Journal of Intellectual Disability - Diagnosis and Treatment

354-362

Authors: Eleni Rachanioti, Stergiani Giaouri, Eleni Laskaraki, Anastasia Alevriadou

Research evidence has shown that employment is crucial and purposeful for people with intellectual disabilities, promoting positive effects associated with independent living and social inclusion. Notwithstanding, people with intellectual disabilities find it particularly difficult to accomplish successful employment. They face discrimination, and they are considered to lack work capacity. The extremely marginal position of people with intellectual disabilities in the labor market appears to prevail across national settings. Over the last 35 years, there has been an improvement in the vocational inclusion of individuals with intellectual disabilities in Greece, with the legislation embracing the human rights-based approach to disability. Nevertheless, the challenge of accomplishing full participation and equality in employment for people with intellectual disabilities still remains huge in Greece. Their participation rates in the Greek labour market are significantly lower than in the rest of the European Union. This article illustrates the employment provisions for individuals with intellectual disabilities in Greece. Additionally, it presents the current implemented models of their occupational inclusion while critically discussing the convention's pursuance on the Rights of Persons with Disabilities in the Greek context.

368-373

Authors: Veronika Ivanova

Background: The peculiarities of sensory perception and perception of one's own body in children with autism are the basis for understanding their cognitive and social development difficulties. Objective: The study aims to structure different categories of drawings of children with autism and compare them with the severity of autism measured by CARS2. Methods: 120 children aged 3 to 9 years were studied (X= 6.26, SD = 3.16). Drawings of autistic children. The children have a white sheet, pencils, a children's drawing table, and the experimenter asks them to draw a person. The children were studied with CARS. 2. Clinical method: includes observation, direct work with the child on each of the topics of the methodology used, interview with parents, diagnostic discussion with theclinical team. Psychodiagnostic method: includes an examination of children with mental developmental stairs, assessment of cognitive, communication, socioemotional and sensorimotor functions. CARS 2 Childhood Autism Rating Scale | Second Edition Statistical.Method: includes data processing using the SPSS programme. Descriptive statistics, correlation analysis, a frequency distribution of data are used for data analysis. Results: The results show eight main categories of drawings in autistic children: 1. circles, water; 2. patches of colour covering the human figure or representing a human figure without an external boundary; 3. figures and letters; 4. human figures fenced as a bubble, a human figure composed of parts of objects (the elements are not connected); 5. objects with geometric shapes (buildings, roads with markings, apartment blocks, strange shells; 6. road signs, logos. Conclusions: There is no statistical dependence between the severity of autistic symptomatology and the types of drawings. We can draw some conclusions about how a child with autism perceives his own body from the presented results. Because we see that in mild and moderate degrees of autism CARS 2, the whole variety of drawing categories was evaluated, while in severe and very severe degrees of expression of the disorder circles, colourful spots with vague boundaries predominate. Children with autism often identify with non-living objects, street signs, eccentric houses and towers.

381-389

Authors: Halyna M. Meshko, Oleksandr I. Meshko, Iryna M. Trubavina

The article is devoted to the current problem of the modern school - the emotional well-being of students in the learning process. The study analyzes the role of the emotional component in students' learning activities, the impact of emotions on learning outcomes, and the importance of emotional well-being in maintaining and strengthening their health. The purpose of the study was to identify the causes of emotional discomfort of students in the learning process, the ways to ensure the emotional well-being of students, the implementation of which will improve learning success, maintain and strengthen students' health. The following methods were used to study the state of the emotional wellbeing of the students: 1) a questionnaire developed by the authors of the research to study the emotional well-being of students at school; 2) the method of assessment of mental activation, interest, emotional tone, tension and comfort, created by L. Kurganskyi and his colleagues; 3) a card to identify factors of learning success. The results of the study showed a low level of the emotional well-being of students in modern schools. Based on the analysis of the study outcomes, the causes of emotional discomfort of students in the learning process are identified. The possibility of improving the effectiveness of learning, educational achievements of students by ensuring their emotional well-being in the learning process is described. Practical ways to improve the emotional well-being of students in the modern school and the formation of their emotional health are outlined and substantiated

397-410

Authors: Cherepiekhina Olha, Dysa Olena, Bulanov Valerii, Turubarova Anastasiia, Rukolyanska Nataliya

In today's world, women are increasingly taking the place of leaders, so they have to be active, focused, resistant to stress, have a high level of self-regulation, and be able to work in a team. So, we can see how women are sometimes forced to become leaders in difficult life circumstances. Due to persistence, self-education, determination, they work in leadership positions and demonstrate masculine personality traits. The study aimed to study the psychological characteristics of women scientists who hold high positions in educational establishments - vice-rector, dean, and department head. We hypothesized that the professional success of women scientists depends on the level of their potential leadership skills. The study involved 75 women from higher education institutions who successfully work as vice-rectors, deans, heads of departments. All of them have the degree of doctors of philosophy from various scientific fields and combined scientific activity with managerial activity. Analysis of the results of empirical research showed that a high level of leadership skills determines the professional success of 37% of women studied, but 63% of women scientists have other determinants of professional success. Differences in indicators were identified, and three groups of women were characterized depending on the level of development of their leadership abilities. In groups of women with a medium and low level of leadership skills, the main determinants of professional success are the focus on real-life circumstances, high level of development of stable emotional and volitional sphere, voluntary self-regulation, self-control in difficult situations, emotional stability. Women who have achieved professional success, not on the basis of potential leadership abilities, form a socially determined personal quality - forced leadership, which we tend to consider as a social psychological phenomenon, which is based on the ability to adapt to living conditions in situations requiring a person to choose against own individual psychological features, namely to become a leader, to cultivate the traits inherent in a true leader.

417-422

Authors: Assem Tanirbergenovna Mamekova, Nurgul Korgadjanovna Toxanbayeva, Khapiza Tanirbergenovna Naubaeva, Slushash Sabitovna Ongarbayeva, Kulmariya Nurtaevna Akhmediyeva

Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.