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Barcaeva E.V.,Mordovian State Pedagogical Institute Named After Me Evseviev | Ryabova N.V.,Mordovian State Pedagogical Institute Named After Me Evseviev
Biology and Medicine | Year: 2015

The article presents the results of an experimental research aimed to study the main components of successfully adapting child with health limitations. Analysis of psychological and pedagogical literature allowed defining the core concept of the study-"successfully adapting child with health limitations"-as a child, who is capable of full development of his personal, physical and psychological potentials in the surrounding environment. In this article we describe the structure of successfully adapting child with health limitations. It is presented by the following components: personality (which includes such qualities as confidence, adequate self-esteem, and emotional well-being), academic (simple concepts of oneself and the surrounding world, mathematic concepts, simple bases of grammar) and vital (overall academic, communicational, social and everyday skills). Considering these components, we constructed and developed a procedure for an ascertaining study, aimed to describe the level of development of each of the components. The research was conducted in the Center of Prolonged Day, which was created in Mordovian State Pedagogical Institute named after M.E. Evseviev (MordSPI). In order to define the level of development of each component of successfully adapting child (high, medium, low or undeveloped levels) we defined the criteria and characteristics of the assessment and chose the study methods, which included psychological methods, questionnaire and practically oriented tasks. The developed procedure allowed conducting an ascertaining experiment; the results are presented in this article. Analysis of the obtained results shows that the majority of participants have low levels of the development of the components described above. This leads to the necessity of constructing and performing correctional and developmental work, which should allow gradual integration of these children in the society of normally developing peers. © 2015 Barcaeva et al.

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