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Psychological-Pedagogical Support Of Primary School Pupils With Mental Retardation

Table 1:

Operations revealed in the process of analysis of results of activity of students Result of activity of students amenable for expert review Students-future primary school teachers Students-future special psycholigist
Ascertaining stage of the experiment Control stage of the experiment Ascertaining stage of the experiment Control stage of the experiment
Notice the facts significant for understanding of academic behavior of a primary school child with mental retardation Observation record 45 95 55 95
Fix in detail outer facts in records Observation record 42,5 100 40 100
Outer facts to be accurately reflected in records Observation record 50 97,5 57,5 100
Make a hypothesis regarding the reasons specific peculiarities of academic behavior of a child Pedagogical/ Psychological characteristics 40 77,5 45 87,5
Infer cause-and-effect relationships between the facts Pedagogical/ Psychological characteristics 40 85 45 95
Make conclusions regarding main individual difficulties impedient to efficient academic behavior Pedagogical/ Psychological characteristics 40 85 45 92,5
Differentiate difficulties of academic behavior as relating to cognitive and / or regulative spheres Pedagogical/ Psychological recommendations 40 87,5 47,5 95
Specify primary objectives of correction pedagogic activity Pedagogical/ Psychological recommendations 35 95 37,5 95
Carry out selection of methods of correctional-developmental activity taking into account individual difficulties of academic behavior of a child Pedagogical/ Psychological recommendations 40 95 42,5 92,5
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