jiddt

Abstract: Study of the Understanding of Gestural Communication in Children with Intellectual Disabilities in the Dynamics of Psychological Impact

Journal of Intellectual Disability - Diagnosis and Treatment

Study of the Understanding of Gestural Communication in Children with Intellectual Disabilities in the Dynamics of Psychological Impact  - Pages 619-632

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.4

Published: 27 November 2020

 

Abstract: Objective: The purpose of the study is to investigate the specific features of non-verbal communication in children with intellectual disabilities in the dynamics of psychological impact.

Background: Gestures are one of the most important components of non-verbal communication. The development of non-verbal communication in children with intellectual disabilities contributes to their normal social adaptation.

Method: To study the current state and dynamics of the development of the ability to recognise and understand gestures in the process of psychological influence, factor analysis was used by the principal component method with the use of varimax rotation. To verify the applicability of factor analysis to the selected variables, the Kaiser-Meier-Olkin measure of sample adequacy and Bartlett's sphericity test were used.

Results: The data of the study showed that, depending on the level of intelligence or, more precisely, on the diagnosis given to the child, there are differences in the dynamics of the development of the components of non-verbal communication. Children with mild mental retardation display lower results than children with mixed specific disorders of psychological development and children with a normative level of intellectual development.

Conclusion: The results obtained in the process of this study can be applied in practice by teachers and psychologists when working with children with intellectual disabilities.

Keywords: Sign language, schoolchildren, psychology, pedagogy, communication skills.

Buy Now

 

Abstract: Features of Non-Verbal Communication of Children with Intellectual Disabilities and Differences from their Normatively Developing Peers

Journal of Intellectual Disability - Diagnosis and Treatment

Features of Non-Verbal Communication of Children with Intellectual Disabilities and Differences from their Normatively Developing Peers  - Pages 633-641

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.5

Published: 27 November 2020

 

Abstract: Objective: The study aimed to study the specific features of non-verbal communication in children with intellectual disabilities in the dynamics of psychological impact.

Background: In the 21st century, in terms of diagnostics and the implementation of psychological influences, the problem of identifying the features of the communication skills of children with intellectual disabilities becomes very significant and urgent. At present, intellectual disabilities are understood as a heterogeneous group of intellectual impairments, different in clinical manifestations, but based on the criterion of a decrease in cognitive development. A comparatively large number of works are devoted to the study of the features of the communication skills of children with intellectual disabilities. However, the research on their non-verbal communication skills is rather small.

Method: The experimental research was conducted in three stages – first, the initial level of development of the abilities of recognition, naming and use of various communicative, modal and descriptive-pictorial gestures was measured.

Results: After that, for ten lessons with children, the program "Lessons of non-verbal communication at school" was carried out, after which abilities were tested repeatedly. Parents and teachers were also interviewed twice.

Conclusion: The study was carried out based on educational institutions outside school hours. The study involved 128 children from 6 schools in St. Petersburg. Non-verbal communication of children with mild mental retardation in comparison with normatively developing peers and with mixed specific psychological disorders is characterised by a lower level of development of cognitive, emotional-personal and behavioural components. Moreover, the most pronounced is the underdevelopment of the cognitive component, which is associated with the peculiarities of the impairment of intelligence. The study also showed that the emotional-personal and behavioural components are at a more preserved level of development in children with intellectual disabilities, which can be interpreted as the compensatory ability of the child's psyche.

Keywords: Children with special educational needs, students with intellectual disabilities, school curriculum, inclusive education, communication between students.

Buy Now

 

Abstract: Features of the Introduction in Schools of Nonverbal Communication Development Programme for Children with Intellectual Disabilities

Journal of Intellectual Disability - Diagnosis and Treatment

Features of the Introduction in Schools of Nonverbal Communication Development Programme for Children with Intellectual Disabilities  - Pages 642-649

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.6

Published: 27 November 2020

 

Abstract: Objective: The present study was conducted to identify the features of nonverbal communication in children.

Background: Nonverbal communication is a significant aspect of interpersonal communication. American scientists have found a strong correlation between low ability to recognise facial expressions, interpretation of postures, and gestures with communication difficulties. Experimental data indicate a positive relationship between the social status of an individual and the ability to interpret nonverbal signals. The general dynamics of the development of a child with disabilities are subject to the same laws as ordinary children. But the peculiarities of children associated with a disturbance of the intellectual sphere lead to the limitation of possibilities to obtain information from the outside world, a change in the methods of communication, difficulties of social adaptation, and impoverishment of social experience.

Method: Students of the first-grades of educational institutions of St. Petersburg were the survey sample. Several public and special schools were randomly selected in order to form the most detailed picture of the development of nonverbal behaviour in children, as well as to obtain the most representative sample for our study. A total of 128 children took part in the study – students of the first-grade (average age – 7.4 years; 47 girls, 81 boys).

Results: A programme of psychological influence was developed to optimise the nonverbal communication of children with intellectual disabilities.

Conclusion: With psychological influence aimed at the development of nonverbal communication among primary schoolers with intellectual disabilities, more intact mental functions associated with the implementation of emotional and behavioural components were taken into account.

Keywords: Students with intellectual disabilities, inclusive education, nonverbal communication methods, children with special educational needs.

Buy Now

 

Abstract: Spiritual Culture Formation of Young Teachers in the System of Higher Education: The Way for Social Maturity Development

Journal of Intellectual Disability - Diagnosis and Treatment

Spiritual Culture Formation of Young Teachers in the System of Higher Education: The Way for Social Maturity Development  - Pages 650-656

Zhannur Asetova, Saltanat Abildina, Albina Zh. Anesova, Zaure Kystaubayeva and Anar Ryskeldina

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.7
Published: 27 November 2020

 

Abstract: The formation of spiritual culture should be based on the principles that guide every teacher in the implementation of their pedagogical skills in direct learning. The purpose of our study is to substantiate that young teachers' social maturity is characterized not only by the level of knowledge, development of their orientations but also by the degree of personal spiritual culture. We have applied the method of diagnosing a level of young teacher's social maturity development as a moderator in the search for spiritual values, but also a participant in the formation of personal spiritual culture directly at the student himself. Diagnostic sections have shown that the index of general social maturity of young teachers who shape the spiritual culture of students, is growing much faster compared to the young teachers who didn't show the activity of this kind. From the experimental data, it follows that young teachers' activity in creating a pedagogical environment of their school is an effective factor in the intensification of their social maturity formation. Investigating the problem of the formation of social maturity of the individual, a certain system of personal orientations develops, which serves as the basis of spiritual culture, which the student can choose. The authors show that such an opportunity can only be implemented with the teacher's integrated participation as a carrier of moral values. The study's novelty is determined by the fact that each of the participants in the educational process seeks to realize the share and type of moral views for the fulfillment of their personal interests. The study's practical significance is determined by the fact that spiritual culture can be based not only on its private but also on its public perception.

Keywords: Social relations assimilation, level of knowledge, spiritual culture, pedagogical environment.

Buy Now