Mokymosi sutrikimai ir vaiko socializacija

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Mokymosi sutrikimai ir vaiko socializacija
Alternative Title:
Learning disabilities and child socialization
In the Journal:
Socialinis ugdymas [Social Education]. 2015, Nr. 2 (41), p. 87-98
Keywords:
LT
Emocinis intelektas; Mokymosi sutrikimai; Mokymosi sutrikimai, specifiniai mokymosi sutrikimai, socializacija,; Socialinis intelektas; Socializacija; Socializacijos priemonės; Socializacijos priemonės, emocinis intelektas, socialinis intelektas; Specifiniai mokymosi sutrikimai.
EN
Emotional intelligence; Intelect.; Learning disabilities; Learning disabilities, socialization, socialization tools, emotional intelligence, social; Social intelect; Socialization; Socialization tools; Specifical learning disabilities; Į.
Summary / Abstract:

LTStraipsnyje nagrinėjama mokymosi sutrikimų įtaka vaiko socializacijai. Remiantis nauja raidos sutrikimų klasifikacija (2011), aptariami specifiniai mokymosi sutrikimai, taip pat emocijų ir elgesio sutrikimai bei jų tiesioginis poveikis vaiko mokyklinei adaptacijai. Pristatomi tyrimo rezultatai, kuriais remiantis nustatyta, kad vaikai, turintys mokymosi sutrikimų, nors ir pasižymi normaliu intelektu, labai skiriasi nuo tokių sutrikimų neturinčių bendraamžių pagal gebėjimus prisitaikyti mokyklinėje aplinkoje, bendrauti ir bendradarbiauti. [Iš leidinio]

ENThe article deals with the impact of learning disabilities on child socialization. The article discusses cognitive, i.e. thinking, speech, attention, memory, emotional and behavioural disorders that fall within and outside the group of the new classification of developmental disorders (The Procedure for Determining Groups of Schoolchildren with Special Educational Needs and Distributing Their Special Educational Needs into Levels No. V-1265/V-685/A1-3170 of 13 July 2011) as well as their direct impact on the formation of basic social skills (school adaptation, communication, cooperation and behaviour in conflict situations). The aim of the research was to analyze and compare characteristics and differences of school adaptation and socialization of younger school-age students with learning disabilities and those of students of the same age with the normal development. Research procedure and subjects: the research was conducted in seven randomly selected primary schools in Vilnius. The research subjects were 107 primary education teachers and 2 520 students, of which 400 (16 percent) students had various disabilities that had been identified by the Educational Psychological Service or child welfare commission. Research methods: data were collected using quantitative analysis and processed using methods of statistical analysis.The research has shown that children with learning disabilities differ significantly from their peers without such disabilities in terms of their ability to adapt in the school environment, to communicate and cooperate: 1) analysis of literary sources suggests that a child’s social development and becoming a personality is strongly influenced by the existing learning disabilities, because the underlying unevenly developed intellectual abilities as well as emotional and behavioural disorders interfere not only with the learning process, but also with the learning motivation and meeting such fundamental social needs as recognition, respect and being part of a group, all of which are essential for a successful socialization of a person. The following most common types of learning disabilities were identified: reading, writing and mathematics learning disabilities, speech, behavioural and emotional disorders. Due to behavioural and emotional disorders as well as lack of social skills and inadequate emotional intelligence these students are unable to make friends and build strong relationships, experience feelings of loneliness and dissociation, and often get involved in conflict situations. These children require systematic assistance of special educators and speech therapists in order to eliminate their learning disabilities and assistance of social educators in shaping social skills and developing emotional intelligence. [From the publication]

ISSN:
1392-9569; 2351-6011
Related Publications:
Diferencinio mokymo poveikis priešmokyklinio amžiaus vaikų rankų miklumui / Pavelas Zachovajevas, Viktorija Kaktienė, Gina Šegždaitė, Jovaidė Jurėnaitė, Kristina Berškienė. Sveikatos mokslai. 2018, t. 28, Nr. 6, p. 44-50.
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https://www.lituanistika.lt/content/63913
Updated:
2020-07-28 20:26:12
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