Psychological and Pedagogical Components of the Readiness of Children with Hearing Impairments to Learn in the Context of Updated Content of Education

Introduction. А new model of education introduced in general education schools of the Republic of Kazakhstan, is characterized by a criterion system for assessing the student’s knowledge (involving the student, his self-esteem), stimulating the student’s activity in obtaining knowledge and communication skills. These processes can be challenging for children with hearing impairment. The issue of the psychological and pedagogical readiness of students with hearing impairments to switch to new curricula is examined in this study using the example of the Republic of Kazakhstan. Materials and Methods. Pursuant to the objectives of the study, the sample of children with hearing impairments, was formed without exclusion of children with concomitant impairments similar to the structure of this group present in overall population. In the general sample, which includes 138 children and adolescents 10–15 years old who were divided into four experimental and four control groups in accordance with their educational level, the emotional-volitional, intellectual and cognitive characteristics of deaf and hard-of-hearing children and their success in performing tasks in classic and updated programs were studied. Results.In the children with hearing impairments, visual attention, hearing and speech memory, and conceptual thinking were reduced. The volitional regulation of complex actions and visual memory corresponded to the age norm. Children with hearing impairments performed the educational tasks less well, whereby they performed the tasks of the updated programs significantly more efficiently in comparison to classical tasks. Conclusions are drawn about the effectiveness of the updated educational programs for teaching this group of children. Discussion and Conclusion. Our psychological and pedagogical study of this problem reveals that children with hearing impairments perform better at some tasks compiled in accordance with updated educational programs, indicating their effectiveness for this category of students. At the same time, a decrease in the number of cognitive processes of students in correctional schools with hearing impairments compared to their peers is also shown, namely in visual attention, auditory-speech memory, and thinking with the development of volitional processes corresponding to age. It is necessary to take into account the level of development of these processes in the formation and implementation of training programs.

RESULTS OF PSYCHOREHABILITATIONAL CORRECTION OF PROFESSIONAL «BURNOUT» SYNDROME OF TEACHERS OF SPECIAL SCHOOLS

There are presented materials concerning psychological features of professional "burnout" syndrome in teachers of correctional schools working with children with intellectual disabilities, as well as the results of the conducted psychorehabilitation measures. Were examined 55 special educational needs teachers, aged 30 - 40 years with work experience from 6 to 12 years with the formed syndrome of professional «burnout». All examined were given a course of psychocorrection. To assess the effectiveness of rehabilitation measures, the MBI test technique before and after psychocorrection was used. A high level of professional "burnout" has been revealed with a predominance in its structure of emotional exhaustion and reduction of professional achievements. The results of the retest indicate the effectiveness of psychocorrectional interventions.

Family factors of psychosocial rehabilitation of children with hearing and visual impairments

. The article presents the results of a survey of 368 students of 7-18 years of special (correctional) schools, including 186 students with hearing impairments (hard of hearing and deaf) and 182 visually impaired students and 280 parents of students of special schools. The characteristics of families are given, the main characteristics that affect the mental health of children, as well as the possibilities of rehabilitation intervention are identified

Inclusive Professional Competences: Assessment Paradigm of Pedagogical Community

The paper is devoted to the issue of assessing the range of inclusive teacher competencies by the pedagogical community and their comparative significance for achieving the required learning results by students with disabilities. The paper presents the results of an empirical study aimed at identifying the general and specific in assessing the importance of inclusive competencies of a teacher by various subjects of staffing the inclusive educational process at school. The study involved 983 pedagogical workers employed in mass and correctional schools, as well as in pedagogical universities. They were asked to assess the significance of a set of indicators of the competence of an inclusive teacher, obtained on the basis of an analysis of the texts of 59 approximate basic educational programs for the training of future specialists in the field of inclusion. The results of the study demonstrated that a holistic assessment paradigm has not been formed in the pedagogical community in relation to the inclusive competencies of a teacher, which is expressed in the divergence of the corresponding assessment positions of university teachers who train teachers, teachers of mass and special schools. This confirms the need for further development of the model of inclusive competence of a teacher, its empirical verification and subsequent implementation in educational programs of continuous teacher education in accordance with the rapidly changing conditions of professional activity of teachers in an inclusive school.

The Involvement of Stakeholders in Promoting the Wellness of Juvenile Offenders in Selected South African Correctional Schools

The main focus of the study was to explore the involvement of stakeholders in promoting the wellness of juvenile offenders in South African correctional schools. Two teachers and three juveniles were purposefully selected to complete open ended questionnaires from two juvenile centres in the Western Cape province of South Africa. The major aim of the study was to identify how different stakeholders can facilitate the attainment of wellness among juvenile offenders. The ubuntu and wellness theories were used as lenses to carry out the study. Research ethic procedures were followed. In order to get livid experience of participants, qualitative method was used to collect and analyse data. Findings revealed that stakeholder involvement varied with some being more involved while others were lacking. This compromised effective rehabilitation. It was recommended that the involvement of stakeholders should be intensified in order to have a greater impact on the rehabilitation of juvenile offenders.

The Support of Juvenile Offender Learners in Correctional Centre Schools: A Spiritual Wellness Perspective

This qualitative, phenomenological study, explore the support of juvenile offender learners in correctional schools from a spiritual wellness perspective. The study aimed to explore ways in which supporting juvenile offender learners' spiritual wellness can enhance teaching and learning, rehabilitate, and reduce recidivism. Twenty-one juvenile offender learners and seven teachers were selected from seven correctional schools in South Africa on the bases of availability and willingness. The study intergraded Ubuntu and spiritual wellness frameworks as a lens to understand the current study. Findings revealed that teachers support juvenile learners’ spiritual wellness and it enhances teaching and learning, thus, resulted in a positive behavioural change of the juvenile offender learners. The study recommends that teachers and security official be trained on how to identify the spiritual challenges of juvenile learners and address them in order to improve their learning and rehabilitate. The DCS can do this through collaboration with various stakeholders who have knowledge and expertise in the spiritual wellness scope.

Pedagogical empathy as a professional resource to create an inclusive environment

The article is devoted to one of the most important components of interpersonal communication between teachers and students - empathy. The article discusses the features of the pedagogical empathy of teachers of correctional schools teaching children with mental retardation and teachers of secondary schools. The research is based on the definition of empathy given by I.M. Yusupov, who, considering empathy in the framework of the ways of understanding (rational, emotional and behavioral) and emphasizes that empathy occupies a key place in a person’s understanding of objects of social nature; in the acquisition of communicative competence by a person in the effective interaction of a teacher and a student [1]. The purpose of the study: to identify the level of empathy, the structure of empathy among teachers of correctional schools. The study involved 107 teachers. 57 of them are teachers of correctional schools, 50 are teachers of secondary schools. The age range of the study participants ranged from 36 to 45 years. Teaching experience - from 8-11 years. Research methods: diagnostics of the level of empathic abilities according to V.V. Boyko, “Balanced Emotional Empathy Scale - BEES” by A. Mehrabyan as modified by N. Epstein, “Determination of personality orientation” by B. Bass. To identify the statistical significance of the differences, the Student’s t-test was used. The interdependencies between psychodiagnostic indicators were studied by the method of correlation analysis using Spearman’s rank correlation coefficient. The results of the study showed that teachers of correctional institutions are distinguished by significantly higher indicators, compared with teachers of general education schools, of rational, emotional and intuitive channels of empathy, less representation of emotional barriers in communication, greater focus on emotional communication and a variety of forms of empathic response.

Placing Juvenile Delinquents into Residential Correctional Schools

An integral part of modern criminal policy is criminal procedure policy regarding juvenile delinquents, aimed at resolving a criminal law conflict in the ways that are most beneficial for these persons and that lead to their re-integration in the society. The purpose of juvenile criminal proceedings is connected with special educational tasks and requires special procedures. In Russian criminal proceedings, the court can substitute criminal punishment with compulsory educational measures as part of such procedures. Russian system of compulsory educational measures is complicated, and a special place is held by the most severe sanction — directing a juvenile guilty of a grave crime or a crime of medium gravity into a special residential correctional school. The authors note that the legislation does not fully regulate the application of this sanction, which hinders its use by courts. They also present statistical data on the number of juveniles who the courts place into special residential correctional schools and analyze the reasons why this measure is seldom used. As there is no service of probation in Russia, the courts have no opportunity to find good solutions to the problems connected with a delinquent’s stay in a residential correctional school. The authors support the initiative of the Supreme Court of the Russian Federation to transfer these problems to the sphere of administrative court procedure, which should both benefit the court system and promote the rights of minors. They argue for the development of two strategic spheres of state criminal procedure policy for juveniles — that criminal court procedure should no longer deal with resolving socio-pedagogical, rehabilitation and medical problems of a juvenile's stay in a residential correctional school, and that there should be a detailed procedure for placing a juvenile into such an institution.

Affective symptoms subclinical level in adolescents

In the article the issues of detection and clinical signifcance of affective symptoms of preclinical level in adolescence are discussed. Affective symptoms of the preclinical level are frequently masked by personality or behavioral characteristics, puberty manifestations. Quite ofen such adolescents remain out of sight of specialists with a high need for adequate medical and psychological assistance. Te purpose of this study was to identify the subclinical level affective symptoms in different groups of adolescents (subthreshold depression) and to study its clinical features. Tere were examined 659 adolescents 7-17 years old. We used clinical, psychological (depression scale M. Kovak) and statistical metods. A group of adolescents with a risk of developing depression was identifed (35.7%): with a «above average» level of depression’s risk (26.6%), with a high level (7.9%) and high scores on particular scales (1.2%). Adolescents in secondary schools, compared to the pupils in correctional schools, had signifcantly higher indicators on the total score and «Negative mood» and «Angelonia» scales in the group with a high risk of depression. Te indicators of the «Interpersonal problems» scale were high in all groups of students. Adolescents from urban schools are at the greatest risk of developing depression compared to both rural adolescents and correctional school pupils. In 10.3% of the pupils, the individual signs of affective disorders were identifed that signifcantly affected the quality of functioning, which we regarded as persons with subthreshold depression. including 15.8% urban, 10.8% rural, and 6.3% teenagers with disabilities. Tis group needs a dynamic observation and carrying out preventive measures with the obligatory involvement of the social environment — parents and teachers.

Opportunities for Socialization of Primary School Children with Intellectual Disabilities in Inclusive Education

The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities