Yeleussizkyzy Meruyert, Zhiyenbayeva Nadezhda, Ushatikova Irina, Lushkov Richard
Department of Special Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan.
Department of Pedagogy, Elabuga Institute (Branch) of Kazan Federal University, Elabuga, Russian Federation.
J Psycholinguist Res. 2023 Dec;52(6):2721-2742. doi: 10.1007/s10936-023-10015-y. Epub 2023 Sep 15.
The study analyzed modern e-learning and flipped classroom methods in inclusive education, focusing on their impact on motivation, academic performance, and the effectiveness of the educational process. The experiment involved 648 first- and second-year students from Abai Kazakh National Pedagogical University, the Elabuga Institute (Branch) of Kazan Federal University, and I.M. Sechenov First Moscow State Medical University. According to the survey conducted in the first phase, 66% of students reported using e-learning and flipped classroom methods, while 34% indicated that these methods were not employed. Furthermore, 50% of respondents rated the development of these methods in their universities as low, suggesting a lack of attention, familiarity among teachers, or reluctance to adopt them. To study the psychopathology of language and cognitive functions among children with special needs, the authors used the ASEBA questionnaire algorithm. It allowed for a survey among children from specialized classes, mixed classes (E-learning and flipped classroom), and control classes. Each group consisted of 50 people, there were three classes in each category. The ASEBA questionnaire revealed information about various aspects of the psychological functioning of children, including their behavior, emotional state, social adaptation, as well as problems with language and communication. The use of the questionnaire in different types of classes helped to compare the results between groups and identify features and differences in the psychopathology of language and cognitive functions in children with special needs. The findings can contribute to a deeper understanding of the psychopathology of language and cognitive functions in this category of children.
该研究分析了全纳教育中的现代电子学习和翻转课堂方法，重点关注它们对动机、学业成绩和教育过程有效性的影响。实验涉及来自阿拜哈萨克国立师范大学、喀山联邦大学叶拉布加分校以及莫斯科第一国立谢马什克医科大学的648名大一和大二学生。根据第一阶段进行的调查，66%的学生报告使用了电子学习和翻转课堂方法，而34%的学生表示未采用这些方法。此外，50%的受访者认为这些方法在他们所在大学的发展程度较低，这表明缺乏关注、教师对此不熟悉或不愿采用。为了研究特殊需求儿童的语言和认知功能心理病理学，作者使用了ASEBA问卷算法。该算法允许对来自特殊班级、混合班级（电子学习和翻转课堂）以及对照班级的儿童进行调查。每个组由50人组成，每个类别有三个班级。ASEBA问卷揭示了儿童心理功能各个方面的信息，包括他们的行为、情绪状态、社会适应以及语言和沟通问题。在不同类型的班级中使用该问卷有助于比较各组结果，并识别特殊需求儿童语言和认知功能心理病理学的特征和差异。这些发现有助于更深入地了解这类儿童的语言和认知功能心理病理学。
