subject ◽  
Comprehensive Programs ◽  
Theoretical Foundations

У статті визначено актуальність та необхідність розробки і впровадження сучасних комплексних програм психологічної корекції для дошкільників з гіперактивним розладом і дефіцитом уваги (ГРДУ). Підкреслено неможливість надання ефективної допомоги дітям з ГРДУ без урахування їх особливих потреб, пов’язаних з освітою. Обґрунтовано теоретичні засади суб’єкт-орієнтованої моделі психокорекції гіперактивності дошкільників шляхом синтезу патогенетичного і психолого-педагогічного підходів на базі принципу інтегральної суб’єктності З. С. Карпенко. Запропонована модель психокорекції гіперактивності пояснює гальмування і деформацію психосоціального розвитку дошкільника затримкою розвитку його суб’єктності в сенсомоторному, атенціональному, мнемічному, афективно-конативному, мовленнєвому, комунікативному аспектах. Аргументовано необхідність здійснення комплексного підходу до психологічної корекції, виховання і навчання гіперактивних дошкільників і впровадження спеціальних програм психоедукації для батьків. The paper highlights the topicality and need for elaboration and implementation of up-to-date comprehensive programs of psychological correction for preschool children with Attention Deficit/Hyperactivity Disorder (ADHD). Failure to provide effective aid for children with ADHD without regard to their special educational needs has been underlined. Theoretical foundations of the subject-oriented model of psychocorrection of preschool children’s hyperactivity by means of synthesis of pathogenic and psychological-pedagogical approaches on the basis of Z. S. Karpenko’s principle of integral subjectivity have been validated. The proposed model of psychocorrection of hyperactivity explains developmental impairment and deformation of psychosocial development of preschoolers by a delay of their subjectivity in terms of sensomotor, attentional, mnemic, affective-conative, speech and communicative aspects. The need for actualization of a complex approach towards psychological correction, upbringing and education of hyperactive preschoolers and implementation of special programs of psychological education for parents has been reasoned.

The Cloze Technique as A Pedagogical Tool for the Training of Translators and Interpreters

Target ◽  
1992 ◽  
Vol 4 (2) ◽  
pp. 223-236 ◽  
Author(s):  
Sylvie Lambert
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Real Life ◽  
Second Language Proficiency ◽  
Pedagogical Tool ◽  
And Training ◽  
Cloze Test

Abstract This article focuses on the versatility of the cloze technique, as a tool not only for measuring second-language proficiency, but also for selecting and training both translators (written cloze) and interpreters (aural cloze). When presented auditorily, the cloze test discriminates pass and fail interpreter students, given the external pacing and speed stress experienced by simultaneous interpreters in real life. The article offers several ways to administer the cloze technique as well as examples of such doctored material.

Separate Room Testing Accommodations for Students With and Without ADHD

2018 ◽  
Vol 37 (7) ◽  
pp. 852-862 ◽  
Author(s):  
Benjamin J. Lovett ◽  
Lawrence J. Lewandowski ◽  
Lindsey Carter
Keyword(s):  
Test Performance ◽  
Significant Interaction ◽  
Testing Accommodations ◽  
Hyperactivity Disorder ◽  
Level Data ◽  
Parallel Forms ◽  
Performance Patterns ◽  
Students With Adhd ◽  
Main Effects ◽  
Separate Room

Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.

Survey and Analysis of the Cognition of Urban Residents on the Food Hygiene and Safety in Natural Disasters

2014 ◽  
Vol 675-677 ◽  
pp. 233-236
Author(s):  
Hai Cheng Hong ◽  
Min Xu
Keyword(s):  
Natural Disasters ◽  
Natural Disaster ◽  
Sampling Method ◽  
Relevant Information ◽  
Urban Residents ◽  
Food Hygiene ◽  
And Behaviors ◽  
Multistage Sampling ◽  
And Training

Multistage sampling method was used to sort all cities, counties and districts in Jilin area, and stratified random convenience was applied to take the samples. According to the number of people in the pre-experiment and the number of questionnaire topics, 700 residents who had lived in the area more than a year were selected. Urban residents in Jilin area could understand the natural disaster-related knowledge and their attention to it should be higher, but their knowledge and behaviors in food hygiene-related knowledge and behaviors in natural disasters were worrying. It is necessary to strengthen the propaganda and education of food hygiene in natural disasters. TV, radio, newspapers and networks are important sources of relevant information and knowledge for the majority of residents. Different means should be taken in the publicity and training of food hygiene-related knowledge in natural disasters according to their education background.

scholarly journals Heavy Drinking in University Students With and Without Attention-Deficit/Hyperactivity Disorder: Contributions of Drinking Motives and Protective Behavioral Strategies

2017 ◽  
Vol 11 ◽  
pp. 117822181772331 ◽  
Author(s):  
Andrea L Howard ◽  
Tyler R Pritchard
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Heavy Drinking ◽  
Alcohol Problems ◽  
Drinking Motives ◽  
Behavioral Strategies ◽  
Hyperactivity Disorder ◽  
Protective Behavioral Strategies ◽  
Protective Strategies ◽  
Students With Adhd

This study examined rates of heavy drinking and alcohol problems in relation to drinking motives and protective behavioral strategies in university students with a documented current diagnosis of attention-deficit/hyperactivity disorder (ADHD; n = 31) compared with students with no history of ADHD (n = 146). Participants completed a Web-based questionnaire, and logistic regression models tested interactions between ADHD/comparison group membership and motives and protective strategies. Group differences in rates of heavy drinking and alcohol problems were not statistically significant, but medium-sized risk ratios showed that students without ADHD reported heavy drinking at a rate 1.44 times higher than students with ADHD and met screening criteria for problematic alcohol use at a rate of 1.54 times higher than students with ADHD. Other key findings were, first, that drinking to enhance positive affect (e.g., drinking because it is exciting), but not to cope with negative affect (e.g., drinking to forget your worries), predicted both heavy drinking and alcohol problems. Second, only protective behavioral strategies that emphasize alcohol avoidance predicted both heavy drinking and alcohol problems. Contrary to expectations, we found no ADHD-related moderation of effects of motives or protective strategies on our alcohol outcomes. Results of this study are limited by the small sample of students with ADHD but highlight tentative similarities and differences in effects of motives and strategies on drinking behaviors and alcohol problems reported by students with and without ADHD.

scholarly journals Self-observation as a pedagogical method in the education of people with Autism Spectrum Disorders (ASD)

2020 ◽  
Vol 10 ◽  
pp. 98-106
Author(s):  
Athina Avramidi ◽  
Drossinou-Korea Maria
Keyword(s):  
Autism Spectrum Disorders ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Pedagogical Tool ◽  
French Film ◽  
Main Work ◽  
Integration Program ◽  
Interactive Relationship ◽  
Spectrum Disorders

In the present paper, the method of self-observation is examined as the basis for the pedagogy of special educational interventions in people with Autism Spectrum Disorders (ASD) (American Psychiatric Association, 2013). This is part of the informal pedagogical assessment that parents attempt as co-educators but also philologists as intervening educators in order to understand children with autism. The main work case explores the dynamics of pedagogical self-observation in a specific case study from Truffaut's French film, "The Wild Child" (Itard, 1990). The methodology of observing the special educational needs with emphasis on ADS is applied according to the pedagogical tool, the Targeted Individual Structured Integration Program of Special Education and Training (TISIPSET) (Drossinou-Korea, 2017). The results present data from the interactive relationship during homeschooling between the educator and physician Itard, who has adopted and educates Victor "The Wild Child." The observations and self-observations recorded confirm the difficulties of understanding childhood autism.

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