Special Boarding School Research Articles

TEENS’ COPING/NON-COPING WITH COMMUNICATION DIFFICULTIES IN A SPECIAL BOARDING SCHOOL SETTING

<p align="center"> </p><p>The paper focuses on teenagers` with special needs communicative stress and coping. Russia has little experience in inclusive education and adolescents with special needs (health impairments: auditory, visual, speech and motor) as a rule study in special boarding schools. Similar phenomena in typically developed teenagers (12-13 yrs old, n = 100) and their peers having visual (n = 30), auditory (n = 30), speech (n = 25) and motor (n = 15) disorders are compared: communication difficulties, stress experience and coping strategies. Results show teenagers` with special needs vulnerability and disadvantage: only part of them use resources and overcome communication difficulties successfully, while the others are not able to cope with chronic communicative stress.</p>

Dancing Exercises as a Factor of Socialization of Children With Violation of Sight

In the article the individual differentiated approach is reflected to employments by dancing exercises as important mean of optimization of educational process in the specialized schools-boarding-schools, shown role of dances in the increase of level of physical preparedness and somatic health at children 7 years with violations of sight. Examined 45 schoolchildren aged 7–9 years who study at a specialized boarding school for children with violation of sight. The analysis of the influence of dances on the psychoemocyanal sphere of children with violations of sight led to the results of testing the coordination abilities, the level of formation of the need for communication, the diagnosis of the motivational structure of the personality, the definition of communication style, value orientations and the level of communicative complexity. Comparative analysis showed that with age these indicators decrease, and in children with low coordination abilities there is a low level of need for communication and low motor activity. Among the motivations that motivate children with visual impairment to group interaction, 54,3 % fall on the need to establish a wide range of relationships, about 45,4 % to the needs for their own development, the need for personal credibility is 39,5 %. Another 35,2 % of indicators are due to the need for information accumulation, and the opportunity to increase the value of one’s own person is 24,7 %. At the same time, the need for communicative learning and the need to achieve communicative success are pushed to the background and make up only 14,2 and 15,7 %, respectively. Low indicators of communicative training cause significant difficulties in the integrative process, which requires the development of a program to improve and improve the level of coordination abilities in children with violation of sight. The necessity of forming of motivation is marked to the increase of level of motive activity as effective mean of harmonization of physical development, is marked on importance of permanent employments by dances, that substantially promotes efficiency of process of socialization and helps to be deprived psychological complexes.

CONCEPTUAL BASIS OF THE CONCEPT OF SPATIAL ORGANIZATION OF BODY OF CHILDREN 6-10 YEARS WITH SENSOR SYSTEMS DEPRIVATION IN THE PROCESS OF PHYSICAL EDUCATION

Topicality. Physical education process in special boarding schools for children with sensory systems deprivation (SSD) has not yet been sufficiently studied and developed therefore requires the implementation of new tools, forms and methods aimed at preventing and correcting violations of spatial organization of body (SOB) of children with SSD that has become a prerequisite for the substantiation and development of the author's concept. Objectives of the study: determine the structure and content of the concept of the spatial organization of the body of children 6-10 years old with SSD in the physical education process in special boarding school. Research Results. The concept of the study is the provision for the formation of the correct spatial organization of the body of children aged 6–10 years from the DSS, taking into account individual abilities, types of impaired posture, indicators of physical condition and the use of subtle differentiation, depending on the degree of sensory impairment, secondary layers, concomitant diseases of children 6-10 years old with DSS, which significantly affect their psychophysical and psycho-emotional state, adaptation and social integration of children with special needs in the society of healthy peers. Conclusions. The basic constituents of the concept of the formation of SOB of children with SSD are its prerequisites, conceptual approaches, conceptual foundations, technology of prevention and correction of violations of SOB of children with SSD, comprehensive diagnostics of components of SOB of children, programs for prevention and correction of infringements of SOB of children 6–10 years with VD and HD, control and criteria of its effectiveness.

PSYCHOLOGICAL WELL-BEING OF FAMILIES WITH A CHILD WITH INTELLECTUAL DISABILITIES

Introduction. The culture of parents, family constellation and the atmosphere in the family, including psychological well-being of all its members have a great impact on forming of the identity of a child. The study of psychological well-being of parents with children with intellectual disabilities, allows us to select the most important areas of work with the family, effectively distribute the efforts of experts to meet the communication, medical, educational and other needs of families. The aim of this research is to analyze the state of psychological well-being of parents of the special boarding school children as a factor of their socialization. Methods. A standardized scale of subjective wellbeing (authors Perrudet-Badoux, Mendelssohn and Chiche, adapted by V. M. Sokolova) is used to determine the components of the psychological well-being of parents of mentally deficient children. The technique «A scale of subjective well-being» in author’s adaptation is applied to determination of the level of psychological well-being of school students. Results. 58 parents from 53 families and 60 children of early teenage age (12–13 years) having the diagnosis of F70 (minor mental retardation) or F71 (moderate mental retardation) participated in the research; it shows that the comprehensive social and psychological support of a family aimed at providing psychological well-being of parents (their legal representatives) in the conditions of correctional boarding school becomes a factor of positive socialization of the child with intellectual incapacity. Adult examinees with psychological problems are not found. The respondents do not have serious emotional problems, they are optimistic, not inclined to state claims, active, successfully interact with people around, most of them possess a positive self-assessment. These characteristics are explained by the comprehensive program of social and psychological maintenance of families conducted at school. It is concluded that interconditionality of psychological well-being of children and their parents can and must be supported and adjusted by the school. Scientific novelty consists in the development of ideas to ensure positive socialization of families with children with disabilities. Practical significance. The found results can be used in special education, the implementation of social and psychological support of students with intellectual disabilities and their families.

Young consumer identity in a restrictive school environment — Addictive substances, symbolic goods and consumer skills

For young people, consuming is an act of constructing identity, where goods, services and styles are important parts of signifying who they are. Our study focuses on young people who are living in restrictive environments, such as special boarding schools. They have been placed there because of social and educational reasons. Although aspects of education and health of young people in out-of-home care have been studied, their consumer behavior has been given limited attention. Our study shows that young people openly report the use of addictive substances such as cigarettes, alcohol, drugs as well as gambling. They also build up their consumer identity by appreciating symbolic goods, such as clothes, music and sport. Spending on expensive clothes serves their favorable self-image. The fact that the schools provide all their essential needs makes the learning of consumer skills challenging although the schools reinforce management skills such as planning the use of money. Young people struggle with their identities at the borders of their school environment (i.e. education, school discipline) and the temptations of consumer culture. Even if they manage to break their damaging life path, they will be consumers throughout their life, meaning their consumer skills need to be strengthened by special education.

Comparative analysis of foot support-spring indicators of primary school age children with weak eyesight in physical education process

Purpose: to fulfill comparative analysis of foot support-spring indicators of schoolchildren with weak eyesight. Material: in the research 7-10 years’ age children (n=76) with weak eyesight participated. The children learn in specialized boarding school. Results: we found statistically confident differences between some foot support-spring indicators of primary school children with weak eyesight and their practically healthy children. It was registered that primary school children had weaker muscles and ligaments of lower limbs. The reason can be insufficient motor functioning and muscles’ stiffening in moving in space as well as the absence of exercises for prophylaxis of foot functional disorders. Conclusions: we determined that there is demand in working out and implementation of practical recommendations in physical education process of schoolchildren with weak eyesight. Physical education process shall be oriented on educational aims, on application of health related correcting and compensatory-prophylaxis physical exercises. Such approach will positively influence on correction of foot support-spring disorders.

Physical development of the pupils of specialized boarding school for weak hearing children

The hygiene research based on physical development of the weak hearing children of specialized boarding school showed that average anthropometric results in most groups which were divided by age and by sex have almost the same results like the normal children’s group except the one point. Weak hearing children have a tendency to a lower results than the standard.

The Dynamics of the Indicators of Social Adaptation of Orphaned Children with Limited Health Abilities

Relevance of the problem being researched in this article is due to the need creating optimal conditions for successful social development and social adaptation of children regardless of the level of their psychophysical development. The article is devoted to the analysis of dynamics of indicators of social disadaptation, as well as development of the elements of social competence of orphaned children with limited health abilities in the process of implementation a coherent program which includes a model of guest form of placement orphaned children in families and a wide range of learning, educational and correctional-developing programs, the main purpose of which is preparation the students to individual life. The diagnostic results of the students of Oktyabrskaya special boarding school on the first stage reflect quite unfavourable situation marked by various manifestations of disadaptation with dominance of symptoms determining distrust in people, the rejection and anxiety towards adults, inclination to depression and annoyance as well as lack of social normativity. The final results show quite both expressed positive changes that characterize the growth of social competence and the level of social adaptation of students DOI: 10.5901/mjss.2015.v6n3s7p155

The Project of Social Skills Development in the Career Education for Students with Mental Health Problems

Latvian education system has seen many changes that have been influenced on the structure, content and teaching methods which provide skills to use the knowledge acquired to cope with changes. Latvia has become a knowledge-based society, so the school offered the working methods that ensure students 'social skills and their level of resistance and promotes students' career education. The abstract summarizes the the most effective theoretical methods of working with students with mental health problems - the project work methods and the reachment of social skills in the career education. The research was done at Adamova Special Boarding School for students with mental health problems. At the projects students have learned to organize themselves independently, to take responsibility, to organize their time, to be able to follow the rules, learned to express their thoughts orally and in writing forms, the ability to evaluate themselves and to cooperate with others. At school the questionnaire was been done, where the teachers and students were asked in order to define the situation of social skill competence in the career education.

Особистісний розвиток молодшого школяра із депривацією сенсорних систем спеціальної школи-інтернату

Мета: визначити шляхи та зміст особистісного розвитку молодшого школяра із депривацією сенсорних систем у процесі адаптивного фізичного виховання (АФВ) спеціальної школи-інтернату. Матеріал і методи: за допомогою аналізу й узагальнення літературних джерел розкрито зміст особистісного розвитку молодшого школяра із депривацією сенсорних систем. Результати: визначено мету, компоненти формування й розвитку особистості молодшого школяра, означено шляхи ефективного особистісно-орієнтованого підходу до виховання дитини з особливими потребами і можливостями. Висновки: окреслено шляхи реалізації мети і завдань особистісно-орієнованого підходу в процесі адаптивного фізичного виховання дітей молодшого шкільного віку з депривацією сенсорних систем спеціальної школи-інтернату.

1832 – Factors of dysontogenesis of mental development of children with sensoneural hearing disorders

We studied mental health of pupils of Tomsk Specialized Boarding School for children with hearing disorder (100 hard of hearing (sensoneural hearing loss) and 30 deaf (sensoneural deafness), of 8-18 years old). We have revealed pathology of pregnancy and labor of mother and neurological and/or somatic pathology. Almost 90% of children were characterized by retardation in early development. Almost 8% are brought up by deaf/deaf-mute parents. In the investigated group 80% of families are characterized by pathological types of upbringing - under conditions of hypo- and hyper-care 30,5% and 18,1% of children, respectively are brought up, Contradictory upbringing has been noticed in 13,3% of cases, systematic conflicts in the family - 18,1%. Urban inhabitants prevail (63%), under adverse living conditions 29,5% of children live, the same number lives under conditions of boarding school. In one-parent families, 30,5% are brought up, with guardians - 10,5%. One third of fathers and 16,7% of mothers abuse alcohol, 61,9% of families have low material level. Structure of neuropsychiatric disorders in children of the examined group - disturbances of psychological development - F83 (78 pers. - 60%), mental retardation (F70, F78, F79) - 20% (26 children), disturbances of behavior with onset in childhood (hyper-dynamic syndrome) - F90 (11 persons - 8,5%). Only 8,5% (11 pers.) have normal intellectual development. In 90% of children, we have revealed disorders of speech development F80.8, conditioned by basic disease. In ontogenesis of these children we some adverse characteristics and conditions affecting negatively further development of child.

ABOUT THE CONNECTION BETWEEN VEGETATIVE NERVOUS SYSTEM TONUS AND FUNCTIONAL INTERHEMISPHERIC BRAIN ASYMMETRY AMONG PUPILS DEPRIVED OF HEARING

121 pupils of specialized boarding school for deaf children and children with poor hearing were examined. While the four year research of vegetative nervous system (VNS) tonus and individual display of functional interhemispheric brain asymmetry it was found out that the adaptation of deaf pupils and pupils with poor hearing happens with higher tonus of sympathetic section of vegetative nervous system than among pupils with good hearing. It was also found the connection between VNS tension with interhemispheric brain asymmetry and hearing factor.

Braille use among Norwegian children from 1967 to 2007: trends in the underlying causes

The aim of the study was to estimate the occurrence, diagnoses and time trends among Norwegian children that have received education in braille from 1967 to 2007. We used a retrospective population-based study design. The health care system is free for all inhabitants in Norway. We included all children that had received braille education the last four decades. From each student's record, we abstracted year born, country of birth, gender, year diagnosed, diagnosis, classification of visual impairment and type of reading media. We identified 287 children (137 girls and 150 boys) that had received braille education over the last 40 years. Of these, 262 (91.3%) children were born in Norway, 145 (53.7%) were diagnosed within the first year of life and 59 (20.6%) from age of one to five. The most frequent diagnoses were Retinopathy of Prematurity (ROP), Juvenile Ceroid Lipofuscinoses (JNCL), Lebers Congenital Amaurosis (LCA) and Retinitis Pigmentosa (RP). Among the children, 63% (N = 170) used braille only, 9% (N = 25) braille and print, but priority braille, and 27% (N = 73) braille and print, priority print. The number of children with ROP using braille had a peak in 1977, then the number declined. The number diagnosed with LCA increased from 1987 to 1992. The number of braille users among children diagnosed with JNCL tended to increase substantially after 1992. Braille education seemed to be dependent of trends in diagnoses as well as trends in recommendations from professional educators.

How Morality and Religiosity Relate to Intelligence: A Case Study of Mathematically Gifted Adolescents

Summary In this article we explore the moral and religious reasoning of mathematically gifted adolescents (N = 20) who attend a special boarding school for gifted students in Finland. Th e sample consists of 11 female and 9 male fi rst-year upper secondary school students (M age = 16.25, SD age = 0.444). Th e participants’ intelligence and their moral and religious reasoning were measured by means of the following instruments: Wechsler Adult Intelligence Scale III (WAIS-III); Defi ning Issues Test (DIT); and Religious Judgment Test (RJT) respectively. Th e research design was correlational and included the following three research questions: (1) How is intelligence related to moral thinking? (2) How is intelligence related to religious thinking? (3) How are moral and religious thinking related to each other? Results regarding the fi rst research question showed that moral reasoning was related to intelligence. However, WAIS-III scores were not positively linked to the DIT scores within this highly gifted sample. Results regarding the second research question showed that the most intelligent young adults were more opposed to the lowest and highest forms of religious reasoning than their less intelligent peers. Results regarding the last research question showed that the level of moral thinking was negatively related to both the lowest and the highest stages of religious judgement, but positively related to the third religious orientation stage (ego autonomy and one-sided self-responsibility).

Adult People With Language Impairment and Their Life Situation

Psychosocial outcome of language impairment (LI) was explored in interviews with three adults with LI (as children attended specialized boarding school) and four of their parents. The informants with LI expressed acceptance of LI and described themselves as independent. With driving education with adjusted pedagogy and initial governmental support, the informants with LI acquired driving licenses, developed work skills, and were paid salary by employers. Academic success was accredited to the specialized boarding school, though this limited development of social skills for social community participation. The adults with LI socialized nearly exclusively with family or peers with LI; described obvious angst for communicatively demanding situations, such as shopping in crowded stores; and described symptoms typical of attentiondeficit/hyperactivity disorder, social anxiety, and lower intellectual levels. Governmental support may facilitate accomplishment of life skill goals, increasing self-esteem in that realm. Negative social experiences, commonly without support outside family, reinforce behavioral trajectories toward further social isolation.

Follow-up of a sample of children with reading-spelling disorders in adulthood

Only a few studies--especially in Germany--deal with the long-term outcome for dyslexic children. The aim of our study was to assess a group of former students of a boarding school for dyslexic children (Chrisophorus School Oberurff). 29 adults with spelling disorder were examined 20 years after they had left school. Their spelling ability was measured with the Mannheimer Spelling Test (MRT), psychiatric symptoms with the Symptom Checklist by Derogatis (SCL-90), occupational status with the Wegener "Magnitude-Prestigeskala" (Magnitude of Prestige Scale), and intelligence with the Culture Fair Intelligence Test (CFT 20). A self-constructed questionnaire was used to assess subjects' self-perception of their reading and spelling abilities, the role of reading and spelling in their work, and the influence of reading and spelling on their choice of employment. Spelling skills at follow-up were more than 0.5 standard deviations above the spelling skills measured at school. The occupational status is rather high at 75% above average. There is no evidence of a significant load of psychiatric symptoms among the dyslexic adults. The general finding is a favorable development of children with spelling disorder 20 years after attendance at a special boarding school for dyslexic children. High IQ, the high socioeconomic status of the probands and their parents, and the long-lasting remedial work at school are most likely the relevant factors for this development.

Fetal Alcohol Syndrome: An International Perspective

This article represents the proceedings of a workshop at the 2000 ISBRA Meeting in Yokohama, Japan. The chairs were Kenneth R. Warren and Faye J. Calhoun. The presentations were (1) Epidemiological research on fetal alcohol syndrome (FAS) in the United States, by Philip A. May; (2) An overview of fetal alcohol syndrome in the Western Cape Province of South Africa, by Denis L. Viljoen and Ting‐Kai Li; (3) Diagnostic perspectives of fetal alcohol and tobacco syndromes, by Harumi Tanaka; (4) FAS among pupils of special boarding schools and orphanages in Moscow, Russia, by Galina S. Marinicheva and Luther K. Robinson; and (5) Research on FAS and FAE in Germany: Update and perspectives, by Goetz Mundle.

Fetal alcohol syndrome: an international perspective.

This article represents the proceedings of a workshop at the 2000 ISBRA Meeting in Yokohama, Japan. The chairs were Kenneth R. Warren and Faye J. Calhoun. The presentations were (1) Epidemiological research on fetal alcohol syndrome (FAS) in the United States, by Philip A. May; (2) An overview of fetal alcohol syndrome in the Western Cape Province of South Africa, by Denis L. Viljoen and Ting-Kai Li; (3) Diagnostic perspectives of fetal alcohol and tobacco syndromes, by Harumi Tanaka; (4) FAS among pupils of special boarding schools and orphanages in Moscow, Russia, by Galina S. Marinicheva and Luther K. Robinson; and (5) Research on FAS and FAE in Germany: Update and perspectives, by Goetz Mundle.

Spatial cognition in language-impaired children.

Limited research evidence is available concerning the spatial abilities of children with specific language impairments. This paper reports a study of the ability of such children to use plan drawings. The participants were 23 language-impaired (LI) children (12 from special boarding schools, 11 from language units within mainstream primary schools), whose performance was compared with that of 23 non-language-impaired (NLI) children. The children were matched for age, their overall age range being between 7;0-11;11 (mean age 8;6). Tasks involved the production and utilisation of plan drawings of a model house. With one exception, results indicated that the LI children showed no deficit in ability on such tasks, and indeed out-performed their NLI peers on many of them. Implications of these findings are discussed.

Education, Science and the Economic Development of Japan

The subject of this Paper is the change that took place in Japanese education and in the Japanese attitude to science, technology and professional or vocational training in the period just before the Restoration of I868 and during the early years of the Meiji era (I868-I912). The relation of this change to the economic development of the country during the last quarter of the nineteenth century and the first decades of the present century will be considered in the course of the discussion. I must begin by stressing that Japan in I868 was better prepared for her new career, by reason of her attitude to education and her provision for it (as well as in other ways) than was once supposed in the West. Among the ruling classes there was a reverence for learning that had deep roots. In the eighth century an Imperial University was in existence, with departments of ethics, history, jurisprudence and mathematics, and scholars pursued their studies even during the long and turbulent feudal period that ended with the establishment of the Tokugawa Shogunate at the beginning of the seventeenth century. The Tokugawas themselves tried to foster learning, and by the middle of the nineteenth century, when their day was almost over, formal education of some kind was widespread. It is as difficult to estimate the numbers who had attended schools and colleges as it is to judge its quality. But Professor Dore and others seem to agree that by the middle of the nineteenth century 40-50% of the boys and about I5% of the girls were receiving some kind of formal education [I]. The education differed profoundly according to the orders and ranks in society. The Shogun had set up schools in Yedo (Tokyo) for training officials for the fiefs directly administered by him. The feudal lords (daimyo) had founded schools for the education of the sons of their retainers (samurai). There was a special boarding school in Yedo for the scholarly study of Chinese classics and philosophy. Finally, for the masses there were village schools (terakoya literally temple schools) originally established by the Buddhist monks and later by well-to-do peasants and merchants [2]. The subjects studied by those of samurai rank were mainly the Chinese classics, Confucian ethics, calligraphy, military arts and etiquette. The purpose of this training was not vocational or utilitarian, but rather character-building. The aim was that of fitting pupils to practise the Confucian moral code as interpreted by a martial society. The education received by the masses was simply in reading, writing and arithmetic, including the use of the abacus. Towards the end of the Tokugawa period, when feudal society was disintegrating, the divisions became blurred. The sons of rich peasants and merchants were getting above themselves and were beginning to study subjects properly reserved for their betters. Some of the terakoya became so well thought of as to attract the sons of samurai. Moreover, the minds of men were coming under an influence that owed nothing to Chinese learning or to Japan's own educational traditions. This was Rangaku Dutch learning.