QUESTIONNAIRE AS A METHOD OF EXPRESS ANALYSIS OF THE ATTITUDE OF PARENTS TO THE TRAINING OF CHILDREN

2021 ◽  
Vol 71 (3) ◽  
pp. 223-233
Author(s):  
A.S. Akhmetova ◽  
◽  
Sh.D. Imangalieva ◽  
Keyword(s):  
Education System ◽  
Mobile Applications ◽  
Mobile Application ◽  
School Age Children ◽  
School Age ◽  
Practical Application ◽  
Cultural Changes ◽  
Comprehensive Information ◽  
Express Analysis ◽  
Psychological Knowledge

Today, society requires the education system to comply with economic, social and cultural changes. The increase in the value of mass media in the education system is due to their deep and diverse impact on everyday life. Various mobile applications play an important role in providing psychological and pedagogical support to parents in the upbringing of preschool and school-age children. In this regard, a survey of parents in the territory of Kyzylorda region was conducted to determine what specific problems arise in the upbringing of preschool and school-age children and how much psychological and pedagogical support is needed. According to the sixteen criteria identified in the questionnaire, parents expressed their own opinions about the upbringing of children. Based on the obtained data, a mathematical and statistical analysis was carried out. The practical application of the questionnaire in the framework of the assessment of pedagogical and psychological knowledge of parents in the upbringing of children will provide an operational comprehensive information on the usefulness of mobile applications for parents, thereby increasing the effectiveness of decisions taken on the next steps and opening the way to the development of a pedagogical mobile application for parents. And the results of the analysis of the study will be applied to the development of a mobile application for further pedagogical and psychological support of parents in the upbringing of children.

scholarly journals Development of The AR School App for Children with Hearing Impairment Who Begin Learning Ecuadorian Sign Language using Augmented Reality

2020 ◽  
Vol 9 (3) ◽  
pp. 463-466
Keyword(s):  
Augmented Reality ◽  
Sign Language ◽  
Hearing Impairment ◽  
Mobile Application ◽  
School Age Children ◽  
School Age ◽  
Hearing Impairments ◽  
Learning Module ◽  
Initial Learning ◽  
Teachers And Parents

Augmented reality AR has been used for many years in different fields of education. It has provided advantages in learning, However, no applications focused on the initial learning of Ecuadorian sign language for children with hearing impairments in their primary school years have been found. In this paper we present the development of a mobile application based on augmented reality, the Unity tool was used as a platform for mobile devices and the Vuforia SDK complement for augmented reality. With this application, the child can see the gesticulation of words in sign language through the use of printed templates. It also has an option to perform a quiz that will allow it to evaluate the knowledge the children acquired from the learning module. The mobile application called ARSchool based on augmented reality which is designed and adapted for people with hearing impairment, mainly for school-age children, as support for the initial learning of sign language in Ecuador. Once the application was developed, it was tested both at school and at home, in which teachers and parents made children with hearing impairments interact

scholarly journals UNIVERSAL PSYCHOLOGICAL ACTIONS OF SELF-COACHING AS A MEANS OF DEVELOPING AN ARBITRARY FORM OF STUDENT'S SELF-CONSCIOUSNESS

2020 ◽  
Vol 53 (3) ◽  
pp. 160-168
Author(s):  
N.V. Mikityuk ◽  
◽  
S.N. Oleshko ◽  
T.G. Siroshtanenko ◽  
N.F. Danilov ◽  
...  
Keyword(s):  
Personal Development ◽  
Subjective Experience ◽  
Self Awareness ◽  
Arbitrary Form ◽  
School Age ◽  
Development Research ◽  
Practical Application ◽  
Self Evaluation ◽  
Teaching Psychology ◽  
Psychological Knowledge

Statement of the problem and purpose of the article. In the concept of teaching psychology at school as a discipline, we develop and analyze the previously developed theory of auto-psychological competence in its practical application: as an opportunity to develop competence in relation to oneself at school age. One of the main concepts and psychological means of development is self-coaching as a form of auto-communication. In this regard, we will present a number of theoretical reflections on the topic of internal dialogue. The research methodology is based on the theory of activity by A. N. Leontiev, as well as on the analysis and generalization of research works by international and Russian scientists on the problems of personal development. Research results. The universal psychological actions of self-coaching highlighted in the proposed concept are an attempt to test a set of specific psychological methods, techniques, operations aimed at solving psychological problems of self-understanding, self-evaluation, and self-correction in the course of teaching psychology at school. The means of forming effective reflexive mechanisms (self-awareness) is auto-communication coaching (self-coaching), which is based on the ability to formulate questions to yourself in relation to significant psychological manifestations. Conclusion. Teaching psychology at school (a system of psychological knowledge and skills mastered by a student using psychological self-coaching technologies) is considered as a psychological means of forming a reflexive, arbitrary form of self-consciousness. The developed training program provides a student with a system of psychological concepts that contribute to the generalization and awareness of the subjective experience of his self-feelings, reflections and experiences.

scholarly journals P164 Back to school - Supporting invasively ventilated children to return to the classroom

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A74-A75
Author(s):  
C Wood ◽  
K Waters ◽  
K Gray
Keyword(s):  
Education System ◽  
Respiratory Health ◽  
School Setting ◽  
School Age Children ◽  
Main Stream ◽  
School Age ◽  
Care Needs ◽  
Patient Journey ◽  
Support Unit ◽  
Health Technologies

Abstract Introduction Integration of children with high health needs into the education system, such as those who are invasively ventilated, requires careful planning. Methods We retrospectively reviewed data bases and medical records from January 2004 until December 2020 to profile school age children who, following insertion of a tracheostomy to facilitate invasive ventilation, required assistance in entering or returning to the education system. Results 44 children received invasive respiratory support. Five (11%) remain under the legal school age of 6 years. Fourteen (32%) children entered main stream education – Private or state schools. Three (7%) children attended main stream schools with extra assistance in a support unit. Eighteen (41%) children attended Special Schools that met their individual underlying health care needs. Four (9%) children received either home schooling or attended hospital school. All children received appropriate education according to cognitive ability and none were placed in an inappropriate school setting due to their need for extra support with respiratory health. Discussion High use of health technologies can be perceived as a barrier to the normal classroom so negotiation with education authorities should be part of the patient journey. Support for (re-)integration to the school system includes recruitment and training of support staff and appropriate assessments of ability to provide a safe environment whilst maintaining appropriate level of supervision. Collaboration between the hospital and the education facility is key to the successful integration of children into the education system.

scholarly journals Modern Methods of Teaching History for School-age Children

2021 ◽  
Vol 13 (2) ◽  
pp. 1021-1025
Author(s):  
Rakhbar Ergashevna Khalikova ◽  
Аlisher Оlimovich Esonov ◽  
Saodat Iskandarovna Makhammadieva
Keyword(s):  
Education System ◽  
History Textbooks ◽  
School Education ◽  
School Age Children ◽  
School Age ◽  
Teaching History ◽  
Complex Processes ◽  
Modern Methods ◽  
Methods And Techniques ◽  
Problematic Situations

This article discusses modern methods and techniques of teaching history in the school education system. It is known that after independence, our country has undergone radical reforms in various fields, including education. Textbooks have changed. However, a number of problems in history textbooks, extreme political approaches, lack of consistency, complex processes, and a plethora of terms have caused difficulties for schoolchildren. The solution to such problematic situations is analyzed in this article.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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