To download article.DOI: 10.15507/1991-9468.107.026.202202.266-296
Analysis of Learning Activities Dynamics among First-Graders with Intellectual Disabilities
Alla V. Zakrepina
Head of the Laboratory of Psychological and Pedagogical Research and Technology of Special Education for Persons with Intellectual Disabilities, Institute of Special Education of the Russian Academy of Education (8 Bld. 1 Pogodinskaya St., Moscow 119121, Russian Federation), Dr.Sci. (Ped.), Corresponding Member of the RAE, ORCID: https://orcid.org/0000-0002-5757-2371, Scopus ID: 57205484762, Researcher ID: J-2047-2016, This email address is being protected from spambots. You need JavaScript enabled to view it.
Tatyana Yu. Butusova
Senior Researcher of the Laboratory of Psychological and Pedagogical Research and Technology of Special Education for Persons with Intellectual Disabilities, Institute of Special Education of the Russian Academy of Education (8 Bld. 1 Pogodinskaya St., Moscow 119121, Russian Federation), Cand.Sci. (Ped.), ORCID: https://orcid.org/0000-0002-8893-4275, Researcher ID: AAC-9446-2021, This email address is being protected from spambots. You need JavaScript enabled to view it.
Elena. A. Kinash
Senior Researcher of the Laboratory of Psychological and Pedagogical Research and Technology of Special Education for Persons with Intellectual Disabilities, Institute of Special Education of the Russian Academy of Education (8 Bld. 1 Pogodinskaya St., Moscow 119121, Russian Federation), Cand.Sci. (Ped.), Associate Professor, ORCID: https://orcid.org/0000-0003-0747-9790, This email address is being protected from spambots. You need JavaScript enabled to view it.
Alyona I. Kamelkova
Junior Researcher of the Laboratory of Psychological and Pedagogical Research and Technology of Special Education for Persons with Intellectual Disabilities, Institute of Special Education of the Russian Academy of Education (8 Bld. 1 Pogodinskaya St., Moscow 119121, Russian Federation), ORCID: https://orcid.org/0000-0003-0767-7826, Researcher ID: AAC-8917-2021, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract
Introduction. The article is devoted to the issue of learning activity of first-graders with intellectual disabilities, the relevance of which is dictated by the search for factors of effectiveness of the educational process. In the theory and practice of remedial education of learners of the studied category much attention is paid to their learning skills in the learning process, but for the first time the most significant in the dynamics of the ratio of opportunities and achievements in mastering the content of the adapted educational program is considered. The purpose of the study is to analyze the learning opportunities and the results of the performance of academic tasks in the subject areas of adapted programs by first graders with intellectual disabilities.
Materials and Methods. The sample included 95 first-graders with intellectual disabilities. The following methods were used to process research results: standardized observation to explore learning opportunities and learning outcomes; pedagogical testing to study the results of the implementation of educational tasks in accordance with the subject areas of the adapted training programs (Russian, mathematics, etc.); Wilcoxon T-test, Spearman correlation analysis, principal component factor analysis followed by varimax-normalized matrix rotation, Statistica version 10.
Results. We identified statistically significant variance in the structure of correlations between learning opportunities and the results of completing educational tasks in the subject areas of adapted programs at the current and intermediate cut in subjects studying for options 1 and 2 of ABEP. We have noted the variability of the factor structure of learning opportunities and the results of the implementation of educational tasks in the subject areas of ABEP at the current and intermediate cut in both groups. We found obvious advantages of practice-oriented skills in assignments in subjects such as visual activity, music, manual labor, etc. and the ways of their implementation (by joint actions, by showing and imitating) over verbal assignments (in subjects – Russian language, mathematics, reading, etc.) and methods of their implementation (orally, according to verbal instructions), which allows us to consider the importance of the practice-oriented skills in teaching first-graders with intellectual disabilities.
Discussion and Conclusion. The results of empirical research make a significant contribution to special pedagogy, to its methodological resource, as they expand not only the understanding of the possibilities and results of learning of modern learners with intellectual disabilities, but specify the determinants of the dynamics of their learning activities.
Keywords: learners with intellectual disabilities, learning opportunities, learning outcomes, adapted basic educational programs, remedial education
Funding: The article was prepared within the framework of the state order of the Ministry of Education of the Russian Federation IKP RAO No. 073-00017-21-01 on the research work “Clinical-psychological-pedagogical study of a modern child with disabilities and disabilities”.
Acknowledgements: The authors express their gratitude to the administration and specialists of educational organizations – participants in the empirical study.
Conflict of interests: The authors declare no conflict of interest.
For citation: Zakrepina A.V., Butusova T.Yu., Kinash E.A., Каmelkova A.I. Analysis of Learning Activities Dynamics among First-Graders with Intellectual Disabilities. Integration of Education. 2022;26(2):266‒296. doi: https://doi.org/10.15507/1991-9468.107.026.202202.266-296
All authors have read and approved the final manuscript.
Submitted 15.10.2021; approved after reviewing 11.01.2022;
accepted for publication 18.01.2022.
Contributions of the authors:
A. V. Zakrepina – scientific guidance; theoretical analysis of the literature on the research problem; development of methods of empirical research; analysis and systematization of research results; preparation of the text of the article.
T. Yu. Butusova – theoretical analysis of the literature on the research problem; organization and processing of protocols; analysis of results; drawing conclusions of an empirical study.
E. A. Kinash – review of the literature on the research problem; organization and processing of protocols; systematization, and registration of research results.
A. I. Kamelkova – organization and conduct of empirical research; processing of statistical and graphical data; systematization, and design of literary sources.
This work is licensed under a Creative Commons Attribution 4.0 License.
