54 minute read
Alberta College, Riga, Latvia
scientific journal of the modern education & research institute • The Kingdom of Belgium
inga Milevica (inga.milevica@gmail.com)
alberta college, Latvia
«Snowflake generation» stands for the vulnerable and sensitive generation following the millennials – generation Z (Gen Z, sometimes iGeneration, iGen, the generation born between 1997 and 2012). This designation was reinforced by an article in The Telegraph magazine, describing an increase in the number of UK universities oppressing students’ freedom of speech and expression. «The origin of this term is associated with the perception of the youth of the 2010s as overly sensitive and vulnerable, and not inclined to agree with opinions and images of the world, different from those that correspond to their beliefs. The term «snowflake» itself refers to the attitude of overly caring parents who raise their children as «unique and precious snowflakes.» [Труфанова, 2017, 107 с.]
I must say that this designation has already firmly entered into use not only in English in 2016, it is included in the Collin’s Dictionary, but also in many world languages. In the Russian tradition, along with the designation «snowflake generation», the designations «digital natives» («цифровые аборигены») and «Peter Pan generation» («поколение Питера Пена») are also used, reflecting the main features of this generation – not only sensitivity, but also digitalization and infantilism.
Research points out even more specific characteristics of «snowflakes». This generation is even more technologically integrated than millennials, living in a cyborg-like reality in which who they are, what they do, and how they feel is intertwined with a complex world web driven by technologies. Google predated their birth, and global communication via social media has always been the norm; continuous communication with other people and with the world of information is taken for granted. Like millennials, they have experienced many oversights and infrequent fails; their attention span is even shorter than that of millennials, and their expectations for instant responses and information are even higher. [Shatto, Erwin, 2016] It is expected that «snowflakes» put technology at the center of their daily life, they are accustomed to a diverse world and feel comfortable in it. [Miller, Mills, 2019, 80 p.]
The typical university environment, however, is less technology-oriented, less family-supervised, and less explicit about academic expectations than high school. In addition, students are often find it difficult to learn and they are not as individually supported as it was before. As a result, first-year students often face the first real chances of academic failure due to little direct parental involvement and more «distant» teachers than in high school. Besides, in this new university environment, they need support and want teachers to «care» for them and support their success. [Therrell, Dunneback, 2015] «As a result [...] more and more formal or informal demands are made on teachers to be especially careful with the feelings of students, in particular, to warn before class that some of the topics covered may hurt their feelings. Thus, controversial, debatable issues may ultimately be banned altogether. So, instead of the ideals of free dialogue and critical thinking, we come to dogmatism within various social groups. The «situational knowledge» of these «snowflake» students leads to the fact that they are not ready for dialogue with any other opinions and instead of improving intercultural understanding, only deterioration occurs». [Труфанова, 2017, 107 с.] So, the picture is not the most optimistic one. But is it really that bad?
In the modern pedagogical paradigm, the theory of generations (William Strauss and Neil Howe (1991) in Generations. The History of American Future, 1584 to 2069) [Howe, Strauss, 2000] is known and popular largely due to the idea that representatives of different generations differ in
a set of values, beliefs and behaviors. «By taking this idea into account, it is important not to absolutize it, since it generalizes overly large strata of people without taking into account national, confessional, social characteristics, psychological types, motives.» [Федотенко, 2020, 80 с.] It is not surprising that the theory of generations is widely criticized, and not only in scientific discourse: representatives of the younger generation often criticize this idea in public space. Research by I.O. Alekseeva, for example, showed that TED videos on the issue of millennial generation (the results of this study can be extrapolated to «snowflakes») are mainly broadcasted by young people, and their main goal is to develop an alternative narrative created by stereotypes. The speakers present themselves as a materialized stereotype, i.e. use provocative tactics to later compare millennials with older generations, i.e. use counter-attack tactics and, in conclusion, clearly state their own idea of the generation. [Alyeksyeyeva, 2017, 23 с.] In this regard, I have to mention the book C. Kadakia (2017), which largely reveals the myths that have been formed regarding the millennial generation The Millennial Myth: Transforming Misunderstanding into Workplace Breakthroughs, as well as B.A. Lutz (2017) dissertation research Millennial pedagogy: Towards understanding millennial myths and identity. It seems that the further development of scientific research carried by the criticism of the theory of generation can become very productive for changing the discourse of this theory, in the perception of which the Barnum effect can be identified.
It is easy to agree that the organization of extracurricular activities is one of the common problems of a modern university, the solution of which largely depends on the successful process of minimizing various kinds of risks, including those associated with generational differences. Groups of such risks in the educational process, in particular, are described by prof. Inna Fedotenko: groups of didactic risks, including technological, dispositional (value), risks of mismatch, as well as educational (risks of relationships). [Федотенко, 2020] «All groups of risks are represented in educational environment of a modern university, however, in our opinion, dispositional and mismatch risks associated with deformations in the axiosphere of subjects dominate.» [Федотенко, 2020, 79 c.]
A lot has been written about the fact that an educational institution is a unique combination of generations and their views, beliefs and positions [Kleinhans et al., 2015], [Rickes, 2016], and a unique system of issues related to attracting and retaining students. [Miller, Mills, 2019], [Seemiller, Grace 2016], [Shatto, Erwin 2016], [Goldman, Martin, 2016], [Howe, Strauss, 2000] Studies often admit that in such a combination of 3 to 5 generations at the university, dispositional risks – a clash of different value priorities of teachers and students – are almost inevitable, thus also inevitable is the risk «the teacher imposes his value orientations on students, poorly understanding the specifics of the axiosphere of today’s bachelors and masters». [Федотенко, 2020, 79 c.] And this risk becomes even more serious, because the diagnostics of «teachers of [Tula] University showed that most of the teachers have a very vague idea of the characteristics of these groups, and in the educational process they do not take into account specific characteristics, different worldviews, priorities and value mindsets of these groups». [Федотенко, 2020, 80 с.]
So, our youngest college students are often perceived to need more attention and care than previous generations, and as schools struggle to attract and retain these youngest students [Goldman and Martin, 2016], the question arises on what these students need to do to achieve success. [Miller, Mills, 2019, 78 p.] And cases of such a need for more attention (or supposedly a need) in universities appear with expressive frequency in the field of information. One of the most recent and highly resonant cases is the suicide of a Natasha Abrahart, 20-year-old student at the University of Bristol. Representatives of the University of Bristol will face trial: the student’s parents said that the girl was a victim of negligence. The girl committed suicide the day before the conference, at which she would have had to speak in front of a 329-seat audience. The girl’s parents believe that the university representatives, who knew about the girl’s panic attacks, did not properly take care of the well-being, health and safety of their daughter. [Ewens, 2020]
Research, in particular [Miller, Mills, 2019], emphasizes the idea that teaching staff’s development is a central component of student success program. However, at the same time, there is the risk of creating stereotypes about different generations and creating straw men from the «snowflakes» of millennials and students of the generation Z. [Miller, Mills, 2019, 87 p.] And most certainly, if we formulate the problem as a problem of students requiring too much attention, then it becomes insoluble. However, the study [Miller, Mills, 2019] showed that the motivation of university students can be improved without spending massive amount of extracurricular time or «hands» on the part of teachers. Using adaptive teaching methods and
making it clear that someone cares about whether students are learning can affect student motivation and participation in their own learning process. [Miller, Mills, 2019, 87 p.]
There is a particular interest in this context in how the generation of «snowflakes» organizes its communicative behavior, including during educational and public discussions. If representatives of the «snowflake generation» – the sensitive and vulnerable – are given the opportunity to participate in discussions in class or outside of them, does this mean that snowflakes will refuse this form of group communication? Or does it mean that we are experiencing some kind of change in the discourse of discussions?
Let’s look at some recent research once again. The «snowflakes generation», in addition to thing mentioned earlier, is characterized by «a higher level of creativity, [they] are ready to choose non-standard tasks, value originality, strive to demonstrate it» [Федотенко, 2020, 80 с.], besides, they are «more emotional, vulnerable, touchy, capricious. They are sensitive to intonation, gestures of the companion, behavior models, distance of interaction» [Федотенко, 2020, 81 с.] and, «unlike millennials, «snowflakes» have more empathy, are able to listen and hear each other, participate productively in group discussions» [Федотенко, 2020, 81 с.], at the same time «they are afraid of the session, cyberbullying, teacher’s remarks, unsuccessful responses at seminars, fear «not to meet the expectations of parents» [Федотенко, 2020, 80 с.]. Consequently, as the research results show, discussions should be organized and not avoided as a genre of public communication that potentially threatens the younger generation. It is also important to clearly formulate the task of the discussion («a clear message» described by [Miller, Mills, 2019]), to indicate the role and boundaries of the host or the moderator of the discussion, in addition, to define more precisely and/or in detail the type of discussion.
The author has already addressed the issue of communicative behavior of representatives of certain subcultures, in particular, the communicative behavior of a hipster [Milevica, 2019], in addition, in study guide on rhetoric for students [Milēviča, 2019], the author reviewed methods of public speaking, presentations and discussions from the standpoint of communicative success and predicting communicative risks. In this study, the author addressed the issue of public discussions involving «snowflakes» and the possible change in the discourse of this genre.
First of all, let us address the meanings of the words denoting the genre of interest. Semes «dispute» and «consideration (discussion)» turn out to be integral for the words discussion, polemics and debate. To compare, discussion «Dispute, consideration of a question at a meeting, in the press, in a conversation» (дискуссия «Спор, обсуждение какого-н. вопроса на собрании, в печати, в беседе») [slovaronline. com], polemics «Dispute during discussion, clarification of problems, questions» (полемика «Спор при обсуждении, выяснении каких-н. проблем, вопросов») [slovaronline.com], debates «Public disputes when discussing something, exchange of views on some questions» (дебаты «Публичные споры при обсуждении чего-л., обмен мнениями по каким-л. вопросам»). [slovaronline.com]. The differences between the lexemes «dispute» and «consideration (discussion)» can be formulated by such pairs of designations (pairs based on associative semes) related to the phenomenon of communicative comfort so important to «snowflakes»: competition – non-competition, condemnation and criticism – expressing an opinion, respectively, emotionally, not-calm, anxious, not-comfortable – unemotional, calm, not anxious, comfortable. Thus, one of the important tools for creating a comfortable communication event is the precise definition of the form of discussion. The title or topic of the discussion might be just as important.
To demonstrate how it is possible to formulate both its genre and the topic of the discussion, let us address a small analysis of public discussions. One of the notable public events in Latvia is the two or threeday conversation festival «Lampa» («The Lamp»), which has been taking place for the fifth year in the city of Cesis. The conversation festival increases its audience every year, which is an indicator of its popularity among visitors of all ages: 2015 – 3 500 visitors, 2016 – 9 000, 2017 – 10 000, 2018 – 16 000 , 2019 – more than 20 000 visitors. In 2020, the festival was not canceled: it was partially held remotely (picture 1. shows an example of what an online discussion looks like).
Picture 1. «lampa» festival online discussion (https://festivalslampa.lv/lv/video-arhivs/1306)
216 topics of conversations (discussions, panel discussions, conversations) of «Lampa» festival, which took place in September 2020, partially in a distant format, were analyzed. Conversations in the festival program were thematically divided (Human. Education. Finance and economics. Safety and rights. Europe and the world. State and society. Culture and peace of mind. Environment and energy. Media. Technologies. Do not miss: https://festivalslampa.lv/lv/video-arhivs?applocale=lv&archive=true&), and the thematic section the «Youth» itself was not in it. Of the 216 themes of the festival, 35 are devoted to the topic of youth (although this is a conditional selection, since other topics may also be relevant for young people). Let us take a closer look at the main features of the analyzed discussion titles and their genre names.
Forms of discussion are varied – with elements of theater and interactivity (and this is under conditions of COVID-19!) and other, for example, Interaktīvā diskusija «Reliģija un izglītība: pretnostatījums vai savstarpējs papildinājums?»; (ltv. Interactive discussion «Religion and Education: confrontation or complementary?»); Terapeitiskā saruna «Man riebjas skola» (ltv. Therapeutic conversation «I hate school»); Diskusija ar teātra elementiem «Tev būs mīlēt Raini!» (ltv. Discussion with theatrical elements «You shall love Rainis!»).
The titles of the discussions are formulated simply, in so-called friendly language, sometimes on the boundary of colloquial and jargon, without unnecessary terminology. For example, Diskusija «Vai muzejs mani piečakarēs?» (ltv. The discussion «Will museum will screw me over?»); Diskusija «Esmu muļķis, ko tālāk?» (ltv. The discussion «I’m a fool, now what?»); Latvian Youth conversation «My friend has no brain» (ltv. Jauniešu saruna «Manam draugam nav prāta»); Panel discussion «The youth don’t get it» (ltv. Paneļdiskusija «Jaunieši nejēdz»).
Discussion titles rarely contain opposite opinions (pro et contra, theses containing a choice between two extremes – there are only 3 out of 35 of them: Diskusija «Dzīvošana ar vecākiem — bagātība vai trauma?» (ltv. The discussion «Living with parent – wealth of trauma?»); Diskusija «Pilsētā vai laukos: kur laimīgāka bērnība?» (ltv. The discussion «City or countryside: which on brings the happier childhood?»); Interaktīvā diskusija «Reliģija un izglītība: pretnostatījums vai savstarpējs papildinājums?» (ltv. Interactive discussion «Religion and Education: confrontation or complementary?»). This minimizes the possible risk of a frontal verbal attack, dispute, and offers comfortable communicative conditions for discussion. The titles of such discussions usually contain a common problem, indicated by the common language, thus the invitation to participate becomes even more effective, eg, Diskusija «Zēns. Balets. Vīrietis.» (ltv. The discussion «The boy. Ballet. The man»); Saruna «Kāpēc pašnāvība?» (ltv. The conversation «Why suicide?»).
Discussion titles reflect the young person as a subject, not an object, as a speaker about his problem, and not as an abstracted carrier or representative of the problem, thus additionally offering comfortable
communicative conditions for conversation, for example, diskusija par teātri «Te nav, ko redzēt!» (ltv. the discussion about the theatre «There’s nothing to see here!»); diskusija «Pašnāvības Latvijā. Vai/kā es varu palīdzēt samazināt pašnāvību skaitu?» (ltv. the discussion «Suicide in Latvia. Can/how can I help to reduce the number of suicides?»).
Thus, the genre of discussion today does not change its discourse, but – largely due to the understanding of the peculiarities of the axiosphere of young people – it becomes richer and more diverse and as a tool for extracurricular activities for young people of the post-millennial generation it can be recognized as successful with a condition that it is implemented in the base of the discussion, but not dispute, which provides an opportunity to most productively reveal both the topic of the conversation and the relationship between the participants of the conversation of different ages. In addition, it makes sense to use nonoppositional formulations (for and against) as methods for creating comfortable communicative conditions for discussion; the title of the discussion in a friendly way, formulating a topical issue from the perspective of the subject of the conversation.
references
1. Alyeksyeyeva, I.O. In defence of Millenial Generation Communicative Tactics of TED Speeches.
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6. Лінгвістика ХХІ століття. 2017, 18-23.
Goldman, Z., & Martin, M. (2016). Millennial students in the college classroom: Adjusting to academic entitlement. Communication Education, 65 (3), 365-367
Howe, N., Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage.
Ewens, Hannah. Parents of Student Who Killed Herself Are Taking Bristol University to Court.
Vice. 20.07.2020. https://www.vice.com/en_uk/article/y3z5pm/natasha-abrahart-parents-bristoluniversity-legal-proceedings
Kadakia, Crystal. The Millennial Myth: Transforming Misunderstanding into Workplace Breakthroughs. Berrett-Koehler Publishers, Inc, Oakland, 2017.
Kleinhans, K., Chakradhar, K., Muller, S., & Waddill, P. (2015). Multigenerational perceptions of the academic work environment in higher education in the United States. Higher Education (00181560), 70(1), 89-103 7. Lutz, B.A. Millennial pedagogy: Towards understanding millennial myths and identity. A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOC-
TOR OF PHILOSOPHY, Ames, Iowa, 2017. 8. Miller, A.C., Mills, B. ‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring. Journal of the Scholarship of Teaching and Learning, Vol. 19, No. 4,
October 2019, pp.78-89. 9. Milevica, Inga. Do Hipsters are Bad Orators: Research Issues of Communicative Personality. Proceedings og Research Wolrld International Conference on Arts, Education and Social Science (ICAES), 1-2 May, 2019, Dublin, Ireland, 2019. – 1-6 pp. 10. Milēviča, Inga. Veiksmes retorika. Rīga: Burtene, 2019. 256 lpp., il. 11. Rickes, P. C. (2016). How gen z will continue to transform higher education space. Planning for
Higher Education Journal, 44(4), 21-45 12. Seemiller, C., & Grace, M. (2016). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26 13. Shatto, B., & Erwin, K. (2016). Moving on from millennials: Preparing for generation z. The Journal of Continuing Education in Nursing, 47(6), 253-254 14. Федотенко, И.Л. (2020). Риски образовательной среды университета в контексте теории поколений. Межпоколенческие отношения: современный дискурс и стратегические выборы в психолого-педагогической науке и практике, (1), 78-82. 15. Словарь онлайн https://ozhegov.slovaronline.com 16. Труфанова, Е.О. (2017). «Ситуационное знание» и идеал объективности в науке. Epistemology & Philosophy of Science, 54 (4), 99-110.
scientific journal of the modern education & research institute • The Kingdom of Belgium mProVement of the results of motor aBilities and indicators of PhYsical deVeloPment in Girls in BasKetBall
tatyana Magun (magun@mail.ru) elena chaplygina (chaplyginaelena48@mail.ru)
lipetsk State Pedagogical P. Semenov-tyan-Shansky university, Russia
abstract
The article presents the results of a practical study of the improvement of motor abilities and strengthening the physical data of first and second year girl students who go in for basketball.
Keywords: students, basketball, motor abilities, physical development.
IntroductIon
The development of motor abilities is one of the main goals during the process of physical education. The solution of this problem allows for optimization of personal physical development. It means it becomes possible to develop all human physical skills thoroughly, improve motor abilities, strengthen and keep human health.
A lot of scientists pay attention to development and improvement of physical skills [1, 4, 5, 6, 9, 11 etc.]. They generally examine different methods how to develop some physical skills.
Power, speed, speed-power, motor-coordination qualities and abilities, general and special endurance influence the results of motor activities the most significantly.
In our research we underline the improvement of these motor abilities as they are the most important during physical preparation of basketball girl players.
WorKinG hYPotheSiS
If the training process includes exercises influencing the development of speed-power qualities, special endurance and ability to distinguish muscular efforts and there are necessary equipment conditions for training, motor abilities will be developed very effectively.
PurPoSe of reSearch
Purpose of research is to estimate the effectiveness of the developed set of exercises to improve the motor abilities of basketball girl players.
reSearch ProBleMS:
To determine the initial level of motor readiness and physical development of the I–II courses girl students. To identify and experimentally justify the effective directions of setting the training process of girl students of the I–II courses.
To reveal the effectiveness of the developed complex of physical exercises.
reSearch MethoDS anD realiZation:
• theoretical: analysis and generalization of pedagogical literature on the research topic; • empirical: pedagogical observations in the process of pedagogical experiment; • experimental: analysis of pedagogical testing data, anthropometry, statistical processing of experimental data.
reSearch realiZation
The study was conducted at the Lipetsk state pedagogical University named after P. P. Semenov-TyanShansky. The experiment lasted from December 2018 to May 2019. 30 girls took part in the pedagogical experiment. 15 girls were students of I-II courses, which made up the control group, as well as 15 girls of 1718 years engaged in basketball section, made up the experimental group. The study of physical development and testing of motor training of the studied groups was conducted both before the beginning of training according to the method developed by us and after.
Our work consisted of three stages. At the first stage (ascertaining) – the empirical and theoretical material was collected, the contingent of participants of experiment was selected, the scientific apparatus of research was developed.
At the second (formative) stage, experimental work was carried out, motor abilities and physical development of students of control and experimental groups were studied and evaluated, we did processing of results.
At the third stage (synthesis) – the results of the research were analyzed, the influence of the developed technique on the studied parameters was proved, the conclusions were formulated.
the reSultS anD their DiScuSSion
We conducted a study of motor abilities and physical development of girl students of the 1 and 2 courses. It was estimated on the indicators characterizing the level of development of power, speed-power, coordination abilities and flexibility in comparison with control standards and test indicators and standards of motive readiness in literary sources. The calculation of the main statistical characteristics was carried out by the method of B. A. Suslakov (1982).[14]
Evaluation of motor abilities was carried out on the following tests:
Bending forward from a standing position. We used the torso forward tilt test in determining the flexibility of the spine. The data obtained both in the control group (10.5±0.86 cm) and in the experimental group (11.7±0.87 cm) are lower than the average indicators of regulatory requirements (15.9±5.8 cm), which indicates a low development of flexibility not only of students who do not play sports, but also of girls attending the sports basketball section.
Long jump from the spot. This test was used to determine the strength of leg muscles [2]. The average height of the girls from the sports section is 189±2.42 cm. Speed-power abilities of students of the control group is 176±2,01 cm, which is slightly higher than the normative data presented in the literature (172 cm), but at the same time lower than the results of the experimental group.
Jump up (Abalakov’s test). The data of the control group (43.46±1.28 cm) were also lower than the average (45±6.4 cm) and lower than the results of the experimental group (47.16±1.42 cm).
Six-minute run (Cooper test). The evaluation of endurance showed that if in the control group the girls ran a distance of 1105±73.87 m for 6 minutes, in the experimental group this distance was not much higher – 1155.6±20.84 m, which is almost similar to the average test results of 1130 m. These data indicate almost the same toughness as the girls not involved in sports as basketball players.
Throw of the stuffed ball. The test with throw of the stuffed ball revealed the following results: the control group – 6.6±0.96 m, the experimental group – 7.03±0.09 m, which in both cases is higher than the average 6.4 m.
Long jump with the addition of 50% to 75%. This test reflects the coordination abilities of students. The results in the girls of the control group are 9.3±0.7 cm, but the results of the athletes are slightly higher (11.5±0.48 cm). However, we did not find an average of this test data for our age group of 17-18 years.
Physical development of girls was evaluated by the following indicators and compared with the average data and indicators of the experimental group [12]:
Height. Thus, the average value of height in the control group is 164.9±1.3 cm, which is slightly higher than these standards of physical development, which are 158±4 cm and lower than in the experimental group – 172±2.2 cm.
Weight. The average weight of girls in both groups is higher than the average for this age (52.1±6 kg). In the control group it is equal to 55.8±1.4 kg, and in the experimental group it is 65.53±2.43 kg. Significant excess weight in the experimental group can be associated with taller height of basketball players.
Chest circumference. It is 89±0,7 cm in the control group, and 91,86±1,2 cm in the experimental group. These parameters almost correspond to the average test ones (90 cm).
Lung capacity. it was established that the lung capacity of the girls in both groups (the control group – 3.04±0,08 ml; the experimental group – 3.3±0,12 ml) is below the average standard rate which is equal to 3.97 ml.
Backbone power. The strength of the muscles of the torso extensors. [8; 15] At the age of 17-18 years, the strength of the muscles of the trunk extensors according to regulatory requirements is 82.5±20 kg, which is higher than in the control group, where the average value is 68.6±2.37 kg and is lower the average in the experimental group where it is 85.43±1.65 kg.
Thus, the indicators of motor skills and physical development of women who are not engaged in sports sections, at the beginning of the experiment did not meet the standard requirements presented in the literature, except weight and body mass, as well as long jump and throw of the stuffed ball. It indicates the low motor fitness and lack of physical development of students.
The same indicators in the experimental group almost in all standards exceed the regulatory requirements presented in the literature for this age and are slightly higher than the indicators of 17-18 years girls, except for lung capacity and flexibility test. This indicates that the sports section should pay more attention to the development of flexibility.
We realized the pedagogical experiment to test the effectiveness of the proposed method of training for girls of the experimental group engaged in the basketball section. It lasted six months and after we tested each of the groups again.
The results of the dynamics of the studied indicators at the end of the pedagogical experiment are presented in tables 1 and 2.
Table 1. evolution of results of motor fitness
№ tests
1. Bending forward
2. Long jump from the spot
3. Jump up
4. Six-minute run
5. Throw of the stuffed ball
6. Long jump with the addition
Group n at the beginning of the experiment
at the end of the experiment p Х δ m Х δ m
control 15 10,5 3,33 ±0,86 10,5 3,35 ±0,86 >0,05
exper. 15 11,7 3,4 ±0,87 12,53 3,47 ±0,9 >0,05 control 15 176,0 7,8 ±2,01 177,5 8,3 ±2,1 >0,05
exper. 15 189,3 9,37 ±2,42 194,4 8,56 ±2,21 <0,05 control 15 43,46 4,96 ±1,28 44,5 5,7 ±1,5 >0,05
exper. 15 47,16 5,53 ±1,42 50,7 6,4 ±1,65 <0,05 control 15 1105,3 77,74 ±73,87 1147,0 67,7 ±17,5 >0,05
exper. 15 1155,6 80,68 ±20,84 1193,0 88,76 ±22,93 >0,05 control 15 6,6 0,25 ±0,96 6,8 0,3 ±0,07 <0,05
exper. 15 7,03 0,36 ±0,09 7,23 0,28 ±0,07 <0,05 control 15 9,3 3,0 ±0,77 9,7 2,8 ±0,73 >0,05
Table 2. results of changes in physical development data
№ tests Group n at the beginning of the experiment
at the end of the experiment p Х δ m Х δ m
1. Height
2. Weight
3. Chest circumference
4. Lung capacity
5. Backbone power control 15 164,9 5,18 ±1,3 164,9 5,18 ±1,3 >0,05
exper. 15 172,0 8,52 ±2,2 172,0 8,52 ±2,2 >0,05 control 15 55,8 5,49 ±1,4 56,0 6,0 ±1,5 >0,05
exper. 15 66,53 9,44 ±2,43 66,0 10,37 ±2,68 >0,05 control 15 89,0 2,71 ±0,7 89,0 2,8 ±0,74 >0,05
exper. 15 92,86 4,61 ±1,2 92,0 5,12 ±1,32 >0,05 control 15 3,0 0,33 ±0,08 3,08 0,3 ±0,08 >0,05
exper. 15 3,264 0,48 ±0,12 3,3 0,43 ±0,11 >0,05 control 15 68,6 9,02 ±2,37 69,8 8,4 ±2,2 >0,05
exper. 15 85,43 6,41 ±1,65 86,86 6,45 ±1,67 >0,05
Analysis of the results showed that in the control and experimental groups indicators of motor training and physical development tend to increase. However, the changes of these indicators over the period of the pedagogical experiment is statistically significant (p>0.05).
The exception is the results in the throw of a stuffed ball in the control group, where the shift of the indicator is statistically significant (p<0.05). We explain the lack of statistically reliable data in the control group primarily by the fact that in the process of pedagogical experiment in the control group not enough attention was paid to the improvement of motor abilities. Moreover classes were held only 2 times a week in physical education classes.
We explain the lack of statistically reliable data in the experimental group primarily by the fact that during the pedagogical experiment the main attention was paid to the technical and tactical actions of basketball players, as well as to the development of speed and strength, which is indicated by statistically significant shifts (p<0.05) in such indicators as long jump, jump up and throw.
concluSionS
Based on the analysis of the dynamics of changes in indicators characterizing the level of improvement of motor abilities and physical development of students during the pedagogical experiment, it can be concluded that:
Motor abilities and physical development of students of the 1-2 courses of the Lipetsk State Pedagogical University named after P. P. Semenov-Tyan-Shansky engaged in sports section and indicators of the students who are not engaged in basketball are higher average indicators of motor abilities.
Classes in the experimental group led to higher changes in performance than in the control group. And at the same time, changes in indicators characterizing the level of development of speed and strength abilities, such as long jump from the spot, throw of the stuffed ball, jump up are statistically reliable. The results indicate higher efficiency of the proposed and tested methods of improvement motor abilities, which led to positive changes in the development of speed-strength abilities of basketball girl players.
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scientific journal of the modern education & research institute • The Kingdom of Belgium
teshabaeva Dilfuza Muminovna, Doctor of Philology, professor (dilfuza_bonu@mail.ru) israil Mukaddas irgashevna, Professor (israil19mukaddas@gmail.com)
uzbek State university of World languages, Uzbekistan
Shamaksudova Saodat Khidoyatovna, Senior lecturer, scientific researcher (saodat.xidoyatovna@gmail.com)
Journalism & Mass communications university of uzbekistan, Uzbekistan
abstract
A thorough study of the newspaper language is closely connected with the study of literary language characteristics. Therefore, the importance of studying the linguistic problems of newspaper language culture is enormous. Although several centuries have passed since the appearance of newspaper and magazines, but their language began to be studied from the beginning of the twentieth century. In general, the issues of the modern language of the media were studied by such researchers as Konkov V. I., Potsar A. N., Smetanina S. I., Kostomarov V. G., Kubryakova E. S., Tsurikova L. V., Sadullaev D. S., Solganik G. Ya., Volodina M. N., Teshabayeva D. M., Bakiyeva G. H., Israil M. I., Toshmukhamedova L. I., Shamaksudova S. H. The article presents the conclusions of the study and analysis of sosio-psycholinguistic and functional-communicative aspects of modern newspaper language, speech-cultural evaluation (construction techniques, reasonable and expedient application).
Keywords: development of literary language, expressiveness, linguistic phenomenon, newspaper language, psycholinguistic aspect, sociolinguistic aspect, socio-political, vocabulary standardness.
The history of the study of terms such as «press language», «newspaper language» in Uzbek linguistics A. Abdusaidov’s doctoral dissertation titled» genre characteristics of the newspaper language « was thoroughly covered. [1, p. 37]
According to the author, the press has special features, it is an independent linguistic phenomenon, which differs from the biblical form of the literary language. In it pure literary language harmonizes the features of lively colloquial language, artistic and formal style.
The history of the Uzbek literary language we can observe in the example of the Press that different words appeared in different periods of the Uzbek people’s history, some words were withdrawn from consumption and re-appeared in consumption in the influence of changes in society. For example, independence, independence, District, Region, Governor, Minister, power, reserve, ministry, office, etc.
Socio-political lexicon is close to the language of the newspaper, since it is understandable, after all, the same feature is its characteristic for the terminological sphere. One of the reasons why the socio-political lexicon is acceptable and familiar to many is that they are widely used in the language of mass propaganda and propaganda, which means the media language.
The peculiarity of the lexical in socio-political content is that it covers a wide range of topics. This circle embodies the invasions of Politics, Economy, Trade, jurisprudence, culture and other spheres. The central place is occupied by the same conjoined lexical meaning associated with the expression of the most important ideological and political concepts from all groups of the socio-political lexicon. [2, p. 18]
More recently, in connection with the aggravation of the situation in the Middle East, many neologisms appeared on the pages of the newspapers to describe the relevant events (al-Qaeda, Shiite, Sunni, Taliban, Al Jazeera, etc.) that «terror is the most radical way of struggle, the most evil way»; «the most effective way to combat aggression is the upbringing of young people»; «at the same time Bloody clashes, shootings between the conquerors and the Khamas group are becoming more and more.
In this way, socio-political lexical units have the property of evaluation, express the basic concepts, essence, direction of publicism and, in general, do not differ from the publicistic (newspaper) lexicon, are part of it, and the publicistic style can be considered as the peculiarity of the newspaper language.
The main features of the newspaper language are associated with its main functions. At present, the use of words related to human rights and land, religious and moral values, mysticism has expanded to the newspaper lexicon : Ramadan, Eid, Qurban Eid, sacrifice, Sufism, Naqshbandiya, tawdah, Friday prayer, etc.k.
Words and expressions such as national self-awareness, national mentalism, national values, national values, national culture were faollashdi in the press pages.
With its role, words related to terrorism and religious extremism began to be used: terrorism, Islamic fundamentalism, religious fanaticism, messianism, religious extremism, etc.k.
Since the antiterrorist struggle has escalated all over the world, military terms have also been used in the press: bronejelet, camouflage, militant, and so on.
Such changes in the language of Newspaper have a direct impact on the development of the literary language. In the language of newspaper, the application of elements inherent in all styles of literary language, in which the biblical and colloquial style was confused, led to the interpretation of it as a manifestation of the literary language.
Such cases that occurred during the development of the literary language were not excluded from the researchers’ point of view.
At present, the application of a lot of assimilation words in the texts of the newspaper and their manifestation in the media is evidence that the attitude of the Uzbek speakers from foreign languages to the lexicon is also different. Nevertheless, the language, which is developing at an intensive, rapid pace, along with society, is also actively enriched with new words. Again, as a result of the increasing number of neologisms on the pages of the gazette, it is also unclear which of them will be forgotten, which ones will be preserved.
It is also noticeable that the evaluation property changes in the gaseous specific conjugate lexicon. The semantic changes taking place in the composition of such words are manifested as a direct aksi of democratic changes in society. Since changes in the lexical layers are not noticeable in other manifestations of newspaper, the words in them are mostly neutral and are prone to extensive syntactic aggregation. Therefore, the features of andosensitivity in them are not observed at all.
In the current press lexicon, the feature of informativeness or the ability to bring basic information transmission to the general plan is strong. This is especially evident in the headlines: «New York meetings of the president of Uzbekistan»;» cooperation issues were discussed « and so on.. In the leaders, too, one can observe such a situation, «in the south of Afghanistan, a helicopter belonging to the international coalition forces crashed»; «Nissan of Japan» is engaged in the production of the autocontent in China», etc.
Issues related to the formation and development of the language of the press, in particular the newspaper language, for the first time the Russian linguist g. O. Studied by Vinokur. He evaluated the andosavity of newspaper as a constant and positive feature for the newspaper language. He noted that «the need for the information consumer to communicate information as much as possible and as quickly as possible in a timely manner leads to the automation and management of its production process. The most and often used phrases and sentences in the Gazete are formed on the basis of a ready-made mold. They will be developed in the process of preparation of newspaper material and will manifest in the style of linguistic molds.» [6, p. 183]
This is also observed in the Uzbek language of newspapers. For example: quot; Let Go; was stressed; managed; led; was stressed; was told about; observed; the tasks were explained, the tasks were explained. «...tasks related to each of our subjects were described»; «tasks related to all citizens of our homeland are described.
In newspaper texts, along with language tools that serve to impressiveness, template (mold) combinations characteristic of it are also widely used. For example: an official visit; from the place of the accident; not giving permission to the villains; cordial communication; problems waiting for their solution; rivoji low; from every hectare; in the current year and so on.
In the emergence of such words, the dissemination of information in the form of a newspaper or magazine by means of information transmission served as an important non-linguistic factor. The easy overcoming of space and time with the help of information with them, opened the possibility of dividing time into the periods of the past, modernity and the future. The dissemination of information in both oral and written form was to some extent an impetus to the emergence of mold words. Some researchers believe that mold is more commonly used than words in oral public speech. This case is also explained by the fact that in oral speech the speaker relies on knowledge, understanding and thoughts that are known to all. [8, p. 16] Therefore, andosensitivity and impressiveness are recognized not only as newspaperg, but also as features inherent in the entire press, they constitute the dialectic unity of the two stylistic signs.
The fact that a particular tool created by one author is repeatedly used by others, as a result of its support, is fixed in the texts of the press. In other words, it becomes a template or template units specific to newspaper and magazines. For example: at this stage; to this day; official relations; hard criticism; a wide range; held event; ... compete for; every minute and b.
Any means of expression, especially if it is intended to exert an emosonal-expressiveness effect, loses its expressiveness force over time, while the evaluation properties in it tend to be renewed or changed.
The development, flexibility and richness of the literary language is largely determined by the degree of its standardization, the different situations associated with speech, the greater or lesser number of molds intended for the purpose. The inadequacy of such forms of speech as this forces the owners of speech to recompose, seek out phrases and formulas for certain conditions of communication. And this is evidenced by the fact that speech genres are sufficiently developed. Literary language narration leads to the emergence of the usual forms of expression, communication of thought. [2, p. 86]
Standardization of speech reflects the tendency to formulate the usual, socially strengthened methods of language automation, regularity, stability of means of expression, naming and evaluation.
Another direction that opposes the tendency to automatism and regularity and interacts with itirga is the tendency to break the automation of speech formulas, renew them, expressively aspiration. The process of interaction of these trends covers the entire literature tilni, all its methods. However, in each of them, this interaction occurs in its own way, according to the available factors and laws. In the language of the publicistic newspaper, the stated process is manifested as the mandatory and direct – regular interaction of the standardized and expressive joints of the speech chain, their interchange and interdependence. The peculiarity of this will depend on the specific factors of the reality of the gas under modeling. Both tendencies arise from the nature of the newspaper language, its social character and its communicative significance. Newspaper language is directed to a public, content-diverse audience. Therefore, its forms should be socially significant, understandable, touching for different social groups. From the point of view of both the speech producer («kollektiv promoter and promoter») and the recipient of the speech, the newspaper language demonstrates its maximum predisposition to standardization, the need for it. In this way, newspaper-speech standardization has a social communicative and evaluative direction, artisticspeech standardization has an individual – communicative direction. Newspaper relies on the standard for the use of open multiple marotaba, which is based on propaganda, propaganda, evaluation, in most cases, emotional impact.
It is no secret that there is an opinion that the standard language will be associated with negative features and reflect negative omillarni, such as monotony, repetition. But it does not contradict the diversity of the standard language, but implies exactly the same diversity, presupposes individual skills, uniqueness, taste and other qualities from the use of language. Skill is the wealth of ready-made phrases (the larger the reserve of conversational formulas, the richer the language will be), from skillfully choosing them, it is important to use new, impressive standards, and not molds, in which the bunda is worn out, has lost its expressivenessevaluation properties. Obviously, the standard is also of great aesthetic importance. This is the main building material of any speech, including speech, intended for aesthetic and publicistic influence. The aesthetic role of the standard will be to create individual, unique works from «unification details». [7, p. 178]
The pragmatic (that is, about direct propaganda, propaganda) importance of the standard is also not less important. Because it is used in the newspaper as its direct evaluator, with slogans, summons, political evaluations and it is used in expression and strengthening.
In this way, the general trends towards standardization and expressiveness will have a specific, distinctive feature in the newspaper-publicistic style. The features of the Newspaper-publicistic style both
for speech and for language are determined by the rule of social evaluation, for which the head is a print. It is an expression in language and speech, in its structure.
In the press, impressiveness is determined by the peculiarities of the genres. In information genres, if the purpose of such communication is served by neural language tools or neuro-language words and phrases, in the rest of the press genres, the opposite landscape is observed. For example: field stars, white gold creators, and so on.
Newspaper-publicistic speech-this is a speech that must first be influenced, therefore, to the maximum extent takes into account the interests of the audience. Hence, even from the point of view of the address of speech, the newspaper speech is socially extremely significant.
The role of the author in the use of the above-mentioned linguistic means of expression in the texts of the newspaper is of particular importance. The events presented in the press release bayonida the intervention of the author is manifested as the legality that determines its originality, strength and expressiveness. No matter what the author does not say, in his speech, directly and indirectly, his attitude to the subject is determined by his voice, price, feeling, chain of thoughts, interest: «let’s talk in detail»; «the capital of our motherland in this respect...».
Since modern press language is a complex literary product, its influence on the literary language can also be positively assessed.
In general, the creation of press texts is characterized as a public discursive and is created in accordance with communicative, methodological and linguistic norms. From the above comments, we can conclude that in the Uzbek newspaper language of the present time there are mainly two trends: firstly, if the official style is preserved in the official press publications; secondly, the artistic-publicistic style, which is the product of a mixture of different styles, is dominant in the entertainment press. This, of course, is explained by the fact that human communication has become so popular that the press serves such popularity. However, the language of the press belongs to the biblical style. In any media verbal text, along with general linguistic norms, it is also required to adhere to the norms of the biblical style, which are one of its manifestations. Within the framework of this method, speech communication is carried out in official situations.
In addition to communicative norms, it is considered necessary to take into account ethical (moral) norms in the texts of the press. Moral problems on the pages of the press are associated with the predominance of habits in the speech behavior of Communists, with the coverage of the content of moral concepts in the publicistic discursors. [3]
Russian researchers distinguish two trends in the coverage of problems with moral norms on the pages of the newspaper. To these: a)moral requirements in the communicative application of the language, that is, the problems of the speech behavior of the addressee (this is expressed in the following connotations: forgery, the consciousness of the addressee, maltreatment, rudeness, Vanity, violence, fear, death, sexual anger, the suppression of the press pages of words – jargon); b) the perception of contemporary moral contradictions and problems in the language (that is, a certain lexical sequence of related words is often used, the increase in vocabulary, the processes of word-building, metaphorization, etc. [7]
All of the above comments belong to socio-political publications. They are reflected in the modern linguistic phenomenon and the cases of ustivor.
Speaking of the newspaper-journalistic style, it should be noted that the formation and development of the newspaper-journalistic lexicon is determined by two main factors, two main tasks: on the one hand, the message, information, on the other hand, propaganda. Effectiveness in the delivery of information in the language of the newspaper is an important need to achieve a balance between interaction and its presentation in any format, and to adhere to it at all times.
references
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3. 4.
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8. Abdusaidov A. Language features of newspaper genres. Author of the dissertation of the doctor of philological Sciences. – Tashkent, 2005.-. P. 37. Bantysheva L. L. Socio-political vocabulary of the early twentieth century: traditions of study. Political linguistics. – Issue (1) 21. – Yekaterinburg, 2007. – P. 18. Dustmukhammad H. Problems of professional ethics of a journalist. – T., 2007. Kostomarov V. G. Linguistic taste of the epoch. From observations of the speech practice of the mass media. – St. Petersburg: Zlatoust, 1999. – P. 86. Teshabayeva D.M., Bakiyeva G.Kh., Israil M.I., Tashmukhamedova L.I., Nuritdinova M.Ch. Media linguistics and editing. III volume. –Tashkent, Uzbekistan, 2019.– 550 p. Vinokur G. O. Culture of the language. // Essays on linguistic technology. – M., 1935. – P. 183. Media language as an object of interdisciplinary research. Tutorial. Part 2. – Moscow: Moscow State University, 2004. Zadronov M. N. Assortment for the continent. // Ogonek. 1998. No. 15; Lysakova I. P. The type of newspaper and the style of publication. The experience of sociolinguistic research. – L., 1989; Panov M. V. From observation of the style of today’s periodicals. // The language of modern journalism. - M., 1988.
scientific journal of the modern education & research institute • The Kingdom of Belgium
the role and attitude of the indiVidual assistant toWards the students With sPecial educational needs in the Process of inclusiVe education
tamar tukhashvili (tukhashvilitamar@gmail.com) nino Shukakidze (Nino.shukakidze97@gmail.com)
Saint andrew the first-called Georgian university of the Patriarchate of Georgia, Georgia
abstract
The master’s thesis “The role and attitude of the individual assistant in the process of inclusive education for students with special educational needs” refers to the role of the individual assistant (job description) in the process of inclusive education and also his attitude towards students with special educational needs. The aim of our study was to determine the attitude of the individual assistant towards students with special educational needs in the emotional-cognitive context and also to compare the attitudes of the main and control groups towards the students with special educational needs. 220 people participated in the study (196 - female, 24 - male). We divided the age category into four groups: 18-24 years, 25-35 years, 36-45 years and 46 and over.
The main group consisted of individual assistants, while the control group consisted of special teachers and people of different professions from the general population. Their education qualifications corresponded to both higher education and vocational education. Of the people participating in the study, 60 were special teachers, 60 were individual assistants to students with special educational needs, and 100 were from the general population. Based on the objectives and specifics of the study, we decided to use the Georgian version of the “Addiction Questionnaire” compiled by Stephen L. Crites, Leandre R. Fabrigar, Richard E. Petty.
The study found that the attitude of the individual assistant towards students with special educational needs is positive, both in the cognitive and emotional component, as well as the attitude of the individual assistant and the special teacher are identical in the cognitive and emotional component. And the attitude of the special educator differs from that of typical societal data.
Keywords: inclusive education; Special educational needs, individual assistant
introDuction
Inclusive education is expanding day by day and is actively developing. The main provision of inclusive education is that all children are born different but equal. And despite the differences, all students should be provided with equal opportunities. [1]
The profession of individual assistant is quite new in Georgia and is slowly establishing itself. The purpose of the Special Education Assistant Services is to effectively involve students with special educational needs in the learning process, to create a safe environment, to promote student communication, socialization, and to develop the skills needed for independent living. [2;3] The Individual Assistant Service is designed for those who need more support for perfect involvement in the educational process .They need more than a teacher or other specialist the school can provide. In addition to learning difficulties, there is a need for an individual assistant even if the child has a need for care, which can be caused by a health condition, behavioral and emotional disorders, significant impairment of physical, motor and sensory functions.
reSearch GoalS anD oBJectiveS
Research objectives: • Determining the attitude of an individual assistant towards the students with special educational needs in the emotional-cognitive context. • Comparison of the attitudes of the core and control groups towards the students with special educational needs. • The objectives of the research are: • Determining the attitude of the individual assistant towards the students with special educational needs in the emotional-cognitive context. • Determining the attitude of special teachers/educators towards the students with special educational needs in the emotional-cognitive context. • Determining the attitude of a society with typical development towards the students with special educational needs in the emotional-cognitive context. • Comparison of the attitudes of the core and control groups towards the students with special educational needs.
The research hypotheses are:
For the purposes of the study, several hypotheses have been processed:
The attitude of the individual assistant towards the the students with special educational needs is positive, both in the cognitive and emotional component. b) The attitudes of the individual assistant and special educator towards the students with special educational needs are identical in both cognitive and emotional components. c) The attitudes of individual assistants and special educators towards the students with special educational needs differ from attitudes of a typical society. In particular, the attitude of a typical society is more neutral according to both components (emotional and cognitive). d) Individual assistants with psychological education show a more positive attitude towards the students with special educational needs than people with other professions.
reSearch MethoDoloGY(criterion, faBriGar anD Pete aDDiction Scale) Instruction
Evaluate a student with special educational needs according to the given criteria, who has one of the listed disorders (underline): physical disorder,intellectual disorder, sensory disturbance (hearing and / or sight), Disorder of learning ability, speech disorder,behavioral and emotional disorders,the need for long-term hospitalization, difficulties due to social factors and for this reason he/she is not able to overcome the requirements of the National Curriculum, Difficulties in learning caused by the language barrier.
The respondent must answer 2 questions. He is asked to describe his feelings towards the object of study on an 8-point scale (for the emotional component), then assesses the characteristic traits on the following pairs on a 7-point scale (for the cognitive component) (see the scale).
1. choose the number on each scale that best describes your feelings toward snakes: -3 -2 -1 0 1 2 3 hateful -3 -2 -1 0 +1 +2 +3 Love Sad -3 -2 -1 0 +1 +2 +3 delighted annoyed -3 -2 -1 0 +1 +2 +3 Happy tense -3 -2 -1 0 +1 +2 +3 Calm Bored -3 -2 -1 0 +1 +2 +3 excited Angry -3 -2 -1 0 +1 +2 +3 relaxed Disgusted -3 -2 -1 0 +1 +2 +3 acceptance sorrow -3 -2 -1 0 +1 +2 +3 Joy
2. Please choose the number on each scale that best describes the traits or characteristics of snakes:
-3 -2 -1 0 1 2 3 useless -3 -2 -1 0 +1 +2 +3 useful foolish -3 -2 -1 0 +1 +2 +3 Wise unsafe -3 -2 -1 0 +1 +2 +3 Safe Harmful -3 -2 -1 0 +1 +2 +3 beneficial Worthless -3 -2 -1 0 +1 +2 +3 valuable Imperfect -3 -2 -1 0 +1 +2 +3 perfect unhealthy -3 -2 -1 0 +1 +2 +3 wholesome
analYSiS of the oBtaineD reSultS
The influence of age on attitudes towards the students with special educational needs.
According to the diagram, we can say that age affects the attitude towards the students with special educational needs, both in emotional and cognitive context. In particular, people who are united in the 25-35 age category are more positive towards the students with special educational needs than in other age category.
influence of gender factor on the degree of attitude
Also, the influence of gender factor on the attitude towards the students with special educational needs should be mentioned. The study found that the attitude of females is more positive towards them than attitude of males. This attitude is noticeable in both emotional and cognitive component.
influence of education factor on the degree of attitude
Most of the people in the study had higher education. If we rely on the data presented in the diagram, people with higher education show a more positive attitude towards the students with special educational needs than graduate students and vocational school graduates.
influence of occupational factor
The research shows the following result: teachers show a more positive attitude towards the students with special educational needs, followed by psychologists, this attitude is noticeable in both emotional and cognitive components.
To test our research hypotheses we used ANOVA (dispersion analysis) and also, T-test.
From the table below we can say that the (Sig) probability P = 0.00, which is less than 0.05 at our preselected significance level, shows that our hypothesis has been proven. A statistically significant difference is observed in at least one of these three groups.
reliaBilitY of hYPotheSeS
Based on the research hypothesis, we were also interested in separately examining whether the attitudes of the individual assistant and special educator towards the students with special educational needs were identical in both cognitive and emotional components, and separately compared the attitudes of these two groups with the general population. We used the Independet Samples T-test for comparison. In particular (Sig) probability P (0.385)> 0.05, therefore, there is no difference between individual assistants and special educators in the emotional and cognitive component together. Probability in the emotional component P = 0.546. At 0.546> 0.05, Consequently, in this component, these two groups do not differ in their attitudes towards the students with special educational needs. As for the cognitive component, the probability is P = 0.010. At 0.010 <0.05, a difference is observed between these two groups. We also wanted to know if the attitudes of special educators and individual assistants differed from the general population data. P = 0.000 <0.05 which means that in terms of dependence between these two groups, a difference is observed. Also, the difference between them is obvious according to the individual components, namely, in the emotional component, as P (0.000) <0.05 and in the cognitive component P (0.001) <0.05.
As for the comparison of the dependence of the individual assistant and the general population, the difference is also noticeable here, in particular, at P = 0.000 <0.05, which means that the difference between these two groups is observed according to the common components, However, no statistically significant difference was observed in the cognitive component between individual assistants and the general population (P = 0.568> 0.05).
The attitudes of assistants and special educators towards the students with special educational needs differ from attitudes of a typical society. In particular, the attitude of a typical society is more neutral than that of an individual assistant and spec. teacher attitudes according to common components, however differences are observed according to both components.
Another hypothesis was developed by us: people with the profession of psychologist were more positively disposed towards the students with special educational needs than representatives of all other professions. According to the data obtained as a result of the research processing, this hypothesis was not confirmed in any of the components. Namely, at P = 0.314> 0.05.
reliaBilitY calculation
We calculated the reliability rate according to Cronbach's alpha. As a result, it was found that the research conducted by us is reliable and it is possible to generalize the results obtained. Cronbach's alpha is equal to 0.908, and the reliability rate is 0.000. This is a high rate in order to positively assess its reliability and generalize the results obtained.
concluSionS:
• The attitude of the individual assistant towards the students with special educational needs is positive, both in the cognitive and emotional component (hypothesis confirmed). • The attitudes of individual assistants and special educators towards the students with special educational needs are identical in both the cognitive and emotional components, however, differences are observed according to the individual component. (Hypothesis partly confirmed). • The attitudes of individual assistants and special educators towards the students with special educational needs differ from the attitudes of a typical sociologist: the attitudes of a typical sociologist are more neutral than the attitudes of an individual assistant and a special teacher towards both components (hypothesis confirmed). • Our hypothesis of individual assistants with psychological education having a more positive attitude towards the students with special educational needscompared to people in other professions has not been proven.
references
1.
2. 3. Ministry of Education and Science of Georgia – «Guide to Inclusive Education for Teachers». Tbilisi, 2009 Assistant Guide for Students with Special Educational Needs. Caritas Germany Internal regulatory documents: Constitution of Georgia, Law on General Education, Order 16 / n, National Curriculum (Chapter Eight.)
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Yulia Matskevich, Phd
research Manager Brunel University london
lance leverette, MBa
Market researcher
Ekaterina Tsaranok, M.a.
director Modern Education & research Institute
design by Ksenia Kolosova
Kseniya@moderneducationinstitute.com
