THE DEVELOPMENT OF AN ADOLESCENT'S PHYSICAL, EMOTIONAL AND SOCIAL BALANCE AND INCLUSIVE EDUCATION

Dina Bethere; Irina Cupere; Aivars Kaupuzs; Egija Laganovska; Velta Lubkina; Gilberto Marzano; Ilga Prudnikova; Mudite Reigase; Lorita Rizakova; Marite Rozenfelde; Zanda Rubene; Lucija Rutka; Raimonds Strods; Sarmite Tubele; Svetlana Usca; Irena Zogla

doi:10.17770/ercs2018.3608

Authors

Dina Bethere Liepaja University (LV)
Irina Cupere University of Latvia (LV)
Aivars Kaupuzs Rezekne Academy of Technologies (LV)
Egija Laganovska University of Latvia (LV)
Velta Lubkina Rezekne Academy of Technologies (LV)
Gilberto Marzano Rezekne Academy of Technologies (LV)
Ilga Prudnikova Rezekne Academy of Technologies (LV)
Mudite Reigase National Centre for Education (LV)
Lorita Rizakova Rezekne Academy of Technologies (LV)
Marite Rozenfelde Rezekne Academy of Technologies (LV)
Zanda Rubene University of Latvia (LV)
Lucija Rutka University of Latvia (LV)
Raimonds Strods University of Latvia (LV)
Sarmite Tubele University of Latvia (LV)
Svetlana Usca Rezekne Academy of Technologies (LV)
Irena Zogla University of Latvia (LV)

DOI:

https://doi.org/10.17770/ercs2018.3608

Abstract

The study summarises scientific and theoretical information that provides the basis for the use of telerehabilitation methods in the promotion of the development of physical, emotional and social balance for 12 – 13 year old adolescents in the context of inclusive education. The study describes the efficiency of modern technologies for the improvement of the physical and mental health of adolescent learners, as well as suggests services of social rehabilitation which could be provided from the distance. The target audiences of the study are teachers with different professional competence, researchers and the education policy makers.

References

Agrawal, Y., Carey, J.P., Della Santina, C.C., Schubert, M.C., & Minor, L.B. (2009). Disorders of balance and vestibular function in US adults: data from the National Health and Nutrition Examination Survey, 2001–2004. Arch Intern Med, 69(10), 938-944.

Altman, I.M., Swick, S., Parrot, D., & Malec, J.F. (2010). Effectiveness of community-based rehabilitation after traumatic brain injury for 489 program completers compared with those precipitously discharged. Archives of physical medicine and rehabilitation, 91(11), 1697-1704.

Antor, G., & Bleidick, U. (2006). Handlexikon der Behindertenpädagogik. Stuttgart: Kohlhammer.

Bergeest, H., Boenisch, J., & Daut, V. (2011). Kӧrperbehindertenpӓdagogik. Bad Heilbrunn: Verlag Julius Klinkhardt.

Bitter, G., & Pierson, M. (2002). Using Technology in the Classroom. 5th ed. Boston: Allyn and Bacon.

Boban, I., & Hintz, A. (2004). Qualitätsentwicklung des Gemeinsamen Unterricht durch den “Index fȕr Inklusion. In E. Feyerer, W. Prammer (Hrsg.). Qual-I-tät und Integratieon. Linz: Universitätsverlag Rudolf Trauner, 65-80.

Brooks, R., & Goldstein, S. (2007). Das Resilienz-Buch: Wie Eltern ihre Kinder fürs Leben Stärken. Stuttgart: Klett-Cota.

Brown, R.I., & Hughson, E.A. (1993). Behavioural and social rehabilitation and training. Captus Press.

Cloerkes, G. (1997). Soziologie der Behinderten. Eine Einführung. Heidelberg: Universitätsverlag Winter.

Cole, L., Harris, J., & Chen, M.H. (2014). Monitoring Health, Activity and Fitness in Physical Education: Its current and future state of health. Sport, Education and Society. Vol.19, No 4, 376-397.

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575.

Erikson, E.H. (1950). Childhood and society (1st ed.). New York: Norton.

Erikson, E.H. (1968) Identity, Youth and Crisis. New York: Norton.

Freida, A. (2010). Ievads bērnu psihoanalīzē. Rīga: Zvaigzne ABC.

Greve, J.M., Cuğ, M., Dülgeroğlu, D., Brech G.C., & Alonso, A.C. (2013). Relationship between Anthropometric Factors, Gender, and Balance under Unstable Conditions in Young Adults. BioMed Research International. Retrieved from: http://www.hindawi.com/journals/bmri/2013/850424/

Gurung, R.A.R., & Schwartz, B.M. (2009). Optimizing Teaching and learning. United Kingdom: Wiley-Blackwell.

Guttmannova, K., Szanyi, J. M., & Cali, P.W. (2008). Internalizing and Externalizing Behavior Problem Scores: Cross-Ethnic and Longitudinal Measurement Invariance of the Behavior Problem Index. Educational & Psychological Measurement, Volume 68 (4), 676–694.

Harter, S. (2006). Self-processes and developmental psychopathology. In D.Cicchetti, & D.J.Cohen (Eds.), Developmental psychopathology. Vol.1: Theory and methods (pp.370-418). New York: John Wiley & Sons.

Harwey, W.J., & Reid, G. (2005). Attention – Deficit. /Hyperactivite disorder. APA Research Challenges. Adapted Physical Activities Quarterly. Vol. 22, 1-20.

Jessor, R. (1992). Risk behavior in adolescence: A psychosocial framework for understanding and action. Developmental Review, Volume 12, 374-390.

Jonassen, D.H., Howland, J., Moore, J., & Marra, R.M. (2003). Learning to Solve Problems with Technology: A constructivist perspective. 2nd.Ed. Columbus, OH: Merill/Prentice-hall.

Kejonen, P. (2002). Body movements during postural stabilization. Measurements with a motion analysis system. Academic Dissertation. Retrieved from: http://herkules.oulu.fi/isbn9514267931/html/b1336.html.

Krauksts, V. (2003). Biomotoro spēju treniņu teorija. Rīga: LSPA.

Leonard, L.G., Withers, L.A., & Sherblom, J.C. (2010). The Pardox of Computer-Mediated Communication and Identity. In: J. Park, L.E. Abels (Eds). Interpersonal Relations and Social Patterns in Communication Technologies: Discurse norms, language structures, and cultural variables. Hershey, PA: IGI Global.

Ļevina, J. (2012). Pusaudžu Es - koncepcija un sociālais statuss klasē un tuvu draugu grupā. Promocijas darba kopsavilkums. Rīga: Latvijas Universitāte.

Lee, A.J.Y., & Lin, W.H. (2007). The influence of gender and somatotype on single-leg upright standing postural stability in children. Journal of Applied Biomechanics, Vol. 23, No. 3, 173–179.

McGraw, B., McClenaghan, B.A., Williams, H.G., Dickerson, J., D. S., & Ward, D.S. (2000). Gait and postural stability in obese and nonobese prepubertal boys. Archives of Physical Medicine and Rehabilitation, Vol. 81, No 4, 484–489.

Marsh, H.W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society.

Mitchell, D. (2005). Sixteen proposition on the contexts of inclusion in education in Mitchell, D (ed) Contextualizing Inclusive Education Evaluating old and new International perspectives. London: Routledge.

Nanjappa, A., & Grant, M.M. (2003). Constructing on Cunstructivism: The role of technology. Electronic Journal of Integrating Technology in Education. Vol.2, No 1. Retrieved from: http://ejite.isu.edu/Volume2No1/nanjappa.htm. 43-44.

Piek, J.P., & Dyck, M.J. (2004). Sensory-motor deficits in children with developmental coordination disorder, attention deficit hyperactivity disorder, and autistic disorder. Hum Mov Sci; Vol.23, 475-88.

Pitcher, T.M., Piek, J.P., & Barrett N.C. (2002). Timing and force control in boys with attention deficit hyperactivity disorder: subtype differences and the effect of comorbid developmental coordination disorder. Hum Mov Sci; Vol. 21, 919-45.

Porozovs, J., Porozova, D., & Valdemiers, A. (2012). Jauniešu fiziskās aktivitātes un veselības problēmas. Humanitārās un sociālās zinātnes. Nr.20, 94.-100.

Portfors-Yeomans, C.V., & Riach, C.L. (2008). Frequency characteristics of postural control of children with and without visual impairment. Developmental Medicine & Child Neurology, 37, 456–463.

Potaga, I. (2001). Uzbudināmo audu fizioloģija. Nervu sistēmas vispārēja organizācija. Rīga, LSPA.

Reid, G. (2006). Learning styles and inclusion. P.Chapman Publishing.

Rose, R., & Tilstone, C. (2004). Strategies to Promote Inclusive Practice. Retrieved from: http://books.google.lv/books?id=lXZu_aW9gEwC&dq=OLIVER%20%20%281990%29%20%20Inclusion&hl=lv&source=gbs_similarbooks

Rutka, L. (2012). Pedagoga psiholoģiskā kompetence. Rīga: RaKa.

Schwarzer, R., & Leppin, A. (1989). Social support and health: A meta-analysis. Psychology & Health: An International Journal, 3, 1-15.

Sporta izglītība un fiziskās aktivitātes Eiropas skolās. Eurydice ziņojums. Retrieved from: http://eacea.ec.europa.eu/education/Eurydice/documents/thematic_reports/150LV.pdf

Usmiani, S., & Daniluk, J. (1997). Mothers and their adolescent daughters: Relationship between self-esteem, gender role identity, and body image. Journal of Youth and Adolescence, Volume 26, 45-62.

Youngblade, L.M., & Theokas, C. (2006). The Multiple Contexts of Youth Development: Implications for Theory, Research, and Practice. Applied Developmental Science, Volume 10 (2), 58–60.

Выготский, Л.С. (1984). Собрание сочинений. Т. 4: Детская психология. Москва: Педагогика.

Крайг, Г., Бокум Д. (2008). Психология развития. Москва: Питер.

Мамайчук, И., Смирнова, М. (2010). Психологическая помощь детям и подросткам с расстройствами поведения. Москва: Речь.

Пиаже, Ж. (2008). Психология интеллекта. Москва: издательство «Директ-Медиа».