Toolkit for Assessment of Significant Parameters of School Adaptation of Students with Learning Disabilities at the Primary School Environment

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Abstract

Relevance. The article deals with the problem of assessing the effectiveness of school adaptation of children with special needs in modern educational environment. The purpose of the study was to develop tools for assessing the quality of school adaptation of students with learning disabilities (LD). Methods. The authors defined significant parameters of pupils' school adaptation and described their qualitative characteristics (markers), which were used to create questionnaires for teachers (school–based therapists) and parents. The questionnaire for parents includes 8 parameters, whereas the questionnaire for teachers includes 18 parameters arranged into 8 topic–specific blocks. Modern typological classification of children with learning disabilities (N.V. Babkina, I.A. Korobeynikov) was used as a methodological framework when developing the parameters. The results of testing the developed toolkit are presented, demonstrating its sensitivity to various manifestations of children mental disorders. Authors outline directions for future research, connected both with expanding notions of psychosocial development of pupils with LD, and specifying the content of the advisory activity of a school–based therapist with children and their families.

General Information

Keywords: students with learning disabilities (LD), inclusive education, special educational needs, diagnostics, school adaptation, socialization

Journal rubric: Testing and Validating Instruments

Article type: scientific article

DOI: https://doi.org/10.17759/cpp.2023310401

Funding. The work was supported by the Ministry of Education of the Russian Federation within the framework of Task number 073-00063-23-01.

Received: 27.03.2023

Accepted:

For citation: Babkina N.V., Vilshanskaya A.D., Ponomareva L.M. Toolkit for Assessment of Significant Parameters of School Adaptation of Students with Learning Disabilities at the Primary School Environment. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2023. Vol. 31, no. 4, pp. 10–30. DOI: 10.17759/cpp.2023310401. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nataliya V. Babkina, Doctor of Psychology, Head of the Laboratory of Education and Comprehensive Rehabilitation of Children with Learning Disabilities, Institute of Special Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3277-7127, e-mail: natali.babkina@mail.ru

Adelya D. Vilshanskaya, PhD in Education, School principal, State Educational Institution «School No. 2124 “Center of Development and Correction”», Moscow, Russia, ORCID: https://orcid.org/0000-0003-2078-7616, e-mail: vilshad@mail.ru

Lubov M. Ponomareva, Researcher, Department of Education and Complex Habilitation of Children with Developmental Delay, Institute of Special Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9510-8214, e-mail: ponomareva2124@mail.ru

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