Journal articles: 'Emotional disabilities'

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G.Panneerselvam, G. Panneerselvam, and Dr J. Sujathamalini Dr. J. Sujathamalini. "Emotional Intelligence of Children With Learning Disabilities." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 144–46. http://dx.doi.org/10.15373/2249555x/july2014/43.

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Voeller, Kytja K. S. "Social-Emotional Learning Disabilities." Psychiatric Annals 21, no. 12 (December 1, 1991): 735–41. http://dx.doi.org/10.3928/0048-5713-19911201-09.

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Tzuriel, David, Hani Schorr-Edelsztein, and Nirit Bauminger-Zvieli. "Modifiability in Emotional Understanding Among Children With Learning Disabilities." Journal of Cognitive Education and Psychology 17, no. 2 (April 1, 2018): 135–50. http://dx.doi.org/10.1891/1945-8959.17.2.135.

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Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional understanding using a short-term mediation program aimed at enhancing emotional understanding among children with SLD as compared with typically developing (TD) children, (b) the correlation of language ability with emotional understanding. A sample of 64 boys with SLD and 33 TD boys (9–11 years old) were administered emotional understanding measures, and tests of language processing. The children were given the Language of Emotions Mediation Program and retested on the emotional understanding measures. Children with SLD revealed initial lower level of emotional understanding than TD children but higher pre- to postmediation improvement. The correlation between emotional understanding measures and verbal ability decreased from pre- to postmediation only in children with SLD. These findings indicate less cohesiveness between the two domains because of the mediation program.

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Zysberg, Leehu, and Jon Kasler. "Learning Disabilities and Emotional Intelligence." Journal of Psychology 151, no. 5 (May 11, 2017): 464–76. http://dx.doi.org/10.1080/00223980.2017.1314929.

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McGee, Kathleen A., and James M. Kauffman. "Educating Teachers with Emotional Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 3 (July 1989): 110–16. http://dx.doi.org/10.1177/088840648901200305.

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Simkin, Mikhail, Lyudmila Kurganova, and Zhanna Fomina. "Coping with Negative Emotions in Younger Schoolchildren with Disabilities." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 1 (May 19, 2021): 32–42. http://dx.doi.org/10.21603/2542-1840-2021-5-1-32-42.

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The article describes theoretical approaches to understanding the emotional sphere of primary school children with disabilities. The research featured the means of relieving negative emotions in younger schoolchildren with special needs. The goal was to identify and test the possibilities of emotional relief in this category of children. The authors determined the situations that can trigger negative emotions in children with special needs during various activities. The negative manifestations of the emotional sphere resulted from the difficulties of adaptation to a school environment, increased school anxiety, and internal conflicts. The authors also conducted a series of experiments to test various methods of emotional relief and their consequences. The methods of targeted influence proved quite efficient.

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Abuzaid, Suad M. O. "Consequences of Coronavirus as a Predictor of Emotional Security among Mothers of Children with Intellectual Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 390–96. http://dx.doi.org/10.6000/2292-2598.2021.09.04.6.

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Parents of children with intellectual disability (ID) suffer from comparatively emotional insecurity compared to parents of children without ID, especially during periods of crisis, such as the outbreak of coronavirus pandemic. This study aimed to investigate the consequences of Coronavirus as a predictor of emotional security among mothers of children with intellectual disabilities. Mothers of children with intellectual disabilities were considered for data collection. The study group of the research consists of 120 mothers who have children with intellectual disabilities. They aged 23-55 years, (M= 43.23, SE=0.075). Consequences of Coronavirus Questionnaire (CCQ-20) and Emotional Security Scale (ESS-20) were used to collect and analyze data. For this study, quantitative survey research was employed. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. To test the hypotheses of the study, Pearson correlation and Linear regression analysis were conducted. Findings indicate that the independent variable (Coronavirus) contributed to the prediction of emotional security among mothers of children with intellectual disabilities. Findings of the current study indicate that the greater the Consequences of Corona, the less emotionally secure the mother is likely to feel during the COVID-19 lockdown in Saudi Arabia.

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Maiuri, Jake. "The Effects of the Better Emotional and Social Times Program on Emotional and Social Skills Associated With Children With Learning Disabilities." Journal of Education and Development 4, no. 1 (January 20, 2020): 13. http://dx.doi.org/10.20849/jed.v4i1.704.

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Children with learning disabilities are not only falling behind academically, they are also falling behind emotionally and socially, which is extremely important. This places a strong emphasis on a need for early intervention programs for children with learning disabilities to address these emotional and social deficits. The purpose of this study was to assess the effectiveness of the Better Emotional and Social Times (B.E.S.T.) program offered by the Learning Disabilities association of Niagara Region (LDANR), which targeted areas of self-advocacy, self-esteem, self-understanding (mindfulness), emotional regulation and social skills. Seven children between the ages of 6 and 11 enrolled in the program were closely observed for eight weeks and pre- and post- child interviews and observational checklists were completed throughout the duration of the program by the facilitators as well as the parent/caregivers. Results indicated that all of the children had improved and gained new skill sets in all of these areas. Overall, these results have positive implications, as this type of intervention can be implemented within education policy to ensure children with learning disabilities are receiving the proper aid in regards to these emotional and social deficits, which will also have a positive impact on their literacy deficits as well.

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Mason, Victoria, and Val Williams. "Enabling good emotional support for and with people with learning disabilities." Tizard Learning Disability Review 22, no. 3 (July 3, 2017): 144–47. http://dx.doi.org/10.1108/tldr-04-2017-0017.

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Purpose Picking up from Cotter et al.’s article on the transferential process, the purpose of this paper is to set out some arguments about the ways of meeting the emotional needs of people with learning disabilities. Design/methodology/approach The commentary draws on two studies: one is about understanding and changing disabling practices, and the other is about bereavement support for people with learning disabilities. Both use qualitative approaches, and in both studies, people with learning disabilities are active agents or co-researchers, who have assisted in shaping the ideas and values of the research. Findings Professional practices, including those within the therapeutic context, can act as institutional barriers which create people with learning disabilities as passive or incompetent. However, this paper sets out some preliminary findings showing that not only can people with learning disabilities support each other, but also that face-to-face support workers can support people with learning disabilities to understand and cope with their emotions. Practical implications Frontline support workers should be seen as professionals, with their own range of resources to provide good emotional support. Further, people with learning disabilities can come together in groups to develop peer support about difficult and sensitive topics. Originality/value Talking about therapies for people with learning disabilities has long been overlooked. As their value is now recognised, it is important that the views and wishes of people with learning disabilities themselves are heard, so that they can contribute to the processes which support them.

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Sukmana, Muhammad Endra, Agus Kristiyanto, and Hanik Liskustyawati. "relationship between emotional intelligence and hardiness on stress resistance in athletes with disabilities in Indonesian national Paralympic committee." International journal of health & medical sciences 4, no. 1 (January 20, 2021): 23–37. http://dx.doi.org/10.31295/ijhms.v4n1.450.

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The purpose was to determine the relationship between emotional intelligence and hardiness on stress resistance in athletes with disabilities. This research is a quantitative approach. The data analysis technique using SPSS 22 16.0. The results can be concluded: (1) Emotional Intelligence and Stress Resistance, in athletes with disabilities with a total blindness correlation value of 0.450 with p. value or a significance of 0.062. (2) Emotional Intelligence and Stress Resistance, in athletes with disabilities with a low vision correlation value of 0.568 with p. value or a significance of 0.001. (3) Hardiness and Stress Resistance, in Athletes with Disabilities with a Blind correlation value of 0.638 with p. value or a significance of 0.002. (4) Hardiness and Stress Resistance in Athletes with Disabilities with Low Vision correlation value of 0.573 with p. value or a significance of 0.001. (5) Emotional Intelligence and Hardiness with Stress Resistance, in athletes with disabilities to Totally Blind r square of 0.495 with a significance value 0.002 which is less than 0.05. (6) Emotional Intelligence and Hardiness with Stress Resistance, in athletes with disabilities with low vision r square of 0.420 with a significance value. 0.001 which is less than 0.05.

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Preece, Julie E., Mark E. Beecher, Edward A. Martinelli, and Norman L. Roberts. "Students with Emotional Disabilities: Responding to Advisors' Concerns and Questions." NACADA Journal 25, no. 1 (March 1, 2005): 42–46. http://dx.doi.org/10.12930/0271-9517-25.1.42.

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Students with emotional disabilities are attending institutions of higher education in increasing numbers. Professionals considering appropriate postsecondary classroom accommodations and support may face advising challenges. However, most advisors have little training in responding to the needs of students with emotional disabilities. Answers to eight questions that advisors frequently ask about working with students with emotional disabilities, practical guidelines, and experience-based examples and resolutions are offered.

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Vovchenko, Olha A. "SPECIFICS OF THE CRISIS OF ADOLESCENCE PERSONS WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 13 (June 24, 2021): 30–38. http://dx.doi.org/10.25264/2415-7384-2021-13-30-38.

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The article outlines the psychological features of the age period, which is determined by the scientific category as an “adolescent crisis”. The problem of the adolescent crisis has been revealed in people with intellectual disabilities. The importance and relevance of the study is revealed first, due to the difficulties of adolescence: its dynamism, ambiguity, lack of emotional stability of the individual; secondly, due to the specifics of personality formation with intellectual disabilities; thirdly, the need to further develop effective psychological support for adolescents with intellectual disabilities. The aim of the article was to study and experimentally test the specifics of the emotional crisis of adolescence in people with intellectual disabilities. The purpose was provided by solving the following tasks: stating the peculiarities of the adolescent crisis in people with intellectual disabilities; determining the state of formation of “I-concept” and “self-image” of adolescents with intellectual disabilities; establishing the specifics of behavioral reactions and interaction of the adolescent with others (peers, the elderly) in conditions of experiencing an age crisis. Moreover, the author conducted a psychological testing procedure to study the peculiarities of the formation of the personality of a teenager with intellectual disabilities during the age crisis (adolescent crisis). M. Kuhn’s psychological testing method “Who am I?”, T. Leary’s method of diagnostics of interpersonal relations were used; conversations, observations. The purpose of using these techniques was to determine the self-image, self-presentation, self-perception and self-esteem of adolescents with intellectual disabilities. According to the results of the study, it was found that adolescents with intellectual disabilities have a process of self-knowledge and understanding of their own “I”, internal mental acts and states are underdeveloped or absent. This complicates the process of experiencing an adolescent’s crisis. As evidenced by the low level of recognition and differentiation of emotions, emotional awareness, management of their own emotions. Also critical are difficulties with the adequate expression of emotions in accordance with the situation that determines them, in particular with the manifestation and control of anger, rage, aggression and other. The further directions of research of formation of the person with infringements of intellectual development in adolescent age are outlined.

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BELL, CARL C. "Social and Emotional Costs of Learning Disabilities." Clinical Psychiatry News 36, no. 2 (February 2008): 45. http://dx.doi.org/10.1016/s0270-6644(08)70095-x.

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Abrams, Brian J. "Values Clarification for Students with Emotional Disabilities." TEACHING Exceptional Children 24, no. 3 (March 1992): 28–33. http://dx.doi.org/10.1177/004005999202400307.

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Elksnin, Linda K., and Nick Elksnin. "The Social-Emotional Side of Learning Disabilities." Learning Disability Quarterly 27, no. 1 (February 2004): 3–8. http://dx.doi.org/10.2307/1593627.

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Coe, David. "Children with emotional disorders and developmental disabilities." Research in Developmental Disabilities 8, no. 3 (January 1987): 501–2. http://dx.doi.org/10.1016/0891-4222(87)90030-8.

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Litzelfelner, Pat. "Children with emotional disabilities: Perceptions of siblings." Child & Adolescent Social Work Journal 12, no. 4 (August 1995): 263–73. http://dx.doi.org/10.1007/bf01875979.

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Anonymous. "Partnership Formed to Prevent Mental/Emotional Disabilities." Journal of Psychosocial Nursing and Mental Health Services 31, no. 9 (September 1993): 47. http://dx.doi.org/10.3928/0279-3695-19930901-15.

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Glinskaya, I. S. "Emotional Intelligence Development Using Neuropsychological Exercises Based on Musical Fairy Tales in Children with Intellectual Disabilities." Вестник практической психологии образования 18, no. 1 (2021): 8–13. http://dx.doi.org/10.17759/bppe.2021180101.

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The program belongs to the correctional-developing psychological and pedagogical direction. This program is aimed at developing the emotional intelligence of children with intellectual disabilities using musical fairy tales. The problem of developing the emotional intelligence of children with disabilities is very actual. For a child to feel equal in communicating with others, confident, proactive, it is necessary to prepare children not only intellectually, but emotionally. And the use of musical fairy ta-les gives a wide range of characters’ images, supported by musical accompaniment for the interpretation and verbalization of the emotional states of the characters. The program involves a whole range of psycho-preventive measures aimed not only at the development of emotional intelligence, but also at the use of neuropsychological correction methods that affect the development of the cerebral hemispheres and their interaction. Taking into account this factor, the lessons according to the program make it possible to apply in practice the whole complex of neuropsychological exercises through the transfer of characteristic features and actions of characters with the help of movements, which makes the complete training of the “brain” available for children with intellectual disabilities.

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Vovchenko, Olha. "The Specifics of the Functioning of Emotional Intelligence of Adolescents with Intellectual Disabilities." Collection of Research Papers "Problems of Modern Psychology", no. 53 (July 13, 2021): 35–59. http://dx.doi.org/10.32626/2227-6246.2021-53.35-59.

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Ushakova, Vladislava. "EMOTIONAL ATTITUDE OF A MOTHER FOR A CHILD WITH DISABLED HEALTH." Living psychology 7, no. 4 (January 30, 2021): 9–18. http://dx.doi.org/10.51233/2413-6522-2021-9-18.

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The article is devoted to the problem of the emotional attitude of mothers to children with disabilities. The study involved 247 mothers of children with disabilities - 67 mothers of children with mental retardation, 60 mothers of children with general speech underdevelopment, 60 mothers of children with mental retardation and 60 mothers of children with autism spectrum disorder, the average age of children is 7.4 years. The distinctive features of the emotional attitude of mothers to children with various nosologies were identified and analyzed according to criteria such as justifying expectations, optimal emotional contact, excessive concentration on the child (overprotection), and emotional distance from the child (hypocaution). The emotional involvement of the mother in the process of interaction with a child with disabilities was determined.

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McConaughy, Stephanie H., Richard E. Mattison, and Reece L. Peterson. "Behavioral/Emotional Problems of Children with Serious Emotional Disturbances and Learning Disabilities." School Psychology Review 23, no. 1 (March 1, 1994): 81–98. http://dx.doi.org/10.1080/02796015.1994.12085696.

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Hord, Casey, Samantha Marita, Jennifer B. Walsh, Taylor-Marie Tomaro, and Kiyana Gordon. "Encouraging Students with Learning Disabilities." Mathematics Teacher 109, no. 8 (April 2016): 612–17. http://dx.doi.org/10.5951/mathteacher.109.8.0612.

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Ahuja, Alka S. "People with intellectual disabilities: Emotional needs of children with intellectual disabilities are unidentified." BMJ 329, no. 7471 (October 14, 2004): 917.1. http://dx.doi.org/10.1136/bmj.329.7471.917.

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Bender, William N., and Maureen E. Wall. "Social-Emotional Development of Students with Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 323–41. http://dx.doi.org/10.2307/1511128.

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This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.

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Hoy, Cheri. "Social/Emotional Characteristics of Adults with Learning Disabilities." Journal of Vocational Rehabilitation 4, no. 2 (1994): 122–30. http://dx.doi.org/10.3233/jvr-1994-4207.

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Mastropieri, Margo A., Thomas E. Scruggs, Sara Mills, Nancy Irby Cerar, Yojanna Cuenca-Sanchez, Dannette Allen-Bronaugh, Catherine Thompson, Mary Guckert, and Kelley Regan. "Persuading Students with Emotional Disabilities to Write Fluently." Behavioral Disorders 35, no. 1 (November 2009): 19–40. http://dx.doi.org/10.1177/019874290903500102.

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Fink, Albert H., and Karen N. Janssen. "Competencies for Teaching Students With Emotional-Behavioral Disabilities." Preventing School Failure: Alternative Education for Children and Youth 37, no. 2 (January 1993): 11–15. http://dx.doi.org/10.1080/1045988x.1993.9944597.

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Mirandola, Chiara, Nunzia Losito, Simona Ghetti, and Cesare Cornoldi. "Emotional false memories in children with learning disabilities." Research in Developmental Disabilities 35, no. 2 (February 2014): 261–68. http://dx.doi.org/10.1016/j.ridd.2013.11.004.

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Glosser, Guila, and Steven Koppell. "Emotional-Behavioral Patterns in Children with Learning Disabilities." Journal of Learning Disabilities 20, no. 6 (June 1987): 365–68. http://dx.doi.org/10.1177/002221948702000613.

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Sideridis, Georgios D. "Social, motivational, and emotional aspects of learning disabilities." International Journal of Educational Research 43, no. 4-5 (January 2005): 209–14. http://dx.doi.org/10.1016/j.ijer.2006.06.002.

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Karataş, Baykal, and Serdar Adıgüzel. "Examination of Emotional Intelligence Levels of Coaches Providing Swimming Training to Individuals with Disabilities and Individuals without Disabilities." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 205–11. http://dx.doi.org/10.34293/education.v9is1-may.4013.

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Emotions are one of the important factors guiding our behaviors. People often make decisions by being influenced by their emotions throughout their lives. Therefore, it is important to recognize and learn to control our emotions. There are different groups of individuals with disabilities, and the swimming training of each group with disabilities is different. Swimming, which is one of the Paralympic sports branches, appeals to almost all groups with disabilities. There are very few swimming coaches in Turkey who provide swimming training to individuals with disabilities, and are only interested in groups with disabilities. There are swimming coaches who are accredited to the Swimming Federation of Turkey and who provide swimming training to individuals without disabilities, and their number is higher than the coaches who provide training to swimmers with disabilities. A coach, who is defined as the individual who provides sports skills and tactical development for an athlete to achieve success, is the individual who prepares many sports players for matches and tournaments to be held. The coach is responsible for raising the players to the required level by considering the variables such as process, place, equipment, technique, and tactics. In our study, it is aimed to examine the emotional intelligence levels of the coaches working with individuals with disabilities and individuals without disabilities in the swimming branch. The research is a descriptive study and the data were collected by the questionnaire method. The research data were analyzed using SPSS 22.0 software. Independent samples t-test was used to compare the total score of the scale according to the status of coaching an individual with disability whereas MANOVA analysis was used to compare the status of coaching an individual with a disability * according to demographic variables.

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Gómez-Díaz, Magdalena, and María Jiménez-García. "Inteligencia emocional, Resiliencia y Autoestima en personas con discapacidad física y sin discapacidad." Enfermería Global 17, no. 2 (March 27, 2018): 263–83. http://dx.doi.org/10.6018/eglobal.17.2.291381.

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Introducción: La Inteligencia emocional, resiliencia y autoestima son conceptos relacionados con el desarrollo personal. Las personas que presentan discapacidad física, la percepción de las diferentes situaciones a las que tienen que enfrentarse pueden influir en sus emociones y comportamiento.Objetivo: Analizar las diferencias o similitudes entre las personas con discapacidad y sin discapacidad en el ámbito de la inteligencia emocional, la resiliencia y la autoestima. Metodología: Estudio cuantitativo de tipo descriptivo, transversal, y prospectivo, utilizando las escalas de la Inteligencia emocional TMMS-24, la escala de la Resiliencia CD-RISC10 y la escala de la autoestima de Rosemberg, con un total de 100 participantes. Resultados: Las personas con discapacidad física presentan medias estadísticamente superiores en inteligencia emocional y resiliencia, aunque en autoestima las personas sin discapacidad presentan medias superiores. Discusión: Distintos autores ponen de manifiesto que las emociones juegan un papel fundamental en el bienestar de los individuos. En el caso de las enfermedades que implican discapacidad física, afectan a los diferentes aspectos de la vida de las personas, por lo tanto se hace más necesario aún el buen manejo emocional para evitar que la persona sufra mayores consecuencias físicas y/o emocionales. Conclusiones: Las personas con discapacidad física presentan unos niveles adecuados de inteligencia emocional en sus diferentes dimensiones, desarrollando estrategias de afrontamiento que les permiten hacer frente a dichas dificultades. La autoestima de las personas con discapacidad física, se ve mermada por la baja percepción de control independiente. Introduction: Emotional intelligence, resilience and self-esteem are concepts related to personal development. People who have physical disabilities, the perception of the different situations that have to face may influence emotions and behavior.Objective: Analyze the differences or similarities between people with disabilities and without disabilities in the field of emotional intelligence, resilience and self-esteem.Methodology: Type descriptive, transversal and prospective, quantitative study using the scales of the emotional intelligence TMMS-24, the scale of the Resilience CD-RISC10 and the scale of the Rosenberg self-esteem, with a total of 100 participants.Results: Persons with physical disabilities present mean statistically higher on emotional intelligence and resilience, although regarding self-esteem people without disabilities have an upper mean.Discussion: Different authors have shown that emotions play a fundamental role in the well-being of individuals. In the case of diseases that involve physical disability, affect different aspects of the life of people, therefore even good emotional management is necessary most to avoid that the person may suffer greater consequences physical and/or emotional.Findings: Persons with physical disability have adequate levels of emotional intelligence in its different dimensions, developing coping strategies that enable them to cope with such difficulties. The self-esteem of people with physical disabilities is weakened by the low perception of independent control.

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Shivers, Carolyn M. "Self-Reported Guilt Among Adult Siblings of People With Intellectual and Developmental Disabilities." American Journal on Intellectual and Developmental Disabilities 124, no. 5 (September 1, 2019): 470–77. http://dx.doi.org/10.1352/1944-7558-124.5.470.

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Abstract As more siblings become responsible for their aging brothers and sisters with intellectual and developmental disabilities, it becomes increasingly important to understand these siblings' emotional needs, including potential negative emotions such as guilt. This study examined the presence and correlates of self-reported guilt among 1,021 adult siblings of people with intellectual and developmental disabilities. Respondents completed the Adult Sibling Questionnaire, a national survey examining characteristics of adult health, depression, and feelings of guilt. Over 50% of siblings reported feeling increased guilt. Siblings who experienced increased guilt (versus those who did not) experienced less close sibling relationships, more depressive symptoms, and lower levels of well-being. Siblings experiencing more guilt also had brothers/sisters with more severe emotional/behavioral problems.

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Bălaș-Baconschi, Cristina, and Lucreția-Delia Dobrican. "Emotional intelligence and its influence on the adaptive skills of children with hearing disabilities." Educatia 21, no. 19 (December 19, 2020): 84–92. http://dx.doi.org/10.24193/ed21.2020.19.10.

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As several studies reveal there are strong relationships between emotional intelligence and the academic competences and on the other side, between emotional intelligence and adaptive behavior. The present study aims to demonstrate the relationship between emotional intelligence and adaptive skills, mainly in the social area in children with hearing disabilities. On the other hand, we focused on the relationships that could be established between the type of the disability, the hearing aids and the adaptive skills. Our findings showed that there is no significant correlation between emotional intelligence and adaptive skills and between the adaptive skills in the school setting and the degree of hearing disabilities, as well as the type of prosthesis. These results are there to confirm other findings which emphasize the fact that children with hearing disabilities have about the same social skills as the typically developed and in the same time they have no significant delays regarding the level of socio-emotional adaptability.

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Verkhoturova, Natalia, Alexey Dmitriev, and Svetlana Dmitrieva. "On the problem of relevance to develop emotionally competent behavior in children with intellectual disabilities." E3S Web of Conferences 210 (2020): 18109. http://dx.doi.org/10.1051/e3sconf/202021018109.

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Nowadays, improvement of the education quality remains a burning issue in the world and, in particular, in Russia. Modern social, economic and cultural transformations have bred new values in education to appear; educational objectives, goals, content and results have been reviewed. Contemporary changes have generated a reasonable request of the society for training a comprehensively developed, cultured and competent person who is given the necessary set of social important competences for various culture-congruent activities; actively interact with society and efficiently adopt social roles. Current trends dictate to look for new approaches and methods in education that actively form personal and social skills and competencies to facilitate a better social adaptation and socialization of every person with understanding of their potential. In this regard, investigation of emotional competence of school students with intellectual disabilities is of special relevance; state and condition of the disorder in many ways define the capacity of sound socialization for this group of children. Goal of our research is to analyze theoretical background, studies and methodological concepts in world and Russian psychology on the problem of regulation of emotional response of school students with intellectual disabilities through shaping emotional competence in their behavior; to pinpoint problems and potential to scrutinize this topic. The scope of the research is the process of emotion regulation of school students with intellectual disabilities through shaping emotional competence, which encompasses abilities to monitor, control and manage their emotional response in social environment. The research found that most scientists although declare the need for special programs to study and correct the emotional responses of intellectually disabled students with a view to their best socialization in modern society, there are still deficits in both the science and the practice of special psychology related to the development and implementation of technologies for monitoring, predicting and managing emotional responses among this group of schoolchildren.

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Walter, Uta M., and K. Jean Peterson. "Gendered Differences: Postmodern Feminist Perspectives and Young Women Identified as “Emotionally Disabled”." Families in Society: The Journal of Contemporary Social Services 83, no. 5 (October 2002): 596–603. http://dx.doi.org/10.1606/1044-3894.67.

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Little consideration has been given to adolescent girls identified as having emotional disabilities in either the research or clinical literature. Social workers continue to use developmental theories that are based on males, and thus contribute to the persistent silence about the needs of this population. Feminist and postmodern perspectives can serve to highlight how dominant discourses around “gender,” “emotional disabilities,” and “psychological development” influence social work theory and practice with this population. This paper uses feminist and postmodern re-visions of developmental theories to deconstruct the current research and clinical practices with female adolescents and shows how these re-visions can inform our thinking about adolescent girls identified as having emotional or behavioral disabilities.

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Cumming, Therese M., and Sue C. O’Neill. "Using Data-Based Individualization to Intensify Behavioral Interventions." Intervention in School and Clinic 54, no. 5 (January 28, 2019): 280–85. http://dx.doi.org/10.1177/1053451218819203.

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Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with emotional and behavior disabilities to improve their behavior. This article provides an overview of the process of data-based individualization (DBI) to intensify behavioral interventions for students identified as having emotional and behavior disabilities receiving Tier 3 supports. The steps of the DBI process are explained, with a focus on using data to intensify interventions. These practices are examined as components of the broader SWPBIS Tier 3 framework.

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Kovtun, Alla, Irina Stepanova, Valeriya Reshetilova, and Amr Saber Hamza. "INFLUENCE OF SECTIONAL CLASSES ON THE PSYCHO-EMOTIONAL STATE STUDENTS WITH DISABILITIES." Sports Bulletin of the Dnieper 1 (2020): 248–55. http://dx.doi.org/10.32540/2071-1476-2019-1-248.

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Introduction and purpose of the study. Among the main problems of young people with disabilities are overcoming social exclusion, getting used to family responsibilities, having concerns about their lack of opportunities for socialization, which can cause stress, anxiety, depression and other psycho-emotional symptoms and disorders. The hypothesis of scientific research is that engaging in physical education can restore, develop and enhance physical fitness and wellness of persons with disabilities, assist their self-actualization and social integration, which means to positively influence the students’ mental health and emotional wellbeing. The purpose of the study is to examine how physical education influences mental health and emotional wellbeing of students with disabilities in order to determine ways to improve their social adaptation. Materials and methods. The study carries out literature review of methodological studies and scientific research, as well as examines mental health and emotional wellbeing of students with disabilities using the SAS method. The control group consisted of 15 students from the O. Gonchar National University. The experimental group consisted of 10 students with disabilities enrolled in a powerlifting team. Results. The SAS method demonstrated that the indicators of activity and mood were similar for both groups: activity indicators (4.84±0.28 points in the control group, 4.45±0.31 points in the experimental group) and mood indicators (5.27±0.35 points in the control group, 5, 42±0.41 points in the experimental group). However, wellness scores in the students with disabilities were significantly higher than in their non-disabled peers (4.65±0.34 points in the control group, 5.46±0.23 points in the experimental group; P<0.05). The well-being score, made of a number of subjective feelings regarding one’s life satisfaction and an emotional evaluation, was average for both groups. Conclusions. The results of the study of students' mental health and emotional wellbeing according to the SAS method showed a positive influence of adaptive physical education sports as extra-curricular classes and courses on the well-being, activity levels, and moods of students with disabilities. The Adaptive Physical Education students were full of strength and more cheerful, optimistic, and satisfied than their non-disabled peers. Keywords: adaptive physical education, students, disability, emotional state, higher education

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Al-Tal, Suhair, Fuad AL-Jawaldeh, Heyam AL-Taj, and Lina Maharmeh. "Emotional Intelligence Levels of Students with Sensory Impairment." International Education Studies 10, no. 8 (July 30, 2017): 145. http://dx.doi.org/10.5539/ies.v10n8p145.

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This study aimed at revealing the emotional intelligence levels of students with sensory disability in Amman in Jordan. The participants of the study were 200 students; 140 hearing impaired students and 60 visual impaired students enrolled in the special education schools and centers for the academic year 2016-2017. The study adopted the descriptive Approach. To achieve the goals of the study, the researchers prepared an emotional intelligence scale consisted of 30 items distributed into four fields: emotional knowledge, emotion regulation, empathy, and social efficiency. The scale’s reliability and validity were verified. Results showed that the total degree of the emotional intelligence of the students with hearing impairment was low and it was moderate for the students with visual impairment. Additionally, results revealed statistical significant differences between the students with hearing impairment and students with visual impairment in all the fields in favor of the students with visual impairment.The study confirmed the necessity to encourage people with sensory disabilities to take part in well-prepared activities and programs that allow them to express their emotions freely as drawing, acting, music and others to develop their emotional intelligence.

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Vovchenko, Olha A. "An Influence of Emotional Intelligence of a Psychologist (Teacher) on the Development of Emotional Intelligence of a Teenager with Intellectual Disabilities." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 2 (June 24, 2021): 86–94. http://dx.doi.org/10.52534/msu-pp.7(2).2021.86-94.

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The relevance of the study is being covered through the changes in modern educational standards and the latest approaches of psychology for special needs to people with intellectual disabilities, the search for new opportunities to improve the training, education, and psychological support of the individual at different age stages, in particular such crisis ones as adolescence. The purpose of the scientific work is to determine the specifics of the mutual influence of emotional intelligence of psychologists (teachers – head teachers, social workers) interacting with adolescent students with intellectual disabilities on the development of emotional intelligence and its components in people of puberty with atypical development (intellectual disorders). The study involved only those teachers who often and closely cooperate with teenagers, in particular, conduct educational and explanatory conversations, psychocorrective classes, psychotherapy sessions, etc. To determine emotional intelligence (both for adults and adolescents), two standardised test methods were used: “Emotional intelligence questionnaire (N. Hall)” and “Emotional intelligence questionnaire “Emin” (D. Lyusin)”. In the course of the study, positive dynamics were established in experimental groups and an increase in the level of emotional intelligence and some of its components in adolescents with intellectual disabilities, who were influenced by psychologists (teachers, social workers) in the form of conversations, psychological correctional classes, and psychotherapy sessions. The reliable links between the components of emotional intelligence of psychologists/ teachers and the level of development of emotional intelligence of adolescents with intellectual disabilities were established and confirmed by the results of statistical analysis. The results obtained make it possible to develop effective psychological support for the adolescents under study, and, if necessary, to carry out supervision of psychologists or conduct psychotherapy sessions with teachers

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Chamberlain, Steven P. "Observations From the Architects of the Fields of Learning Disabilities and Emotional/Behavioral Disabilities." Intervention in School and Clinic 54, no. 5 (January 28, 2019): 319–27. http://dx.doi.org/10.1177/1053451218819193.

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In 2010, Intervention in School and Clinic undertook a project to interview “giants” in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e., in most instances spanning back to the 1950s or 1960s) in order to provide a historical context for current and future professionals to envision a successful future. Contributors were asked to discuss their careers and their historical perspectives about their fields and to focus on areas of success and struggles. Interviews from 29 contributors were reviewed for this article, which focuses on concerns and reasons for optimism in both fields. Themes across interviews are described, along with highlights of contributors’ observations.

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Lewis, Timothy J., David Chard, and Terrance M. Scott. "Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders." Behavioral Disorders 19, no. 4 (August 1994): 277–93. http://dx.doi.org/10.1177/019874299401900404.

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The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. While the movement's roots can be traced to advocates of persons with severe handicaps, educators, administrators, and parents are generalizing the movement's goals to students with other disabilities including emotional and behavioral disorders. Related issues surrounding the full inclusion movement must be examined prior to wide adaptation for all students with disabilities. The purpose of this article is to explore three relevant issues in determining appropriate placements for students with emotional and behavioral disorders. First, this article examines some of the current objectives of the full inclusion movement in relation to the education of students with emotional and behavioral disorders. Second, issues surrounding the placement of students with disabilities are often resolved not in professional literature but in courtrooms; therefore, current court cases focusing on inclusion that impact how special education services are delivered are also summarized. Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed.

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Igier, Suzanne, and Valérie Pennequin. "Links of socio-emotional context on performance in categorization task of adults with moderate to severe intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 15, no. 2/3 (June 7, 2021): 55–65. http://dx.doi.org/10.1108/amhid-10-2020-0026.

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Purpose Studies on intellectual disabilities describe difficulties at the cognitive level but little about the other factors that can impact the individual’s performance. The aim of this research was thus to assess the effects of the socio-emotional context on the performance of adults with intellectual disabilities in a cognitive task. The main hypothesis was that people with intellectual disabilities will not have the cognitive ability to see the socioemotional environment as a potential resource, and that they could not use it to mobilize their cognitive resources to try and improve their performance and adopt more positive behavior. Design/methodology/approach A total of 32 people with moderate to severe intellectual disabilities were recruited. They performed a categorization task and were then given their results. Throughout the test, the psychologist observed the participants’ behavior and, more specifically, their emotional expressions, their pro-social behavior and their respect for social rules. Findings The results support the hypotheses, with better performance among participants who adopted pro-social behaviors, respected the rules and displayed positive emotional expressions. These results highlight the central role played by others in the ability of adults with intellectual disabilities to adapt to a given situation. Research limitations/implications This study was conducted by a psychologist, which could have biased the relationship with the participants. A complementary study is in progress to measure the effects. Practical implications These findings have implications for cognitive remediation tasks aimed at mobilizing the cognitive resources of adults with intellectual disabilities. Originality/value To the best of the authors’ knowledge, this is the only study to evaluate the role of the socio-emotional environment on the performance of adults with intellectual disabilities.

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López-Hernández, Jesús Leonardo, Israel González-Carrasco, José Luis López-Cuadrado, and Belén Ruiz-Mezcua. "Towards the Recognition of the Emotions of People with Visual Disabilities through Brain–Computer Interfaces." Sensors 19, no. 11 (June 9, 2019): 2620. http://dx.doi.org/10.3390/s19112620.

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A brain–computer interface is an alternative for communication between people and computers, through the acquisition and analysis of brain signals. Research related to this field has focused on serving people with different types of motor, visual or auditory disabilities. On the other hand, affective computing studies and extracts information about the emotional state of a person in certain situations, an important aspect for the interaction between people and the computer. In particular, this manuscript considers people with visual disabilities and their need for personalized systems that prioritize their disability and the degree that affects them. In this article, a review of the state of the techniques is presented, where the importance of the study of the emotions of people with visual disabilities, and the possibility of representing those emotions through a brain–computer interface and affective computing, are discussed. Finally, the authors propose a framework to study and evaluate the possibility of representing and interpreting the emotions of people with visual disabilities for improving their experience with the use of technology and their integration into today’s society.

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Stormont, Melissa, and Wendy M. Reinke. "Introduction to the Special Series: The Evidence for Universal Social Emotional Intervention Effectiveness From Randomized Control Trials for Students With or at Risk for Disabilities." Remedial and Special Education 42, no. 1 (January 2021): 3–6. http://dx.doi.org/10.1177/0741932520967651.

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This article is an introduction to the special issue on universal social emotional interventions and students with or at risk for disabilities. A series of studies across development demonstrate that students with or at risk for disabilities benefit from universal intervention while they are in general education classrooms. A conceptual framework in which universal interventions are considered vital and that other more intensive interventions are construed as being enveloped within universal supports is presented. Articles in this issue contribute significantly to a greater understanding of the importance of universal social emotional interventions for all students, including those with or at risk for disabilities.

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Folostina, Ruxandra, and Claudia I. Iacob. "Impact of COVID-19 lockdown on children with developmental disabilities and their parents." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1878–92. http://dx.doi.org/10.18844/cjes.v16i4.6018.

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Purpose of the article: This study explores the impact of the lockdown imposed during the outbreak of the COVID-19 pandemic on the lives of children with developmental disabilities (DD) and the emotional experiences of their parents. Methods: A total of 81 Romanian parents (90% mothers, Mage = 39.3, SDage = 8.50) of children with DD participated in this cross-sectional study. Information regarding changes in lifestyle, health conditions, and psychosocial reactions of their children during the lockdown as well as measures adopted for compliance to preventive strategies and in dealing with emotions, was gathered. Results: The results of the study revealed that most of the children had restricted access to leisure activities, family doctor consultations, were less active physically, got fewer opportunities to socialise with their peers, had restricted access to rehabilitation therapies, and specialised medical services. Compliance with COVID-19 preventive measures is challenging for children with DD. Results also provided evidence of parents’ emotional distress and negative changes in the lives of children with DD, the inability to adopt COVID-19 appropriate behaviour, and negative emotional states experienced by their parents. Conclusions and recommendations:The results highlight the need for authorities and specialists to plan and implement appropriate intervention procedures, to address the outlined issues, to meet the challenges brought forth by the ongoing crisis. Keywords: COVID-19; developmental disabilities; parents of children with disabilities

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Godovnikova, Larisa V., Aleksandra S. Gerasimova, Yana V. Galchun, and Victoria I. Orekhova. "Educating Students with Disabilities Who Study at the University." International Journal of Higher Education 8, no. 8 (December 23, 2019): 55. http://dx.doi.org/10.5430/ijhe.v8n8p55.

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In this article the authors aim to analyze the ways of educating students with disabilities. Research activities at the university are the main type of educational and professional activities for students. Students with disabilities have difficulties in organizing research activities. Students have difficulties in self-regulation, their goals in research activities related to internal well-being. The communicative orientation is a leading emotional focus in research activities, and the motivation for research activities reduced. We have developed and implemented a program of training, which allowed us to develop the components of self-organization of research activities for students with disabilities. The development of such personal characteristics as self-regulation of behavior and emotional orientation positively influence the motivation of research activities among students with disabilities.

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Green, Vanessa A. "Global Perspectives on Learning Disabilities and Emotional/Behavioral Disorders." Intervention in School and Clinic 46, no. 1 (September 2010): 51–53. http://dx.doi.org/10.1177/1053451210370784.

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Biringen, Zeynep, Deborah J. Fidler, Karen C. Barrett, and Lorraine Kubicek. "Applying the Emotional Availability Scales to children with disabilities." Infant Mental Health Journal 26, no. 4 (2005): 369–91. http://dx.doi.org/10.1002/imhj.20058.

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Journal articles on the topic 'Emotional disabilities'

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