Primary School Children with Special Education Needs

Гаврилушкина, О П; Egorova, M.A.

doi:10.17759/psyedu.2016080313

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…-disorders of formation of motor-coordination abilities, -regulation of muscular activity, -significant errors in the technique of performing motor actions; -expression of stereotyped movements, their impulsiveness [5,[12][13][14][15]. These problems negatively affected the quantitative parametric indicators and were the reason for a significant lag of children with ASD in quantitative indicators behind children with homotypic development (Table 2).…”

Section: Criteria Of Motor Development Of Older Preschoolers With Asd...mentioning

confidence: 99%

Problems of Motor Development of 6-7 Years Old Children with Autism Spectrum Disorders

Voloshina,

Kondakov,

Panasenko

et al. 2023

OBM Genet

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Original ResearchProblems of Motor Development of 6-7 Years Old Children with Autism Spectrum DisordersLyudmila N. Voloshina 1, *, Viktor L. Kondakov 1, Karina E. Panasenko 1, Lyudmila K. Buslovskaya 1, Dmitry V. Shcherbin 2* Correspondence: Lyudmila N. Voloshina; E-Mail: <a href="mailto:voloshina_l@bsu.edu.ru">voloshina_l@bsu.edu.ru</a>Academic Editor: Fabrizio StasollaSpecial Issue: <a href="https://www.lidsen.com/journals/genetics/genetics-special-issues/rare-genetic-syndromes-from-diagnosis-treatment">Rare Genetic Syndromes: From Diagnosis to Treatment</a>OBM Genetics2023, volume 7, issue 4doi:10.21926/obm.genet.2304205Received: September 21, 2023Accepted: December 05, 2023Published: December 11, 2023AbstractAccording to modern research, there is a high risk of motor development disorders in children 6-7 years old with autism spectrum disorders. This determines the relevance of studying the problem of individual differences in motor development of children 6-7 years old with autism spectrum disorders, the need for objective assessment of its level, and the determination of group and individual strategies for correction of motor development. The study identifies and evaluates the motor development problems of 6-7-year-old children with autism spectrum disorders. Materials and methods of the study. Analysis and comparison of the results of observations of the motor development of 27 children 6-7 years old with autism spectrum disorders attending compensatory and combined orientation groups and 100 children of the same age with homotypic product attending general developmental and combined orientation groups of preschool institutions in Belgorod. The following methods were used: theoretical (analysis, generalization, comparison), empirical (observation of the performance of motor tasks, and methods of mathematical statistics (Student's t-criterion): results and their discussion. The comparative analysis of motor development indicators of 6-7-year-old children with autism spectrum disorders and normotypically developing children shows the reliability of their differences (p < 0.05) in qualitative and quantitative indicators. The research confirmed the presence of problems in children with autism spectrum disorders related to the development of balance function (51.85%), impaired regulation of muscle activity, and difficulties in purposeful performance of movements (44.44%). Movement coordination disorders are observed in 55.85% of children: conclusions and conclusion. The study results indicate the relevance of the search for new means of correction of motor development of 6-7-year-old children with autism spectrum disorders at this age stage. The study confirmed the high risk of motor disorder development in children of this nosological group.

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Section: Criteria Of Motor Development Of Older Preschoolers With Asd...mentioning

confidence: 99%

Problems of Motor Development of 6-7 Years Old Children with Autism Spectrum Disorders

Voloshina,

Kondakov,

Panasenko

et al. 2023

OBM Genet

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“…One of the current trends in the study of academic adaptation in primary school is the study of adaptation processes of children with special educational needs [9]. These studies state that such children have specific features of the development of the cognitive sphere, personality, communication difficulties [4], etc., which leads to the risk of academic disadaptation.…”

Section: Research On Academic Adaptation At Primary Schoolmentioning

confidence: 99%

Characteristics of students’ academic adaptation at different levels of education in Russia

Shamionov¹,

Grinina²

2021

P Sci Edu

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Introduction. The relevance of the study is conditioned by the need to find effective ways of adaptation due to changing conditions of education and personality development, as well as to inclusion of students with various educational needs and capabilities in the educational process, including those with disabilities (health limitations) and chronic diseases. Currently, there is no conceptual and systematic elaboration of theoretical provisions and experimental research in the field of academic adaptation. Materials and methods. The materials of the study are articles from Russian periodicals. The research method is theoretical analysis of the problem of academic adaptation at different levels of education. Results of the study. Major studies of academic adaptation in Russia are focused on the problems of determining its criteria, age specificity, factors and conditions for successful adaptation, the development of a diagnostic tool, its characteristics in inclusive education, etc. The specificity of academic adaptation at different levels of education is associated with gaining experience of adaptation and psychological development of a student. The determinants of academic adaptation differ depending on the educational level. In the conditions of preschool education the determinants are games and the experience of interaction with peers and adults, psychosomatic development; in the conditions of primary education the determinants are communication skills, educational motivation, interaction with the teacher; in the conditions of secondary education the determinants are correspondence of the educational process organization with characteristics and capabilities of students, interaction with peers and adults; in the conditions of special professional education the determinants are psychophysiological characteristics of students, personality factors (academic motivation, self-reflection), interpersonal factors. Discussion and conclusion. Analysis of academic adaptation as a multicomponent phenomenon makes it possible to develop means of its optimization and to create conditions for children and adults’ academic success in the educational system. Within the context of modern education it is important to study students’ academic adaptation in an inclusive educational environment, the development of the concept of academic adaptation as a process of successive change of its foundations, factors and mechanisms at different educational levels.

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Conception and Organizational and Structural Models of Psychological Service in Education

Забродин

Метелькова²,

Рубцов

2016

Psychological-Educational Studies

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The article is devoted to the discussion of the key problems of practical psychology of education and to formulation of the main principles of conception of the psychological service in education, which is considered as one of the most important elements of the whole educational system modernization. Based on the data obtained by the monitoring of the psychological service in Russian education, conducted in 2006-2008, as well as on the analysis of the research materials, the service development strategy is formulated that determines the key directions of its' work till 2020 year. The mechanism of this strategy realization will be formulated as a suggested structural and functional model of the psychological service in education. The variants of organization of psychological service in education on the federal, as well as regional and municipal levels, specified under the regional and other contextual peculiarities, can be applied in creating particular versions of psychological service aimed at the different categories: gifted children and children with special educational needs, orphans and deviant children, children that suffer difficulties in learning, etc. the example of concrete target model of work with child's giftedness is widely described in the article.

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Primary School Children with Special Education Needs

Cited by 6 publications

References 3 publications

Problems of Motor Development of 6-7 Years Old Children with Autism Spectrum Disorders

Problems of Motor Development of 6-7 Years Old Children with Autism Spectrum Disorders

Characteristics of students’ academic adaptation at different levels of education in Russia

Conception and Organizational and Structural Models of Psychological Service in Education

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