The purpose of the article is to identify the factors affecting the educational activity of students with intellectual disabilities, under the conditions of the principle of universal formation of learning, which will provide an opportunity to develop the practical orientation of the pedagogical and psychological support services provided to them. Research conducted among 119 teachers and 32, students with intellectual disabilities (8-10-year-old) from 25 general basic schools in Yerevan, Lori, Ararat, Tavush, Kotayk regions of the Republic of Armenia has allowed us to identify the factors affecting the learning process of students with intellectual disabilities, which cause many psycho-pedagogical problems in school. The research was based on the issues identified during the additional special pedagogical support provided to these students, the complaints registered by the parents and the difficulties of the educators working with them, which are mainly related to the organization of joint learning and insufficient pedagogical conditions.
{"title":"INCLUSION AND LEARNING: FACTORS AFFECTING STUDENTS WITH INTELLECTUAL DISABILITIES","authors":"Lilit Saratikyan","doi":"10.24234/se.v8i1.14","DOIUrl":"https://doi.org/10.24234/se.v8i1.14","url":null,"abstract":"The purpose of the article is to identify the factors affecting the educational activity of students with intellectual disabilities, under the conditions of the principle of universal formation of learning, which will provide an opportunity to develop the practical orientation of the pedagogical and psychological support services provided to them. \u0000Research conducted among 119 teachers and 32, students with intellectual disabilities (8-10-year-old) from 25 general basic schools in Yerevan, Lori, Ararat, Tavush, Kotayk regions of the Republic of Armenia has allowed us to identify the factors affecting the learning process of students with intellectual disabilities, which cause many psycho-pedagogical problems in school. \u0000The research was based on the issues identified during the additional special pedagogical support provided to these students, the complaints registered by the parents and the difficulties of the educators working with them, which are mainly related to the organization of joint learning and insufficient pedagogical conditions.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"76 s334","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The commented issue is intended for all specialists carrying out special pedagogical work, and especially speech therapists, who during their speech therapy classes often deal with hyperactivity and negative behaviors: aggression, self-aggression, as well as self-restrained children and adolescents. The research of the presented phenomena and the search for coping solutions by the speech therapist may seem unacceptable to some specialists because the work carried out on overcoming aggressive manifestations, and the rejection of any proposed method of communication are considered the subject and object of the study of psychologists. However, the unprecedented frequency of these phenomena during speech therapy classes allows us to address the researched phenomena from a speech therapy perspective as well, because aggressive manifestations and especially disobedience to the specialist and rejection of all possible forms of contact can be an obstacle to speech therapy intervention with children and adolescents with autism syndrome. The application of the necessary steps for the formation of emotional contact during the speech therapy classes presented in the article, as well as the creation of special conditions, document their unique role in terms of the effective implementation of speech therapy classes through experimental research.
{"title":"ENHANCING SOCIAL CONNECTION AND SITTING SKILLS IN CHILDREN WITH AUTISM","authors":"Nelly Hunanyan","doi":"10.24234/se.v8i1.18","DOIUrl":"https://doi.org/10.24234/se.v8i1.18","url":null,"abstract":"The commented issue is intended for all specialists carrying out special pedagogical work, and especially speech therapists, who during their speech therapy classes often deal with hyperactivity and negative behaviors: aggression, self-aggression, as well as self-restrained children and adolescents. \u0000The research of the presented phenomena and the search for coping solutions by the speech therapist may seem unacceptable to some specialists because the work carried out on overcoming aggressive manifestations, and the rejection of any proposed method of communication are considered the subject and object of the study of psychologists. However, the unprecedented frequency of these phenomena during speech therapy classes allows us to address the researched phenomena from a speech therapy perspective as well, because aggressive manifestations and especially disobedience to the specialist and rejection of all possible forms of contact can be an obstacle to speech therapy intervention with children and adolescents with autism syndrome. \u0000The application of the necessary steps for the formation of emotional contact during the speech therapy classes presented in the article, as well as the creation of special conditions, document their unique role in terms of the effective implementation of speech therapy classes through experimental research.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"94 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the integration of innovative solutions in education to address the unique needs of learners with visual impairments. Despite education being a fundamental right, traditional methodologies often overlook this demographic, leading to significant learning barriers. The study examines the impact, efficacy, and potential improvements of assistive technologies (AT) and inclusive educational practices through a detailed review of recent literature. Key findings include the effective use of IT network programs, digital interface augmentation, haptic technology, and collaborative tools that support both visually impaired and sighted learners. By analyzing these technological interventions and educational strategies, the paper aims to highlight best practices, identify existing gaps, and propose directions for future research and development in making education more accessible and inclusive for visually impaired students.
{"title":"INNOVATIVE SOLUTIONS FOR LEARNERS WITH VISUAL IMPAIRMENTS","authors":"Liza Hakobyan, Naira Grigoryan","doi":"10.24234/se.v8i1.15","DOIUrl":"https://doi.org/10.24234/se.v8i1.15","url":null,"abstract":"This paper explores the integration of innovative solutions in education to address the unique needs of learners with visual impairments. Despite education being a fundamental right, traditional methodologies often overlook this demographic, leading to significant learning barriers. The study examines the impact, efficacy, and potential improvements of assistive technologies (AT) and inclusive educational practices through a detailed review of recent literature. Key findings include the effective use of IT network programs, digital interface augmentation, haptic technology, and collaborative tools that support both visually impaired and sighted learners. By analyzing these technological interventions and educational strategies, the paper aims to highlight best practices, identify existing gaps, and propose directions for future research and development in making education more accessible and inclusive for visually impaired students.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"17 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies in medicine and sciences are constantly changing with the advancement of research and new discoveries. Continuing education in a field such as speech pathology is crucial for this reason. Most developed countries, like the United States of America and countries in Europe, make education after graduation mandatory and enforce restrictions on licenses in order to encourage people to renew them. Armenia, however, does not. For example, The American Speech-Language-Hearing Association (ASHA) requires all certificate holders (CCC-A and CCC-SLP) to maintain their ASHA Certificates of Clinical Competence and their CCC-SLP by taking additional courses every few years. Countries outside of the United States, such as Canada and Australia, have similar requirements of completing extra hours of practice and education in order to maintain the speech-language pathologist license. Armenia also does not have a higher board or association that legally monitors and audits speech pathologists after graduation, but they should work to establish one in order to encourage and enforce speech pathologists to complete the requirements necessary to continue their practice. Armenia is trying to modernize and change the medical education system in order to advance their professional development and allow for the international mobility of healthcare workers, but they should also work to set requirements like these for the speech therapy field in Armenia. Continuing professional development allows for cardinal information that might have been forgotten over the years after graduating or receiving a license to be reviewed and recollected. With the introduction of new technologies and methods, speech pathologists need to be informed of the new ways of practice through their continuing education requirements. Speech pathologists in Armenia can use the opportunity of continuing education to learn how to use new methods such as Armav and incorporate them into their own practices.
{"title":"THE FUNDAMENTAL ISSUE OF CONTINUING EDUCATION IN SPEECH THERAPY","authors":"Taline Kalfayan Ashekian","doi":"10.24234/se.v8i1.19","DOIUrl":"https://doi.org/10.24234/se.v8i1.19","url":null,"abstract":"Studies in medicine and sciences are constantly changing with the advancement of research and new discoveries. Continuing education in a field such as speech pathology is crucial for this reason. Most developed countries, like the United States of America and countries in Europe, make education after graduation mandatory and enforce restrictions on licenses in order to encourage people to renew them. Armenia, however, does not. For example, The American Speech-Language-Hearing Association (ASHA) requires all certificate holders (CCC-A and CCC-SLP) to maintain their ASHA Certificates of Clinical Competence and their CCC-SLP by taking additional courses every few years. Countries outside of the United States, such as Canada and Australia, have similar requirements of completing extra hours of practice and education in order to maintain the speech-language pathologist license. \u0000Armenia also does not have a higher board or association that legally monitors and audits speech pathologists after graduation, but they should work to establish one in order to encourage and enforce speech pathologists to complete the requirements necessary to continue their practice. Armenia is trying to modernize and change the medical education system in order to advance their professional development and allow for the international mobility of healthcare workers, but they should also work to set requirements like these for the speech therapy field in Armenia. Continuing professional development allows for cardinal information that might have been forgotten over the years after graduating or receiving a license to be reviewed and recollected. With the introduction of new technologies and methods, speech pathologists need to be informed of the new ways of practice through their continuing education requirements. Speech pathologists in Armenia can use the opportunity of continuing education to learn how to use new methods such as Armav and incorporate them into their own practices. ","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"13 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A focus on self-care skills fosters an environment where all children, regardless of ability, can participate and contribute to the classroom community. The formation and development of self-care skills for children with mental retardation during school years is an important and integral part of the overall system of preparing them for study in inclusive settings, independent life and work to the possible extent. At the same time, literature data, work experience of teachers and special educators working in inclusive schools, as well as our observations show that for children with mental retardation, especially in the lower grades, the acquisition of theoretical knowledge and practical skills and self-care skills in various types of daily activities (game, educational, work, etc.) presents significant difficulties. The possession of these skills is important for these children not only during school but also after graduation. The significance of the problem under study also increases because today in Armenia the shift to inclusive education is a reality and children with various needs study together. This requires children's independence, sufficient social behavior skills, spatial orientation skills, high-quality performance and many other self-care skills in a wide variety of areas of activity. The level of development of these skills largely determines the success of inclusion and adaptation of these children among their classmates. Considering the above mentioned, it becomes important to study and analyze school curricula for various disciplines in grades I-IV in terms of how they reflect issues of education and the development of self-care skills for children with mild and moderate mental retardation. This will help to clarify the positive and negative aspects of these programs, the degree of their direct or indirect connection with the issues of developing self-service skills in these children, and to develop appropriate proposals for their improvement.
{"title":"ANALYSIS OF SCHOOL CURRICULA IN TERMS OF REFLECTION ON THE DEVELOPMENT OF SELF-CARE SKILLS TO MENTALLY RETARDED SCHOOL CHILDREN","authors":"Hasmik Sargsyan","doi":"10.24234/se.v8i1.13","DOIUrl":"https://doi.org/10.24234/se.v8i1.13","url":null,"abstract":"A focus on self-care skills fosters an environment where all children, regardless of ability, can participate and contribute to the classroom community. The formation and development of self-care skills for children with mental retardation during school years is an important and integral part of the overall system of preparing them for study in inclusive settings, independent life and work to the possible extent. \u0000At the same time, literature data, work experience of teachers and special educators working in inclusive schools, as well as our observations show that for children with mental retardation, especially in the lower grades, the acquisition of theoretical knowledge and practical skills and self-care skills in various types of daily activities (game, educational, work, etc.) presents significant difficulties. The possession of these skills is important for these children not only during school but also after graduation. \u0000The significance of the problem under study also increases because today in Armenia the shift to inclusive education is a reality and children with various needs study together. This requires children's independence, sufficient social behavior skills, spatial orientation skills, high-quality performance and many other self-care skills in a wide variety of areas of activity. The level of development of these skills largely determines the success of inclusion and adaptation of these children among their classmates. \u0000Considering the above mentioned, it becomes important to study and analyze school curricula for various disciplines in grades I-IV in terms of how they reflect issues of education and the development of self-care skills for children with mild and moderate mental retardation. This will help to clarify the positive and negative aspects of these programs, the degree of their direct or indirect connection with the issues of developing self-service skills in these children, and to develop appropriate proposals for their improvement.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"102 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maretsepile Molahloe, Prof. Matseliso Mokhele-Makgalwa
Globally, there is a strong advocacy for including all learners in the education system, irrespective of their disabilities. This initiative, known as Education for All (EFA), is articulated in policy documents across different countries. Lesotho has actively embraced this international protocol by welcoming learners with diverse needs into its educational fold. This inclusivity extends to hearing-impaired learners (HIL), who now have the opportunity to study all subjects, including Science. Science is considered pivotal in cultivating critical skills essential for addressing societal and economic challenges, making it a mandatory subject at the secondary level in most countries among which is Lesotho. However, teaching Science to HIL presents unique challenges. Notably, HILs often face language deficiencies, and Science, being an abstract subject, relies on verbal communication for effective learning. This linguistic barrier contributes to suboptimal performance not only among HIL but also among learners without disabilities in various schools. To explore teachers' views on the barriers they experience when teaching science to hearing-impaired learners in Lesotho secondary schools. Semi-structured interviews were conducted with four Science teachers. The collected data underwent content analysis, employing both the opportunities to learn and a capabilities framework to understand teachers' difficulties encountered. The study revealed that language is a primary obstacle to the effective teaching of Science to HIL. In response, teachers employ diverse teaching approaches to facilitate learning for HIL, although these strategies often prove time-consuming. In light of these findings, the study recommends comprehensive in-service training for teachers to enhance their preparation for teaching HIL effectively. Additionally, teachers should be equipped with the skills to integrate Information and Communication Technology (ICT) into their teaching methods, allowing HIL to learn at their own pace. Furthermore, encouraging regular teachers to learn sign language can aid in detecting and addressing misconceptions among HIL. It also appeared that sign language interpreters should receive training in science subjects. In conclusion, addressing the language barrier is crucial for creating an accommodative learning environment for HIL in Science.
{"title":"EXPLORING BARRIERS TO TEACHING SCIENCE TO HEARING IMPAIRED LEARNERS IN LESOTHO SECONDARY SCHOOL","authors":"Maretsepile Molahloe, Prof. Matseliso Mokhele-Makgalwa","doi":"10.24234/se.v8i1.16","DOIUrl":"https://doi.org/10.24234/se.v8i1.16","url":null,"abstract":"Globally, there is a strong advocacy for including all learners in the education system, irrespective of their disabilities. This initiative, known as Education for All (EFA), is articulated in policy documents across different countries. Lesotho has actively embraced this international protocol by welcoming learners with diverse needs into its educational fold. This inclusivity extends to hearing-impaired learners (HIL), who now have the opportunity to study all subjects, including Science. Science is considered pivotal in cultivating critical skills essential for addressing societal and economic challenges, making it a mandatory subject at the secondary level in most countries among which is Lesotho. However, teaching Science to HIL presents unique challenges. \u0000Notably, HILs often face language deficiencies, and Science, being an abstract subject, relies on verbal communication for effective learning. This linguistic barrier contributes to suboptimal performance not only among HIL but also among learners without disabilities in various schools. To explore teachers' views on the barriers they experience when teaching science to hearing-impaired learners in Lesotho secondary schools. Semi-structured interviews were conducted with four Science teachers. The collected data underwent content analysis, employing both the opportunities to learn and a capabilities framework to understand teachers' difficulties encountered. The study revealed that language is a primary obstacle to the effective teaching of Science to HIL. In response, teachers employ diverse teaching approaches to facilitate learning for HIL, although these strategies often prove time-consuming. In light of these findings, the study recommends comprehensive in-service training for teachers to enhance their preparation for teaching HIL effectively. Additionally, teachers should be equipped with the skills to integrate Information and Communication Technology (ICT) into their teaching methods, allowing HIL to learn at their own pace. Furthermore, encouraging regular teachers to learn sign language can aid in detecting and addressing misconceptions among HIL. It also appeared that sign language interpreters should receive training in science subjects. In conclusion, addressing the language barrier is crucial for creating an accommodative learning environment for HIL in Science.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"2 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to explore the influence of supportive and challenging factors of the educational environment on the positioning problems of children with Cerebral Palsy. The study is based on qualitative methodology. Semi-structured interview and observation methods were used for data collection. An interview was conducted with 8 teachers working at the school and members of the pedagogical psychological team members, as well as difficulties in body structure and posture control were observed for 8 children having Cerebral Palsy. Data analysis of the study was carried out using the descriptive method. The results of the research data analysis proved the important prerequisites for overcoming the problems concerned with maintaining the body structure and keeping posture control. Mostly the importance of supportive educational environmental factors was considered to be more significant. Also, as an essential component had been identified the need for a personal assistant for the learners, the importance of supporting team members' positive attitude, and continuous training for the members of the pedagogical psychological team members. In addition, the need to use mutually agreed approaches and joint work was also vital for ensuring the effectiveness of rehabilitation work and having positive results.
{"title":"THE ANALYSIS OF POSTURAL DYSFUNCTION OF CHILDREN WITH CEREBRAL PALSY IN ELEMENTARY SCHOOLS FROM THE OCCUPATIONAL THERAPY PERSPECTIVE","authors":"Zaruhi Harutyunyan, Anush Margaryan","doi":"10.24234/se.v8i1.20","DOIUrl":"https://doi.org/10.24234/se.v8i1.20","url":null,"abstract":"The study aims to explore the influence of supportive and challenging factors of the educational environment on the positioning problems of children with Cerebral Palsy. \u0000The study is based on qualitative methodology. Semi-structured interview and observation methods were used for data collection. An interview was conducted with 8 teachers working at the school and members of the pedagogical psychological team members, as well as difficulties in body structure and posture control were observed for 8 children having Cerebral Palsy. Data analysis of the study was carried out using the descriptive method. \u0000The results of the research data analysis proved the important prerequisites for overcoming the problems concerned with maintaining the body structure and keeping posture control. Mostly the importance of supportive educational environmental factors was considered to be more significant. \u0000Also, as an essential component had been identified the need for a personal assistant for the learners, the importance of supporting team members' positive attitude, and continuous training for the members of the pedagogical psychological team members. In addition, the need to use mutually agreed approaches and joint work was also vital for ensuring the effectiveness of rehabilitation work and having positive results.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"26 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, a remarkable place in society is occupied by children who need special conditions of education and their inclusion in schools, which determines the peculiarities of the organization of education. In all historical eras, the development system of special education has been connected with the socio-economic structure of the country, the state's value system and society, and the state's policy towards children who have developmental problems. The article highlights children with special educational needs, especially children with attention deficit and hyperactive behavior syndrome. Children with attention deficit and hyperactivity disorder are included in the inclusive education system, and the organization of their educational activities, their inclusion in schools is considered an important and primary issue. To organize the effective teaching of hyperactive children, it is necessary to study the features of the emotional sphere of these children, which will make it possible to identify their strengths, highlight their problems, and accordingly organize their education more effectively, as well as interpersonal interactions with classmates in public schools. At present, the syndrome of attention deficit and hyperactivity is the subject of study of many psychologists, because the features of the emotional sphere of these children are not so well studied.
{"title":"UNDERSTANDING THE EMOTIONAL IMPACT OF ADHD IN PRIMARY SCHOOL STUDENTS","authors":"Narine Stepanyan","doi":"10.24234/se.v8i1.17","DOIUrl":"https://doi.org/10.24234/se.v8i1.17","url":null,"abstract":"Today, a remarkable place in society is occupied by children who need special conditions of education and their inclusion in schools, which determines the peculiarities of the organization of education. In all historical eras, the development system of special education has been connected with the socio-economic structure of the country, the state's value system and society, and the state's policy towards children who have developmental problems. \u0000The article highlights children with special educational needs, especially children with attention deficit and hyperactive behavior syndrome. Children with attention deficit and hyperactivity disorder are included in the inclusive education system, and the organization of their educational activities, their inclusion in schools is considered an important and primary issue. To organize the effective teaching of hyperactive children, it is necessary to study the features of the emotional sphere of these children, which will make it possible to identify their strengths, highlight their problems, and accordingly organize their education more effectively, as well as interpersonal interactions with classmates in public schools. At present, the syndrome of attention deficit and hyperactivity is the subject of study of many psychologists, because the features of the emotional sphere of these children are not so well studied.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article analyzes the issue of family resources in a family with a single father with mental retardation raising two adolescents in conditions of extreme poverty. The research methodology is based on the model of case study qualitative research within the phenomenological “life world” approaches. The study has an entire description of the father’s “life world” and the structural, constituent, and essential elements of his day-to-day parenting experience. It is shown that the family experience is struggling with extreme poverty within the conditions of severe social exclusion and is governed by the father's family history with a class nature. Current family resources (health, education, social, and economic) are characterized as being affected by different types of deficiency and dependence on external “donors”. The discussion is raising awareness of the role of special education in the process of structuring essential elements of the “life world” experience in such families, in general, and conditions of extreme poverty, in particular.
{"title":"INTELLECTUAL IMPAIRMENT AND EXPERIENCE OF EXTREME POVERTY IN A SINGLE PARENT FAMILY (CASE STUDY IN THE REPUBLIC OF MOLDOVA CONTEXT)","authors":"Liya Kalinnikova Magnusson, Nadezhda Chiperi","doi":"10.24234/se.v7i2.6","DOIUrl":"https://doi.org/10.24234/se.v7i2.6","url":null,"abstract":"The article analyzes the issue of family resources in a family with a single father with mental retardation raising two adolescents in conditions of extreme poverty. The research methodology is based on the model of case study qualitative research within the phenomenological “life world” approaches. The study has an entire description of the father’s “life world” and the structural, constituent, and essential elements of his day-to-day parenting experience. It is shown that the family experience is struggling with extreme poverty within the conditions of severe social exclusion and is governed by the father's family history with a class nature. Current family resources (health, education, social, and economic) are characterized as being affected by different types of deficiency and dependence on external “donors”. The discussion is raising awareness of the role of special education in the process of structuring essential elements of the “life world” experience in such families, in general, and conditions of extreme poverty, in particular.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"231 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article demonstrates the experimental research results' analysis which was organized and carried out in 2022 by the psychologists of the “Chess” Scientific Research Institute. The research is aimed at revealing the level of performance of the working capacity components for chess-studying schoolchildren. It is noteworthy that the sample of the research includes children with Special Educational Needs (SEN), who were one group of participants. The experimental research was carried out by applying the "Landolt rings" methodology included in the "Egoscope" psychological analysis and testing complex. The analysis of the results demonstrated the following:
Students with Special Educational Needs, who showed low academic progress, as a result of the experiment demonstrated a high index of endurance, as well as students with high and medium academic progress.
The indicators of the reliability of the average work precision and working capacity, as well as the average efficiency level, are also the same among students with high, medium and low academic progress.
The results of information processing are medium for students with low and medium progress and high for students with high progress.
{"title":"FEATURES OF WORKING CAPACITY PERFORMANCE OF JUNIOR SCHOOLCHILDREN IN STUDYING THE “CHESS” SUBJECT","authors":"Armine Khachatryan, Anzhela Sargsyan","doi":"10.24234/se.v7i2.5","DOIUrl":"https://doi.org/10.24234/se.v7i2.5","url":null,"abstract":"The article demonstrates the experimental research results' analysis which was organized and carried out in 2022 by the psychologists of the “Chess” Scientific Research Institute. The research is aimed at revealing the level of performance of the working capacity components for chess-studying schoolchildren. It is noteworthy that the sample of the research includes children with Special Educational Needs (SEN), who were one group of participants. The experimental research was carried out by applying the \"Landolt rings\" methodology included in the \"Egoscope\" psychological analysis and testing complex. The analysis of the results demonstrated the following:
 
 Students with Special Educational Needs, who showed low academic progress, as a result of the experiment demonstrated a high index of endurance, as well as students with high and medium academic progress.
 The indicators of the reliability of the average work precision and working capacity, as well as the average efficiency level, are also the same among students with high, medium and low academic progress.
 The results of information processing are medium for students with low and medium progress and high for students with high progress.
","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"200 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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