| 
User login
Studying spatial orientation and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years [in English]
1 , Piskun O. Y.
2 2 Novosibirsk State Pedagogical University
Introduction.
The ability to orientate oneself in space is one of the basic requirements for the harmonious development of a person. The problem of human orientation in space is very complex. It includes both ideas about the size and shape of objects and the ability to distinguish the location of objects in space, and understanding different spatial relationships. The concept of spatial orientation includes the evaluation of distances, sizes, shapes, mutual position of objects and their position relative to the orienting object. Spatial orientation is significantly impaired in mentally handicapped children, since the impairment of mental development not only limits their motor activity, but also negatively affects the development of time representations, musculoskeletal functions and leads to a decrease in compensatory processes.
The purpose of this study is to identify spatial orientation and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years.
Materials and Methods.
The methodological basis of this research investigation was scholarly literature devoted to studying nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, modeling the system of work with these children and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000, Azatyan2022).
The study was conducted in the research laboratory of the Faculty of Special and Inclusive Education at the Armenian State Pedagogical University after Kh. Abovyan and research laboratory in Armenian state institute of physical culture and sport.
A total of 131 children aged between 8 and 11 years participated in the study, including 73 healthy schoolchildren and 58 children with mild mental retardation. The degree of intellectual disability was assessed based on medical indications, degree of social adjustment, level of intellectual functioning, and learning outcomes in special education classes. Each category of participants was divided into 2 age groups: 8-9 years old and 10-11 years old.
Results. The article discusses the main issues of studies of spatial orientation and constructive praxis in normally developing and mentally retarded children aged between 8 and 11 years, provides a scientific rationale for the problem, taking into account previous research investigations. However, the problem of mentally retarded and normally developing children in this age group remains virtually unexplored.
Analysis of research findings allows the authors to identify and summarize the following important points:
- mentally handicapped primary school children lag behind their healthy peers in all indicators examined;
- 8- and 9-year-olds have less developed practical spatial orientation skills than their older peers;
- Intellectually disabled peers have underdeveloped spatial orientation skills and constructive practice, making it difficult to understand spatial relationships between objects.
The experimental study of task performance revealed interesting data, which will serve as a basis for developing the necessary means, methods and conditions for the development of elementary practical orientation in mentally disabled primary schoolchildren.
The authors have uncovered violations of spatial orientation and constructive praxis in normally developing and intellectually disabled children aged 8-11 years that highlight the limited and incomplete verbalization of spatial relationships of objects in intellectually disabled children. The listed errors in general are reduced to the use by mentally retarded schoolchildren of imprecise, vague spatial characteristics instead of more differentiated ones.
Conclusions. Thus, the results of the conducted experimental research testify to the insufficient development of the elementary practical orientation and understanding of the spatial relationships of objects in mentally retarded children of primary school age.
Interhemispheric interaction; Brain functions; Spatial orientation disorders; Intellectual disabilities; Constructive praxis; Mental development of children; Primary school.
- Boguslavskaya V. F., Miroshnichenko A. V., Osipova A. A. The problem of meaning barriers in learning. The World of Science. Pedagogy and Psychology, 2019, no. 6, pp. 100. (In Russian) URL: https://www.elibrary.ru/item.asp?id=42596572
- Marzi C. A. Asymmetry of interhemispheric communication. Wiley Interdisciplinary Reviews: Cognitive Science, 2010, vol. 1 (3). URL: https://onlinelibrary.wiley.com/doi/10.1002/wcs.53 DOI: https://doi.org/10.1002/wcs.53
- Hugdahl K. Hemispheric asymmetry: Contributions from brain imaging. Wiley Interdisciplinary Reviews: Cognitive Science, 2010, vol. 2 (5). URL: https://onlinelibrary.wiley.com/doi/10.1002/wcs.122 DOI: https://doi.org/10.1002/wcs.122
- Kalavathi P., Surya Prasath V. B. Automatic segmentation of cerebral hemispheres in MR human head scans. International Journal of Imaging Systems and Technology, 2016, vol. 26 (1). URL: https://onlinelibrary.wiley.com/doi/10.1002/ima.22152 DOI: https://doi.org/10.1002/ima.22152
- Corballis M. C., Badzakova-Trajkov G., Häberling I. S. Right hand, left brain: Genetic and evolutionary bases of cerebral asymmetries for language and manual action. Wiley Interdisciplinary Reviews: Cognitive Science, 2011, vol. 3 (1). URL: https://onlinelibrary.wiley.com/doi/10.1002/wcs.158 DOI: https://doi.org/10.1002/wcs.158
- Dale Stevens W., Nathan Spreng R. Resting-state functional connectivity MRI reveals active processes central to cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 2014, vol. 5 (2). URL: https://onlinelibrary.wiley.com/doi/10.1002/wcs.1275 DOI: https://doi.org/10.1002/wcs.1275
- Migliorelli C., Medina-Rivera I., Bachiller A., Tost A., Alonso J. F., López-Sala A., Armstrong J., O'Callahan M. d. M., Pineda M., Mañanas M. A., Romero S., García-Cazorla Á. Cognitive stimulation has potential for brain activation in individuals with Rett syndrome. Journal of Intellectual Disability Research, 2021, vol. 66 (3). URL: https://onlinelibrary.wiley.com/doi/10.1111/jir.12902 DOI: https://doi.org/10.1111/jir.12902
- Lisova N. A., Shilov S. N. The role of activation processes cerebral cortex in formation of stress resistance in students with different temperamental characteristics. Siberian Bulletin of Special Education, 2015, no. 2, pp. 52–57. (In Russian) URL: https://elibrary.ru/item.asp?id=23651432
- Corballis M. C., Forster B. Interhemispheric transfer of colour and shape information in the presence and absence of the corpus callosum. Neuropsychologia, 2000, vol. 38 (1), pp. 32–45. DOI: https://doi.org/10.1016/s0028-3932(99)00050-0
10. Reuter-Lorenz P. A., Jonides J., Smith E. E., Hartley A., Miller A., Marshuetz C., Koeppe R. A. Age differences in the frontal lateralization of verbal and spatial working memory revealed by PET. Journal of Cognitive Neuroscience, 2000, vol. 12, pp. 174–187. DOI: https://doi.org/10.1162/089892900561814
11. Azatyan T. Y. Sensory Asymmetry assessement of 8-11 years old children with and without learning disabilities. Armenian Journal of Special Education Scientific Methodological Journal, 2021, vol. 3 (1), pp. 98–104. DOI: https://doi.org/10.24234/se.2021.3.1
12. Azatyan T. Y. Brain interhemispheric interaction in children with mental disabilities with spatial orientation disorders. Armenian Journal of Special Education Scientific Methodological Journal, 2022, vol. 5 (1), pp. 103–113. DOI: https://doi.org/10.24234/se.v5i1
13. Khokhlov N. A., Kovyazina M. S. Lateral signs, structural-level characteristics of intelligence, and mathematical abilities. Asymmetry, 2013, vol. 7 (3), pp. 32–52. (In Russian) URL: https://www.elibrary.ru/item.asp?id=20860062
14. Dunst C. J., Trivette C. M., Hamby D. W. Meta‐analysis of family‐centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 2007, vol. 13 (4), pp. 370–378. DOI: https://doi.org/10.1002/mrdd.20176
15. Wehmeyer M., Palmer S. Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 2003, vol. 38 (2), pp. 131–144. URL: https://www.jstor.org/stable/23879591
16. Wehmeyer M. L., Palmer S. B. Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 2003, vol. 38 (2), pp. 131–144. URL: https://www.jstor.org/stable/23879591
17. Pankova N. B., Alchinova I. B., Kovaleva O. I., Lebedeva M. A., Khlebnikova N. N., Cherepov A. B., Noskin L. A., Karganov M. Y. Correlation between the accuracy and speed of hand control in primary schoolchildren and the amount of screen time. Science for Education Today, 2021, vol. 11, no. 3, pp. 142–160. (In Russian) DOI: http://dx.doi.org/10.15293/2658-6762.2103.08
18. Ahsan M. T., Deppeler J. M., Sharma U. Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 2013, vol. 43 (4), pp. 517–535. DOI: https://doi.org/10.1080/0305764X.2013.834036
19. Paju B., Räty L., Pirttimaa R., Kontu E. The school staff’s perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education, 2016, vol. 20 (8), pp. 801–815. DOI: https://doi.org/10.1080/13603116.2015.1074731
20. Hunt P., Soto G., Maier J., Doering K. Collaborative teaming to support students at risk and students with severe disabilities in general education classroom. Exceptional Children, 2003, vol. 69, pp. 315–332. DOI: https://doi.org/10.1177/001440290306900304
21. Xiang L., Crow T., Roberts N. Automatic analysis of cross-sectional cerebral asymmetry on 3D in vivo MRI scans of human and chimpanzee. Journal of Neuroscience Research, 2019, vol. 97 (6). URL: https://onlinelibrary.wiley.com/doi/10.1002/jnr.24391 DOI: https://doi.org/10.1002/jnr.24391
22. Helland T., Morken F., Bless J. J., Valderhaug H. V., Eiken M., Helland W. A., Torkildsen J. v. K. Auditive training effects from a dichotic listening app in children with dyslexia. Dyslexia, 2018, vol. 24 (4). URL: https://onlinelibrary.wiley.com/doi/10.1002/dys.1600 DOI: https://doi.org/10.1002/dys.1600
23. Kovyazina M. S. Methods of objective study of mental processes in clinical psychology. Questions of Psychology, 2013, no. 1, pp. 66–71. (In Russian) URL: https://www.elibrary.ru/item.asp?id=21195530
24. Horn E., Lieber J., Sandall S., Schwartz I., Worley R. Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 2002, vol. 20, pp. 208–223. DOI: https://doi.org/10.1177/027112140002000402
25. Camilo M. G. The Elkonin-Davidov system: a grove of developmental teaching theory. Revista Científica Multidisciplinar Núcleo do Conhecimento, 2021, vol. 6, pp. 142–158. DOI: https://doi.org/10.32749/nucleodoconhecimento.com.br/education/developmental-teaching
