نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار یادگیری و کنترل حرکتی، پژوهشگاه تربیت‌بدنی و علوم ورزشی، تهران، ایران
2 استادیار رفتار حرکتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
3 کارشناسی‌ارشد آموزش در تربیت‌بدنی، دانشگاه تهران
چکیده
هدف از اجرای این پژوهش، بررسی محیط آموزش فراگیر بر رشد حرکتی، اجتماعی و عاطفی دانش‌آموزان ابتدایی مبتلا به کم‌توانی ذهنی در مدارس عادی و استثنائی بود. در این پژوهش، اعضای گروه نمونه 80 کودک با کم‌توانی ذهنی با میانگین سنی607/1± 725/10 سال و در دامنة سنی هشت تا 14 سال بودند. این دانش‌آموزان در دستة کودکان کم‌توان ذهنی آموزش‌پذیر بودند و در مدارس عادی یا مدارس کودکان استثنائی مشغول به تحصیل بودند.در این پژوهش علی مقایسه‌ای، برای سنجش رشد مهارت‌های حرکتی از آزمون تبحر حرکتی برونینکس اوزرتسکی، برای اندازه‌گیری میزان رشد اجتماعی از مقیاس رشد اجتماعی وایلند و برای سنجش بلوغ عاطفی از مقیاس بلوغ عاطفی بهارگاوا (1991) استفاده شد. نتایج پژوهش نشان داد که رشد حرکتی، اجتماعی و عاطفی در دانش‌آموزان کم‌توان ذهنی مدارس ابتدایی عادی به‌صورت معناداری بهتر از همتایان این دانش‌آموزان در مدارس استثنائی است (P < 0.05). تحلیل بیشتر نتایج نشان داد که رشد حرکتی درشت خیلی بیشتر از رشد ظریف تحت‌تأثیر این محیط آموزشی قرار دارد و تأثیر این محیط آموزشی بر خرده‌مقیاس‌های رشد حرکتی به‌ترتیب بر هماهنگی دوسویه، تعادل، هماهنگی اندام فوقانی، قدرت، سرعت دویدن و چابکی و سرعت چالاکی اندام فوقانی است. در رشد اجتماعی، خرده‌مقیاس‌های خودیاری عمومی، اجتماعی‌بودن، خودیاری در خوردن، ارتباط و جابه‌جایی و حرکت، به‌ترتیب بیشترین تأثیر را پذیرفته‌اند و در رشد عاطفی نیز فروپاشی شخصیت، فقدان استقلال، ناسازگاری اجتماعی، بازگشت عاطفی و نبود ثبات عاطفی بیشترین تغییر را دارند. این نتایج به‌خوبی نشان داد اگر دانش‌آموزان کم‌توان ذهنی در مدارس عادی آموزش ببینند، جنبه‌های مختلف رشد بهتری را تجربه می‌کنند و از این فواید بهره‌مند خواهند شد.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The Effect of Inclusive Education System in Elementary Schools on Motor, Social and Emotional Development of Students with Intellectual Disability
نویسندگان [English]
- Ali Kashi 1
- Behrouz Ghorbanzadeh 2
- Zohreh Shirvaniha 3
1 Assistant Professor of Motor Learning and Control, Sport Science Research Institude, Tehran, Iran
2 Assistant Professor of Motor Behavior, Azarbaijan Shahid Madani University, Tabriz, Iran
3 M.Sc. of Education in Physical Education, University of Tehran
چکیده [English]
The purpose of this study was to evaluate the effect of inclusive educationl system on motor, social and emotional development of elementary students with intellectual disability in ordinary schools and exceptional schools. In this research, the sample consisted of 80 children with intellectual disability with an average age of 10.752 ± 1.607 years old and between the ages of 8-14 years old. These students were educated in ordinary or exceptional schools. In order to measure the motor development, we used Bruininks-Oseretsky Test of Motor Proficiency, to measure the social development we used Vineland social maturity scale and for measure emotional maturity, we used Emotional maturity Scale (EMS) Singh and Bhargava, 1991. The results of this study showed that motor, social and emotional development in mentally disabled students of ordinary elementary schools was significantly better than those of students in extraordinary schools (P <0.05). Further analysis of these results showed that gross motor development was much moreaffected than the fine motor development. In this variable some sub test that get more influence from this educational environment was bilateral coordination, balance, upper limb coordination, strength, speed, and Agility and agility of the upper extremity respectively. In social development, the subscales of General self-help ability, Socialization skills, Self-help eating, Communication skills and Locomotion skills were the most influential, respectively. In emotional development, the disintegration of personality, lack of independence, social incompatibility, emotional return and emotional instability of the greatest change had. These results showed well that if students with intellectual disability are educated in ordinary schools, they will experience better aspects of development and benefit from these environments.
کلیدواژه‌ها [English]
- Inclusive Educational system
- Motor development
- Social development
- Emotional development
- intellectual disability
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