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Lucrarea de față pune în evidență succesiunea şi gradul de utilizare a microoperaţiilor gândirii care se pot forma la elevii cu deficiență mintală și demonstrează că acestea, atunci când sunt adecvate rezolvării unor sarcini accesibile copilului și sunt antrenate la nivel acțional, iconic și verbal, pot să asigure caracterul conştient şi finalist a...
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... It is important to note that sometimes children with intellectual disabilities do not respond to questions or respond incorrectly because they have not understood what is being asked of them. Therefore, the way we communicate is crucial, with key principles being clarity and simplicity (Agheana, 2017). An important role in preventing manifestations of cognitive inertia is the application of knowledge and skills that students have acquired in real-life situations during lessons. ...
This research delves into cognitive inertia within mathematical cognition among students with intellectual disabilities, uncovering pivotal challenges in arithmetic operations and problem-solving. Numeric ordering tests reveal a preference for ascending order, signaling the necessity for nurturing reverse thinking and analytical skills. Notably, superior addition performance hints at a need for a heightened focus on subtraction. Problem-solving complexities intensify, especially with combined addition and subtraction tasks, accentuating challenges in managing operational shifts. The analysis underscores a decline in performance as tasks grow intricate, attributing this not solely to heightened difficulty but to the pronounced cognitive inertia. The intricate web of mathematical exercises exacerbates errors, demanding adaptive teaching methods and substantial support for complex problem-solving. While heightened complexities pose challenges, comprehensive analysis considers teacher support and methodologies. This study builds on existing research, shedding light on the impact of unsolvable tasks and cognitive exhaustion symptoms. Understanding these dynamics is crucial for tailored educational strategies, addressing cognitive inertia, and enhancing mathematical proficiency in students with intellectual disabilities.
... The cognitive development of a child with intellectual disability involves specific characteristics that progress at a slower pace and in a manner different from that of a typical child (Bratu, 2014). These individuals encounter difficulties in understanding and utilizing abstract concepts, as well as challenges in performing operations such as analysis, synthesis, comparison, classification, generalization, and abstraction (Agheana, 2017). Down syndrome, also known as trisomy 21, is a genetic condition characterized by the presence of an extra copy of chromosome 21, exhibiting distinct physical features and often associated with intellectual impairments (Arumugam & al, 2015). ...
This scientific investigation delves into the pivotal role of phonemes in language acquisition among children aged 8 to 11 with Down syndrome and intellectual disabilities. The study uncovers significant disparities between these groups, emphasizing the need for tailored educational strategies. Findings reveal fluctuations in rhyme, syllable, and phoneme recognition, underscoring the complexity of linguistic development. Noteworthy is the positive correlation between higher intelligence and enhanced phonological performance in both groups. The study suggests the importance of early interventions for children with Down syndrome and advocates for personalized educational programs.
Music therapy has capacity to make positive changes in the psychological, physical, cognitive, or social functioning of individuals with health or educational problems. When the interdisciplinary nature of music, as it is used in music therapy, is fully understood, the treatment addresses improving motor, cognitive, affective and social skills. We show that this interdisciplinary aspect of music makes the therapy uniquely appropriate for disabled individuals because it supplements and reinforces other therapies and disciplines while implementing its own program.
Intr-o societate din ce în ce mai tehnologizată și mai evoluată din punct de vedere al nivelului de cunoștințe, de așteptări și de realizări ale indivizilor săi, dizabilitatea rămâne o probelemă uneori insurmontabilă, chiar dacă, de cele mai multe ori, chiar societatea este cea care transformă indivizi cu potențial funcțional în condiții de minimă infrastructură în persoane cu dizabilități, percepute ca incapabile să răspundă cerințelor unor paradigme sociale reprezentând norme. Și pentru că, în general, dizabilitatea unui individ este, de fapt, doar o problemă de percepție socială, este necesară o analiză a modului în care sunt reprezentate constructele sociale contemporane asupra dizabilității, în condițiile în care, deși societate în ansamblul ei a evoluat, ea păstrează structuri rigide și raportări părtinitoare, care transformă modul în care sunt percepute persoanele cu deficiențe într-o problemă care depășește cu mult bariera individului.
