A set of Diagnostic Tools for Studying the Emotional Development of School-age Children with Hearing and Vision Impairment

Original article

DOI 10.15293/1812-9463.2203.07

 

 

Olga Yurievna Piskun

Novosibirsk State Pedagogical University, Novosibirsk, Russia

Veronika Alexandrovna Yadrentseva

Novosibirsk State Pedagogical University, Novosibirsk Interregional Public Organization of the Disabled “Association Integrationˮ, Novosibirsk, Russia

Elza Gumerovna Kasimova

Bashkir State Pedagogical University named after M. Akmulla, Ufa, Russia

Azat Fanisovich Saykhanov

Bashkir State Pedagogical University named after M. Akmulla, Ufa, Russia

AbstractThe article highlights the problem of studying the emotional development of school-age children with hearing and vision impairments. The aim of the study is to study the emotional development of school-age children with hearing and vision impairments. The methodological basis of the study was the position that the emotional system is one of the main regulatory systems that provide active forms of the bodyʼs life, as well as personality-activity, practice-oriented, polysensory approaches to teaching people with sensory impairments. The study used theoretical methods (study and analysis of psychological, pedagogical, scientific, methodological and educational literature), empirical methods (analysis of survey results, test diagnostics, projective methods). The scientific novelty of the study lies in the designation of a set of methods for studying the emotional development of school-age children with hearing and vision impairments, their adaptation, taking into account the structure of disorders and approbation, identifying the levels and indicators of the emotional development of school-age children with bisensory impairment. As a result of the analysis of psychological and pedagogical literature, a diagnostic complex for studying the emotional development of school-age children with hearing and vision impairments was created, consisting of specially adapted methods, taking into account bisensory impairment, methods successfully tested in the process of a regional study, methodological recommendations for the application were developed. this complex. It has been proven that, thanks to carefully selected diagnostic tools, it is possible to identify the levels of emotional development of children with hearing and vision impairments and determine the optimal vector of emotional development. The research materials will be of interest to teachers-defectologists, psychologists, bachelors, undergraduates, graduate students.

Keywordssocial interaction, emotions, emotional sphere, emotional development, children with hearing and vision impairments, school-age children with hearing and vision impairments.

For citation: Piskun O. Yu., Yadrentseva V. A., Kasimova E. G., Saykhanov A. F. A set of Diagnostic Tools for Studying the Emotional Development of School-age Children with Hearing and Vision Impairment. Journal of Pedagogical Innovations, 2022, no. 3 (67),
pp. 64–77. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2203.07

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Information about the authors

Olga Yu. Piskun– Candidate of Psychological Sciences, Associate Professor of the Department of Correctional Pedagogy and Psychology of the Institute of Childhood, Head of the Resource Center Support for Students with Disabilities, https//orcid.org/0000-0002-4953-6733, o-piskun@yandex.ru

Veronika A. Yadrentseva – teacher-defectologist, https//orcid.org/0000-0002-3101-3862, nika.veronika.yadrenzeva@gmail.com

Elza G. Kasimova – Candidate of Pedagogical Sciences, Associate Professor of the Department of Special Pedagogy and Psychology, Employee of the Workshop of Special Technologies for Inclusive Education of the Institute of Pedagogy, https://orcid.org/0000-0003-4119-3243, kasimova_elza@mail.ru

Azat F. Saykhanov – Candidate of Pedagogical Sciences, Associate Professor of the Department of Special Pedagogy and Psychology of the Institute of Pedagogy, https//orcid.org/0000-0001-9780-0562, saaf007@mail.ru