Early childhood is a pivotal stage for addressing learning disabilities in pre-schoolers. This article delves into the core components of psycho-pedagogical interventions for this demographic, highlighting key findings and strategies.
Within the frame of this study, it is aimed to clarify the main tasks of preschool institutions and ensure the socialization of children in preschool settings with peers and adults. At the same time, the preschool institution should ensure the education of children with learning disabilities. Systematic, special psycho-pedagogical interventions are necessary to implement the latter.
The development of a child with a learning disability is carried out in the process of active pursuit and in many cases depends on the organization of his life, the precise daily routine, the system of education and professional intervention. It is important to systematically carry out counseling and remedial developmental assistance for children and parents, as well as to warn about the possibility of secondary disorders of physical and mental development, to socialize the child promptly.
{"title":"FEATURES OF PSYCHO-PEDAGOGICAL INTERVENTION WHILE WORKING WITH PRE-SCHOOLERS HAVING LEARNING DISABILITIES","authors":"Zabella Zohrabyan","doi":"10.24234/se.v7i2.10","DOIUrl":"https://doi.org/10.24234/se.v7i2.10","url":null,"abstract":"Early childhood is a pivotal stage for addressing learning disabilities in pre-schoolers. This article delves into the core components of psycho-pedagogical interventions for this demographic, highlighting key findings and strategies.
 Within the frame of this study, it is aimed to clarify the main tasks of preschool institutions and ensure the socialization of children in preschool settings with peers and adults. At the same time, the preschool institution should ensure the education of children with learning disabilities. Systematic, special psycho-pedagogical interventions are necessary to implement the latter.
 The development of a child with a learning disability is carried out in the process of active pursuit and in many cases depends on the organization of his life, the precise daily routine, the system of education and professional intervention. It is important to systematically carry out counseling and remedial developmental assistance for children and parents, as well as to warn about the possibility of secondary disorders of physical and mental development, to socialize the child promptly.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"157 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869730","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 research aimed to explore the organizational features of play activities of children with moderate mental retardation and its impact on their speech development. The studies were conducted among 144 children with moderate mental retardation aged 7–18-year-old living in specialized orphanages and 40 educators.
The research methodology was based on the combination of qualitative and quantitative methods including observation, conversation, interview, and validating scientific experiments for data collection. The use of selected data collection methods helped to observe the general activities of children and to obtain data on the specifics of their play activities both from children and the educators working with them.
As a result of validating scientific experiments, patterns of play activities of children with moderate mental retardation, and their playing abilities were recorded, and the most frequently used games and their influence on the development of children were revealed. The regulation of the day, the time allotted for games during educational and speech development classes, the setting, and the reasons related to application features were also exposed. The results of the study stated, that in the list of games used during remedial and speech development activities in a specialized orphanage, such as verbal, staged, role-playing, speech therapy games and motion games were almost absent.
In 5 out of 15 studied groups, 2-3 game exercises of speech therapy were used, about the same number of sports exercises and word games. It was also recorded that the tutor spent approximately 33% of the game time (1 hour) explaining each game, 17% on individual work, 28% on correcting mistakes and other corrective work, and on the game itself, it was used only 22% of the time which negatively affected the effectiveness of using games. It has been found that in insufficient conditions of the organization of game activities, the effectiveness of corrective educational work decreased, and the development of speech was delayed.
{"title":"CHARACTERISTICS OF GAME ACTIVITY ORGANIZATION AND ITS INFLUENCE ON SPEECH DEVELOPMENT OF CHILDREN WITH MODERATE MENTAL RETARDATION","authors":"Lilit Saratikyan, Zaruhi Harutyunyan","doi":"10.24234/se.v7i2.7","DOIUrl":"https://doi.org/10.24234/se.v7i2.7","url":null,"abstract":"This research aimed to explore the organizational features of play activities of children with moderate mental retardation and its impact on their speech development. The studies were conducted among 144 children with moderate mental retardation aged 7–18-year-old living in specialized orphanages and 40 educators.
 The research methodology was based on the combination of qualitative and quantitative methods including observation, conversation, interview, and validating scientific experiments for data collection. The use of selected data collection methods helped to observe the general activities of children and to obtain data on the specifics of their play activities both from children and the educators working with them.
 As a result of validating scientific experiments, patterns of play activities of children with moderate mental retardation, and their playing abilities were recorded, and the most frequently used games and their influence on the development of children were revealed. The regulation of the day, the time allotted for games during educational and speech development classes, the setting, and the reasons related to application features were also exposed. The results of the study stated, that in the list of games used during remedial and speech development activities in a specialized orphanage, such as verbal, staged, role-playing, speech therapy games and motion games were almost absent.
 In 5 out of 15 studied groups, 2-3 game exercises of speech therapy were used, about the same number of sports exercises and word games. It was also recorded that the tutor spent approximately 33% of the game time (1 hour) explaining each game, 17% on individual work, 28% on correcting mistakes and other corrective work, and on the game itself, it was used only 22% of the time which negatively affected the effectiveness of using games. It has been found that in insufficient conditions of the organization of game activities, the effectiveness of corrective educational work decreased, and the development of speech was delayed.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869835","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}
During the time of a child's development, fears are unavoidable and normal for that period. They have their own characteristics of evolution and manifestation in any period of a child's upgrowth.
It's obvious that fears of children with different upgrowth disorders are expressed within particular patterns. So we carried out an exploration in order to study the particularities of the patterns of children's mental upgrowth disorders and children with autism spectrum disorders and during studies we investigated 60 children with mild mental upgrowth disorders and 60 children with autism spectrum disorders. The fears of preschool children representing these two types were investigated in the context of a comparative analysis of the particularities of the fears of their peers with neurotypical development.
{"title":"THE FEATURES OF FEARS OF CHILDREN WITH MENTAL AND AUTISM SPECTRUM DISORDERS","authors":"Alina Manukyan","doi":"10.24234/se.v7i2.4","DOIUrl":"https://doi.org/10.24234/se.v7i2.4","url":null,"abstract":"During the time of a child's development, fears are unavoidable and normal for that period. They have their own characteristics of evolution and manifestation in any period of a child's upgrowth.
 It's obvious that fears of children with different upgrowth disorders are expressed within particular patterns. So we carried out an exploration in order to study the particularities of the patterns of children's mental upgrowth disorders and children with autism spectrum disorders and during studies we investigated 60 children with mild mental upgrowth disorders and 60 children with autism spectrum disorders. The fears of preschool children representing these two types were investigated in the context of a comparative analysis of the particularities of the fears of their peers with neurotypical development.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"654 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869581","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}
Autism Spectrum Disorder is a multifaceted neurodevelopmental condition, presenting unique challenges for children and their families. Characterized by a wide spectrum of symptoms and challenges, autism presents a unique set of demands on caregivers, educators, and healthcare professionals. The journey of raising an autistic child is a multifaceted one, requiring a deep understanding of the child's needs, strengths, and potential. In this article, we embark on an exploration of the intricate care and challenges that accompany raising an autistic child, while also shedding light on the recent scientific advancements that have transformed our approach to this condition. This article explores the care and challenges associated with raising autistic children, incorporating recent scientific advancements.
The purpose of this article is to provide a comprehensive overview of the care and challenges associated with raising an autistic child, while also highlighting the scientific advancements that have shaped suggested approach to autism care. The critical areas such as early diagnosis and intervention, the role of Individualized Education Plans, sensory sensitivities, family support, and the transformative potential of advancements in assistive technologies will delve into within the frame of this paper.
Understanding the unique needs of autistic children and addressing their challenges requires a comprehensive and up-to-date knowledge base. Autism is a condition that manifests differently in each individual, and recent scientific advancements have greatly expanded our insight into its complexities. By navigating the evolving landscape of autism research and care, it is possible to provide more effective support to children with autism and their families.
{"title":"CHILD WITH AUTISTIC SPECTRUM DISORDER: CARE AND CHALLENGES","authors":"Vera Marukyan","doi":"10.24234/se.v7i2.11","DOIUrl":"https://doi.org/10.24234/se.v7i2.11","url":null,"abstract":"Autism Spectrum Disorder is a multifaceted neurodevelopmental condition, presenting unique challenges for children and their families. Characterized by a wide spectrum of symptoms and challenges, autism presents a unique set of demands on caregivers, educators, and healthcare professionals. The journey of raising an autistic child is a multifaceted one, requiring a deep understanding of the child's needs, strengths, and potential. In this article, we embark on an exploration of the intricate care and challenges that accompany raising an autistic child, while also shedding light on the recent scientific advancements that have transformed our approach to this condition. This article explores the care and challenges associated with raising autistic children, incorporating recent scientific advancements.
 The purpose of this article is to provide a comprehensive overview of the care and challenges associated with raising an autistic child, while also highlighting the scientific advancements that have shaped suggested approach to autism care. The critical areas such as early diagnosis and intervention, the role of Individualized Education Plans, sensory sensitivities, family support, and the transformative potential of advancements in assistive technologies will delve into within the frame of this paper.
 Understanding the unique needs of autistic children and addressing their challenges requires a comprehensive and up-to-date knowledge base. Autism is a condition that manifests differently in each individual, and recent scientific advancements have greatly expanded our insight into its complexities. By navigating the evolving landscape of autism research and care, it is possible to provide more effective support to children with autism and their families.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"34 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870056","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}
In an era dominated by information and communication technologies, the pervasive influence of misinformation has become an issue of paramount concern. This article delves into the multifaceted challenges posed by misinformation and the dire socio-psychological consequences it imposes on this vulnerable student demographic. There is an attempt to understand the destructive impact of misinformation from a pedagogical and psychological point of view, to describe the influence of social media services children requiring special learning conditions use in their everyday lives.
The purpose of this article is twofold: first, to comprehensively explore the intricate problems presented by the socio-psychological destructive impact of misinformation on students who need special learning conditions, and second, to offer insights and strategies for mitigating these issues. By shedding light on this critical intersection between misinformation and special learning conditions, it is aimed to provoke a broader discourse, raise awareness, and empower educators, parents, and policymakers to take action.
{"title":"PROBLEMS OF PREVENTING THE SOCIO-PSYCHOLOGICAL DESTRUCTIVE IMPACT OF MISINFORMATION ON STUDENTS REQUIRING SPECIAL LEARNING CONDITIONS","authors":"Armen Avetisyan","doi":"10.24234/se.v7i2.3","DOIUrl":"https://doi.org/10.24234/se.v7i2.3","url":null,"abstract":"In an era dominated by information and communication technologies, the pervasive influence of misinformation has become an issue of paramount concern. This article delves into the multifaceted challenges posed by misinformation and the dire socio-psychological consequences it imposes on this vulnerable student demographic. There is an attempt to understand the destructive impact of misinformation from a pedagogical and psychological point of view, to describe the influence of social media services children requiring special learning conditions use in their everyday lives.
 The purpose of this article is twofold: first, to comprehensively explore the intricate problems presented by the socio-psychological destructive impact of misinformation on students who need special learning conditions, and second, to offer insights and strategies for mitigating these issues. By shedding light on this critical intersection between misinformation and special learning conditions, it is aimed to provoke a broader discourse, raise awareness, and empower educators, parents, and policymakers to take action.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"195 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870615","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 article aims to conduct a comparative analysis between early childhood traditional education and alternatives in primary education, such as the Maria Montessori method and Reggio Emilia approach. This article will be relevant and advisable for educators and parents to understand the key differences between each approach. There is no doubt that early childhood education plays an essential role in educating young minds. The question is how to find the best way to educate young children, what to choose: teacher-centered or child-centered models of teaching? Furthermore, from a parental view, the question is not only which method works the best, but also which one is more beneficial for “My Child”. Parents have difficulty choosing the right teaching option specifically for their children, which would help them become successful members of modern society in the future.
Taking into consideration our teaching experience of more than twenty-five years, along with researching many pedagogical and educational books and articles, we came to an interesting conclusion about both – traditional and alternatives in teaching young minds. Alongside, we discovered that no matter how beneficial is the true idea of any teaching method, unfortunately, not every school is a true barrier to the philosophy, theory, and teaching approach behind the school’s name brand.
{"title":"A COMPARATIVE ANALYSIS BETWEEN TRADITIONAL AND ALTERNATIVE EARLY CHILDHOOD EDUCATION, SUCH AS THE MARIA MONTESSORI METHOD, REGGIO EMILIA PEDAGOGICAL APPROACH","authors":"Mariana Avetisyan, Hasmik Konjoyan","doi":"10.24234/se.v7i2.8","DOIUrl":"https://doi.org/10.24234/se.v7i2.8","url":null,"abstract":"This article aims to conduct a comparative analysis between early childhood traditional education and alternatives in primary education, such as the Maria Montessori method and Reggio Emilia approach. This article will be relevant and advisable for educators and parents to understand the key differences between each approach. There is no doubt that early childhood education plays an essential role in educating young minds. The question is how to find the best way to educate young children, what to choose: teacher-centered or child-centered models of teaching? Furthermore, from a parental view, the question is not only which method works the best, but also which one is more beneficial for “My Child”. Parents have difficulty choosing the right teaching option specifically for their children, which would help them become successful members of modern society in the future.
 Taking into consideration our teaching experience of more than twenty-five years, along with researching many pedagogical and educational books and articles, we came to an interesting conclusion about both – traditional and alternatives in teaching young minds. Alongside, we discovered that no matter how beneficial is the true idea of any teaching method, unfortunately, not every school is a true barrier to the philosophy, theory, and teaching approach behind the school’s name brand.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"2007 30","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813920","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}
In the first few years of life, young children obtain social and emotional skills, such as controlling emotions, sharing with others and following instructions. These skills lay the foundation for developing literacy, numeracy and other cognitive abilities that are vital for success in school and life. All this highlights the importance of early care within the frame of social model for children with disabilities. This article provides theoretical information about the concept of the social model of early care in the Czech Republic. It aims to expand the theoretical base of these issues and justify the topicality and importance of early care in its extensive reference field. Besides, it intends to emphasize its practical impact.Methodologically, at the theoretical level, the design of this article is based on the analysis and comparison of scholarly literature, legislative documents, methodological materials, and other relevant written sources.
{"title":"EARLY CARE / INTERVENTION: START OF SOCIAL AND EDUCATIONAL INCLUSION IN THE CZECH REPUBLIC","authors":"Zdenka Šándorová","doi":"10.24234/se.v7i2.9","DOIUrl":"https://doi.org/10.24234/se.v7i2.9","url":null,"abstract":"In the first few years of life, young children obtain social and emotional skills, such as controlling emotions, sharing with others and following instructions. These skills lay the foundation for developing literacy, numeracy and other cognitive abilities that are vital for success in school and life. All this highlights the importance of early care within the frame of social model for children with disabilities. This article provides theoretical information about the concept of the social model of early care in the Czech Republic. It aims to expand the theoretical base of these issues and justify the topicality and importance of early care in its extensive reference field. Besides, it intends to emphasize its practical impact.Methodologically, at the theoretical level, the design of this article is based on the analysis and comparison of scholarly literature, legislative documents, methodological materials, and other relevant written sources.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"160 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869931","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}
Augmented reality (AR) technology is a promising educational tool that can be used to enhance learning experiences for children with special needs. AR technology has the potential to provide a more engaging and interactive learning environment, allowing children to better understand and retain information. This article reviews the existing literature on AR and its effectiveness as an educational tool for children with special needs, including those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), intellectual disabilities, etc. The benefits and challenges of using AR in special education and offer suggestions for future research are discussed. The article also presents a number of cases related to the issue․
{"title":"AUGMENTED REALITY IN EDUCATION FOR CHILDREN WITH SPECIAL NEEDS","authors":"S. Asatryan, Araksia Svajyan, Shushanik Antonyan","doi":"10.24234/se.v6i1.304","DOIUrl":"https://doi.org/10.24234/se.v6i1.304","url":null,"abstract":"Augmented reality (AR) technology is a promising educational tool that can be used to enhance learning experiences for children with special needs. AR technology has the potential to provide a more engaging and interactive learning environment, allowing children to better understand and retain information. This article reviews the existing literature on AR and its effectiveness as an educational tool for children with special needs, including those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), intellectual disabilities, etc. The benefits and challenges of using AR in special education and offer suggestions for future research are discussed. The article also presents a number of cases related to the issue․","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894554","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}
Objective: This study aims to understand children's attitudes toward their peers with disabilities in the city of Gyumri (Armenia). As the inclusion of students with disabilities in regular schools has been increasingly promoted worldwide in the last few decades, starting from 2016, full (universal) inclusive education entered into force in Armenia, and children with and without disabilities are included in the classrooms in all regular schools in the country. Based on the new changes related to inclusive education, the research on children’s attitudes toward their peers with disabilities is valuable and essential. Method: A narrative qualitative approach is used as a methodological basis of this study to uncover the attitudes of non-disabled students towards their peers with disabilities. Qualitative in-depth interviews with 60 students from inclusive schools in Gyumri have been conducted within one month. Analysis of the interviews was performed using the thematic analysis method. Findings: The findings suggest four essential categories of responses: Looking forward, Belief in overall inclusion, Pessimistic view, and Unfavorable conditions. Each topic is formulated based on themes that describe the interview's global and detailed expression and formulation. In general, it was found that both personal and environmental variables relate to the attitudes of students without disabilities, such as experience with inclusive education, knowledge about disability and social participation, and social inclusion of students with disabilities.
{"title":"STUDENTS’ ATTITUDE TOWARDS THEIR PEERS WITH DISABILITIES: CASE OF GYUMRI SCHOOLS","authors":"T. Akopyan","doi":"10.24234/se.v6i1.310","DOIUrl":"https://doi.org/10.24234/se.v6i1.310","url":null,"abstract":"Objective: This study aims to understand children's attitudes toward their peers with disabilities in the city of Gyumri (Armenia). As the inclusion of students with disabilities in regular schools has been increasingly promoted worldwide in the last few decades, starting from 2016, full (universal) inclusive education entered into force in Armenia, and children with and without disabilities are included in the classrooms in all regular schools in the country. Based on the new changes related to inclusive education, the research on children’s attitudes toward their peers with disabilities is valuable and essential. \u0000Method: A narrative qualitative approach is used as a methodological basis of this study to uncover the attitudes of non-disabled students towards their peers with disabilities. Qualitative in-depth interviews with 60 students from inclusive schools in Gyumri have been conducted within one month. Analysis of the interviews was performed using the thematic analysis method. \u0000Findings: The findings suggest four essential categories of responses: Looking forward, Belief in overall inclusion, Pessimistic view, and Unfavorable conditions. Each topic is formulated based on themes that describe the interview's global and detailed expression and formulation. In general, it was found that both personal and environmental variables relate to the attitudes of students without disabilities, such as experience with inclusive education, knowledge about disability and social participation, and social inclusion of students with disabilities.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44410515","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 formation of a quality education system for children with special educational needs in the Republic of Armenia, the difficulty of applying the study and assessment model for speech therapy assessment is explained by the insufficient numbers of studies and lack of the current problem examination. Currently, regional pedagogical and psychological support centers in the Republic of Armenia provide the assessment of the educational needs of children with special needs and make a corresponding conclusion regarding the organization of the child's education and the special conditions required for the education. The application of the new model of speech therapy assessment presented to implement the provided support/speech therapy services at a proper level will provide an opportunity to implement the functions defined by the legislation and statutes, which are related to the provision of speech therapy services in general education.
{"title":"THE IMPLEMENTATION OF SPEECH THERAPY SERVICES AND SPEECH DISORDERS ASSESSMENT IN REGIONAL PSYCHO-PEDAGOGICAL SUPPORT CENTERS","authors":"Anna Aslanyan","doi":"10.24234/se.v6i1.302","DOIUrl":"https://doi.org/10.24234/se.v6i1.302","url":null,"abstract":"The formation of a quality education system for children with special educational needs in the Republic of Armenia, the difficulty of applying the study and assessment model for speech therapy assessment is explained by the insufficient numbers of studies and lack of the current problem examination. Currently, regional pedagogical and psychological support centers in the Republic of Armenia provide the assessment of the educational needs of children with special needs and make a corresponding conclusion regarding the organization of the child's education and the special conditions required for the education. \u0000The application of the new model of speech therapy assessment presented to implement the provided support/speech therapy services at a proper level will provide an opportunity to implement the functions defined by the legislation and statutes, which are related to the provision of speech therapy services in general education.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44102646","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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