Special educational needs and inclusive education children with emmotional and behavioural problems

Educational Psychology has developed different methods of studying learning abilities such as hypothesis, IQ tests and psychometric testing.  Jean Piaget, became one of the most well-known psychologists through his study of children’s thinking (Fontana, 1995). In part, his study has been dismissed by psychologists today, but his theory of the “child as a product of an interaction between biological maturation and the environment, is universally recognised” (Fontana, 1995, P. 52).  Such studies of children and learning by Piaget and other psychologists, have laid the foundation for educational psychology in practice today.
Cognitive development, self-efficacy and individual differences are three important areas studied, in relation to the development of learning.  Cognitive development studies how a person processes information and concepts, their perception, thinking processes and language skills.  In turn, self-efficacy is the belief a person has in their own abilities, which in turn has a profound impact on their learning abilities.  Finally, individual differences characterise a person and their specific needs.  When all of the above are applied in a practice situation, the appropriate needs of the individual are taken into account, to enhance their learning abilities in the right learning environment (Boyd & Bee, 2006).

Napjainkban kiemelt figyelmet kap a tanulásban akadályozottak idegennyelv-oktatása. A területre
ugyanakkor nagyfokú útkeresés jellemző, a tanulók egyéni sajátosságai miatt még nem alakult egységes
módszertan, ezért nagy szerepe van az oktatásban a pedagógusok kreativitásának, akik saját tapasztalataikból építkeznek. Ebből kiindulva két egymásra épülő tanulmányban foglalkozunk a tanulásban akadályozott általános iskolai tanulók idegennyelv-oktatásának kérdéseivel. Jelen részben a tanulásban akadályozott tanulók német nyelvoktatásának hazai és nemzetközi helyzetével foglalkozunk, melynek fontos
részét képezi azon nemzetközi kitekintés, amely néhány európai ország gyakorlatát (Németország,
Ausztria, Svájc, Románia, Lengyelország, Oroszország, Észtország, Olaszország) mutatja be röviden.
Emellett betekintést nyújtunk a tanulásban akadályozottak nyelvtanulását befolyásoló jellemzőibe és a
nyelvoktatásra vonatkozó hazai szabályozásokba is.

The article reviewed trends in the special education in Russia under the conditions
of decentralization. It shows the level of regional inequalities in the share of children with special
educational needs to the total number of schoolchildren, their distribution by forms of education,
comprising the data with developed countries. On the basis of the analysis of foreign studies it identifies
the inequality factors characterizing population and territories that feature growing number of children
with special educational needs, clue to unsuitable conditions of education. It specifies socio-economic
and demographic (including territorial) factors specific for Russia, that are related to high share of
children with special educational needs in the number of schoolchildren, selecting a group of regions
with low living standards and low population density. Most significant factors are population density and
settlement type, that predetermine worse conditions for finding out children with special educational
needs. Selected groups of regions are specified featuring significantly high proportion of children with
special educational needs, share of children with development delay, share of children with special
educational needs in general classes, in special classes or in special schools. The information base of
the research in the Russian Federation subjects was the federal statistics data provided by Rosstat and
the RF Ministry of Education and Science for the period 2011 to 2015.

• CHALLENGES INFRONT OF  SCIENCE TEACHERS TO DEVELOP CONSTRUCTIVE CLASSROOM
I challenge :  Role of teacher.
II challenge :  To create group.
III challenge :  To plan group activities.
IV challenge :  To plan programs.
V challenge :  To plan for activity.
VI challenge :  Related to students.

• OUTCOMES:
This paper has proposed certain outcomes based on the collaborative approach of constructivist based classroom.

Vulnerable young people such as those with Autism Spectrum Disorders, intellectual disabilities, or social, behavioural and emotional difficulties – often lack the skills to make the right decisions when faced with potentially dangerous scenarios. This fun and interactive game helps to open up discussion and teach young people the social skills they need to stay safe in school and in the wider community.
The Choices Game has been specially designed to help older children and teenagers learn how to make positive choices. As players move around the game board, they pick up Choice Cards which invite them to imagine themselves in a scenario and make a choice about how they would respond in that situation. The outcome of their decision is then revealed, and the more safe choices they make the further they progress in the game!
This game will be an invaluable tool for teachers, parents, social workers and anyone else teaching social skills and personal safety to young people with special needs or emotional difficulties. It includes a helpful teacher's guide with advice to aid learning through discussion.

From Piaget's cognitive developmental theory to the embodied cognition perspective, there is a consensus among researchers that motor development and skills are intertwined with cognitive development. During the past decade, there has been an increasing interest among the academic world to further examine this relationship and determine the extent to which it is significant. The aim of this paper is to combine and present all the latest data from studies investigating the relationship between gross motor skills and executive functions (EFs) in children 1-15 years old. The results illustrated in the latest available research data indicate that the correlation between these two concepts can vary from weak to strong, depending on the sample (age, abilities, and skills), and the tool for measuring EFs. However, a stronger and more consistent correlation is illustrated between EFs and more complex motor skills. The authors of the article suggest a further investigation of the relationship between EFs and motor skills of the under-researched cohort of children three-to-five years old, as well as the development of appropriate assessment methods for EFs in preschool-aged children in Greece. Thus, in the future it will be more feasible to develop and assess the effectiveness of intervention programmes that will be oriented towards-but not limited to-utilising motor activities as a way of enhancing both the motor development and executive functioning of children.

Is it possible to improve an individual’s ability without any direct practise of the topic?  Examining the way in which students think about learning and what motivates them to engage in learning material is a fundamental step in the learning process.  Consideration has to be given to the effect that low self-esteem can have on the motivation and interest of a child to learn (e.g., Moriarty, Douglas, Punch, & Hattie, 1995). Once a student encounters difficulties in a particular subject area they appear to disengage with academic material on that topic (Kunnen & Steenbeek, 1999).  If a student holds the belief that they do not have the capability to achieve in a task, and this belief is continually reinforced by frequent failures, then it is to be expected that the student will reduce the amount of effort they apply to that topic and will reallocate it to a task where positive gains are observed.  For example, if a student with reading difficulties concludes that their ability is the main reason limiting their progress in reading, it is likely that they will disengage when reading is the area of study.  This is a mechanism to protect their self-esteem, and they will most likely re-direct their focus to an area which does not threaten their self-esteem, such as social interaction.  This chapter provides a timely review of the literature on cognitive behavioural approaches and how this can affect students' attributions for success and failure in learning.

Purpose of the article: This study explores the impact of the lockdown imposed during the outbreak of the COVID-19 pandemic on the lives of children with developmental disabilities (DD) and the emotional experiences of their parents. Methods: A total of 81 Romanian parents (90% mothers, Mage = 39.3, SDage = 8.50) of children with DD participated in this cross-sectional study. Information regarding changes in lifestyle, health conditions, and psychosocial reactions of their children during the lockdown as well as measures adopted for compliance to preventive strategies and in dealing with emotions, was gathered. Results: The results of the study revealed that most of the children had restricted access to leisure activities, family doctor consultations, were less active physically, got fewer opportunities to socialise with their peers, had restricted access to rehabilitation therapies, and specialised medical services. Compliance with COVID-19 preventive measures is challenging for ch...

Down syndrome (DS) is a special biogenetic complexity that induces many deficiencies which lead to developmental issues such as difficulty in encoding information and low awareness to interpret them for decision making. This causes down syndrome children to move away from society as they feel hard with communicating and dealing. As a better method of communication for down syndrome children, free-hand sketch drawings can be effectively used. The teachers and consultants identified this way as the best way to generalize such children’s mind working patterns and expressing ideas. Considering the availability of touchscreen devices, it has made freehand sketch drawing a more friendly activity than in the past. Since in this project, the hand-drawn sketches that are created through touchscreen devices were adopted. Due to the novel development of machine learning and its progress, the freehand sketch drawing related research and applications are moving at a massive progress rate. The main aim of this project is to develop a reliable and efficient approach to predict down syndrome children drawings through model structure building for those hand-drawn sketches plus classify and recognize those sketches compared to the teacher. To the best of our knowledge, this is the first work that proposes this kind of approach for down syndrome children drawings. During the development process, mainly Tensorflow, Python, OpenCV, Keras, KNN and Matplotlib were adopted. This research-based project specially considered local down syndrome children in grade three (age 8–10). This real-time approach takes drawings as the input. Then it processes model structure building of new sketches for prediction and then begins the prediction process through the classification of sketches and recognition. As a result, it gives a comparison with the teacher's drawing and corresponding components in the down syndrome child's drawing. Through that, the drawing ability of the down syndrome children and their communicated expression of those drawings can be appraised for further comparisons and analysis.

Resumen: El Trabajo Social se caracteriza por ser una profesión multidisciplinaria, puesto que se nutre de teorías y prácticas de disciplinas como la sociología, antropología, psicología, entre otras, y, dentro de los diversos campos de actuación, uno de ellos es el de los cuidados paliativos, única opción a ofrecer a toda persona que padece una enfermedad terminal, a falta de una regulación estatal que garantice la puesta en práctica de la eutanasia, sin que de ella se deriven consecuencias penales. Este artículo, supone una revisión teórica acerca de cómo se trata y percibe la muerte desde diferentes disciplinas (antropología, psicología, bioética y legislación estatal y andaluza), así como poner de manifiesto la importancia que tiene intervenir desde el Trabajo Social mediante la escucha activa y el acompañamiento-como elementos principales-tanto con paciente como con su respectiva familia cuando la enfermedad desborda emocionalmente, complicando en consecuencia, las relaciones tanto familiares como comunicacionales. Este artículo corresponde a la parte teórica del Trabajo Fin de Grado denominado "Proyecto de intervención para la gestión comunicacional y emocional en cuidados paliativos".