Abstract
This article aims to summarize and present the analysis of the results of the studies conducted by the inclusive working group of the Chess Research Institute in 2015-2021. Critical discourse analysis was used as a methodology for this study. The inclusive workgroup that functions in the Chess research institute at the Armenian State Pedagogical University has done a range of studies aimed at exploration of the issue of involvement and participation students with special educational needs (SEN) at chess lessons in 2-4 grades, finding out the attitude of chess teachers to learning chess by these students in conditions of total inclusion, and the effect of chess on the mental development of children with SEN. Analysis of the obtained data unveils the fact that there are still lots of effort to pay to provide equal involvement and participation of students with SEN alongside their peers and other studies are needed.
Highlights
The aim of the study is critically analyzing of the work that has been done by the inclusive working group at the Chess research institute, ASPU, since its foundation, and present a summarized overview that will let to outline the future perspectives
The inclusive workgroup that functions in the Chess research institute at the Armenian State Pedagogical University has done a range of studies aimed at exploration of the issue of involvement and participation students with special educational needs (SEN) at chess lessons in [2-4] grades, finding out the attitude of chess teachers to learning chess by these students in conditions of total inclusion, and the effect of chess on the mental development of children with SEN
The experience of many years demonstrates that there is a constant need to conduct studies and research at schools, as since the implementation of the “Chess” subject the chess teachers, because of not having pedagogical education, face lots of problems such as organizational issues related to the big number of students in their classes, provision of teaching materials in accessible and available manner, issues related to interpretation and provision of feedback, application of appropriate methods, means and technics, and so on
Summary
The aim of the study is critically analyzing of the work that has been done by the inclusive working group at the Chess research institute, ASPU, since its foundation, and present a summarized overview that will let to outline the future perspectives. In the range of these problems the difficulties of chess teachers related to teaching chess to students with SEN should be outlined They are not trained enough to work in their classes with students who have intellectual disabilities, motor impairments, visual, hearing impairments, who have emotional and behavioral issues, or autistic spectrum disorders, or other developmental issues; and these teachers do not even know how to deal with these children, what kind of psychological and pedagogical methods, approaches and technics can be used in this or that situation. This determines the difficulties of studies that this working group faces
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