Adaptive chess educational technology for children with impairments

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The purpose of the present work was to design and test an information and communication technology (ICT) used for teaching of children with impairments to play chess on the basis of computer chess programs, chess related Internet resources and the educational complex "School chess elective class" and its implementation in the educational process. The concept of using information communication technologies in chess was considered and the principles of infocommunicative, standard and integrated methods of teaching chess were formulated. The major software and info-communication didactic teaching aids in chess, such as information retrieval systems, educational systems, training and game chess software programs, electronic books and chess internet portals were classified and described. Three forms of adaptive teaching were analyzed and structured including: standard, remote and integrated. 1157 children with impairments were subjected to an experiment. The results of the major educational research on the implementation of the adaptive chess educational technology on the Internet portal "Chess Planet", in integrated centers of social service in Alekseevsky and Yuzhnoportovy districts in Moscow, as well as in the process of teaching students of Russian State Social University (RGSU) at the department of physical education and recreational technologies in the real conditions of the educational process served the empirical base in the testing of the technology. The experiments resulted in the theoretical substantiation of the basics of adaptive chess teaching, this technology was tested and successfully implemented in the educational process in Russian State Social University. Practical recommendations for the theoretical and practical aspects of adaptive chess teaching were given for children with impairments. The presented adaptive chess educational technology can be used as a state social program of rehabilitation and socialization of children and youth with impairments because of its usefulness and relevance.

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... At the same time, there is ambiguity in the interpretation of the very concept of "occupational health," which is considered mainly from medical (VERBINA, 2010;DRUZHILOV, 2013;MITINA, 1998;RAZUMOV;PONOMARENKO;PISKUNOV, 1996;RYUTINA;RYUTINA, 2017;GOLENKOV et al., 2021;MOROZOVA et al., 2020) and psychological (NIKIFOROV;AVGUSTOVA, 2010;SHINGAEV, 2015;MOROZOVA et al., 2015) points of view. In medical science, occupational health is generally understood as the ability of the body to maintain maximum performance under any occupational stress (DRUZHILOV, 2013;SHINGAEV, 2020;LOGACHEV;MAKHOV, 2015aMAKHOV, , 2015b. ...
... As an integral characteristic of the functional state, professional health determines the ability to effectively carry out professional activities under any conditions (ULANOVA, 2016). Currently, occupational health is considered to be the property of the body to maintain compensatory and protective mechanisms ensuring the professional longevity of the individual (SHOSTAK, 2006;MAKAROVA et al., 2015;MAKHOV, 2015a), the ability to maintain physical, emotional, an mental wellbeing in different conditions of professional activity (NIKIFOROV; AVGUSTOVA, 2010), a state of the individual, reflecting the effectiveness of the process of labor adaptation (MUCHINSKI, 2004;BONKALO et al., 2016), the absence of occupational diseases and injuries (GONCHAROV;BOBROV;SCHEBLANOV, 1994;MAKAROVA et al., 2015), a system property of the personality that involves cognitive, emotional and behavioral well -being, which determines productivity and high efficiency of the activity (MITINA, 1998). ...
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