Psychological Analysis of Manifestations of Nonverbal Intelligence of Senior Pre-Schoolers in the Context of Inclusive Education

Authors

  • Khrystyna Kolbasova Department of Education of Children with Hearing Impairments, Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
  • Iryna Omelchenko Department of Psychological and Pedagogical Support for Children with Special Needs, Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
  • Vadym Кobylchenko Department of Education of Visually Impaired Children, Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
  • Olena Huliaieva Department of Applied Psychology, Faculty of Psychology, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine
  • Olha Vovchenko Department of Education of Children with Нearing Іmpairments, Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine

DOI:

https://doi.org/10.6000/2292-2598.2023.11.02.3

Keywords:

Inclusion, visual thinking, creative abilities, educational environment, intelligence

Abstract

Inclusive preschool education ensures the full development of pre-schoolers with disabilities and promotes their social adaptation. The use of visual material is one of the effective means of stimulating cognitive activity in the process of preschool inclusion. The success of its perception and assimilation depends on the level of non-verbal intelligence.

Aim: The research aims to analyze the manifestations of non-verbal intelligence in healthy senior pre-schoolers and children with disabilities.

Methods: The research involved theoretical methods of systematization and generalization of academic information, as well as empirical methods of psychological diagnostics. Statistical indicators were determined through descriptive statistics and a one-factor analysis of variance.

Results: The study's results showed a high level of nonverbal intelligence and creative abilities in healthy senior pre-schoolers and pre-schoolers with disabilities. The analysis didn’t reveal any statistically significant differences (р≥0.05) between the indicators of non-verbal intelligence of the studied healthy senior pre-schoolers and pre-schoolers with disabilities.

Conclusions: children with disabilities have medium-high indicators of the development of non-verbal intelligence and creative abilities, which do not statistically differ from the indicators of their healthy peers.

Prospects: The obtained results can contribute to developing adaptation schemes for children with disabilities in the context of inclusive education. The obtained data provide the background for expanding the teaching materials for developing non-verbal intelligence in inclusive groups.

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Published

2023-05-02

How to Cite

Kolbasova, K. ., Omelchenko, I. ., Кobylchenko V. ., Huliaieva, O. ., & Vovchenko, O. . (2023). Psychological Analysis of Manifestations of Nonverbal Intelligence of Senior Pre-Schoolers in the Context of Inclusive Education. Journal of Intellectual Disability - Diagnosis and Treatment, 11(2), 87–96. https://doi.org/10.6000/2292-2598.2023.11.02.3

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Section

General Articles