PROBLEMS OF PSYCHOLOGICAL READINESS FOR SCHOOL EDUCATION OF CHILDREN WITH HEARING IMPAIRMENT
Abstract
Due to the distribution of the inclusive and integrated education of handicapped children there is a large number of problems in the organization of the educational process. Therefore studying of psychological features and formation of readiness for school education of children of these categories becomes urgent. The paper presents the results of the stating experiment whose purpose was to reveal the psychological readiness for school education of children with a hearing impairment. Diagnostics of psychological readiness for school education was accomplished within three main components: intellectual, emotional and volitional, motivational. As a result the children with the III and the IV degrees of sensory motor bradyacusia lag behind the children without hearing impairment in development in all studied components. The implanted children are approached to the selection of preschool children without hearing impairment in development of emotional, volitional and intellectual components. These results have the practical importance for forming the psychological readiness for school education and for the choice of educational institution for children with a hearing impairment.
About the Author
V. E. Bubareva
East-Siberian State Academy of Education
Russian Federation
Russian Federation
Viktoriya E. Bubareva – post-graduate student at the Department of Psychology of Education and Personal Development
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Review
For citations:
Bubareva V.E. PROBLEMS OF PSYCHOLOGICAL READINESS FOR SCHOOL EDUCATION OF CHILDREN WITH HEARING IMPAIRMENT. SibScript. 2014;(3-1):118-122. (In Russ.)
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