Abstract
Subject of the study is the issue of effectiveness improvement within the education of socially disadvantaged pupils originating from marginalized Romany communities in younger school age in Slovakia through the stimulation of deficit cognitive functions, in the process of development of their communicative and reading competence. Main objective of the paper is presentation of stimulation programme proposal for development of cognitive functions (sorting, sequential auditory memory, short-term visual memory, addition of sequential patterns, perspective taking, and verbal planning) based on the methodology of dynamic testing of cognitive functions according to diagnostic measure ACFS (Application of Cognitive Functions Scale, Czech version, Lidz, Jepsen, Krejčová, 2014), for work with the adaption of Romany literary text (folk-tale) Children of the Sun from D. Hivešová-Šilanová. Children protagonist from socially disadvantaged backgrounds – Roma boy Lavutaris very sensitively perceives social differences in the intentions of own, minority society, as well as in their co-existence with the major society, and thus the implementation of cognitive stimulation programme takes on significance not only in the process of communicative and reading competence of socially disadvantaged pupils in younger school age, but within the multicultural and emotional education of all the pupils in terms of school inclusion in Slovakia as well.
Highlights
Comes to the forth of many professionals in the field of education and cognitive psychology the issue of effectiveness improvement of education of pupils originated from socially disadvantaged backgrounds from marginalized Romany communities in Slovakia, in the context of development of deficits in their cognitive functions in preschool and younger school age
Subject of the study is the issue of effectiveness improvement within the education of socially disadvantaged pupils originating from marginalized Romany communities in younger school age in Slovakia through the stimulation of deficit cognitive functions, in the process of development of their communicative and reading competence
2012; Mertin, Krejčová, 2016; Metelková Svobodová, Švrčková, 2010; Kende, Neményi, 2006; Kožárová, 2017; Lidz, Jesen, Krejčová, 2014; Pokorná, 2007, 2010; Portik, 2003; Rosinský a kol., 2009; Sindelarova, 1996, 2008; Šilonová, Klein, 2015; Valenta, Michalík, Lečbych, 2012; Vágnerová, 1997, 2002; Zelina, 1996; Zelina a kol., 2002; Zezulková, 2011, Žovinec, 2014a, 2014b, who have dealt with issue of improvement of school achievement of socially disadvantaged pupils from marginalized Romany communities, through stimulation of their cognitive functions, as well as on basis of own research conducted in the process of improvement of reading competence level in socially disadvantaged pupils in younger school age (Vojteková, 2018)
Summary
Comes to the forth of many professionals in the field of education and cognitive psychology the issue of effectiveness improvement of education of pupils originated from socially disadvantaged backgrounds from marginalized Romany communities (very often with associated intellectual disabilities) in Slovakia, in the context of development of deficits in their cognitive functions in preschool and younger school age. According to the school legislation in force in Slovakia, these pupils, due to their social disadvantage and intellectual disabilities) belong to a group of students with special educational needs, whose education takes place in special elementary schools with educational variant A, or in elementary schools in special classrooms, or in individual school integration/inclusion It follows that the pupils in a process of education require special individual educational and interventional approaches, where belong, in the paper presented, proposal for drafting and implementation of stimulation programme focused on the development of deficits in their cognitive functions in the context of improvement of communicative and reading competence level at a school. Stimulation programme includes forms for intervention evaluation and behaviour of a pupil, which are part of the diagnostic measure ACFS-cz (2014) and which we recommend to use within the implementation of stimulation programme in special-educational practice (individual stimulation of each cognitive dimension should take maximum of 45 minutes)
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