| Abstract [eng] |
Theoretical analysis of specific cognition and mental disorders conception as well as development of physical peculiarities has been accomplished in the paper. The hypothesis of the present research consists of the following presumptions: 1. Self-evaluation of the pupils having specific cognition and mental disorders differs, and the self-evaluation of the pupils with specific learning disabilities is lower. 2. Self-evaluation is related to the development of physical peculiarities. In the course of the questioning method, the research has been carried out, the aim of which is to analyze the self-evaluation of the pupils with specific cognition and mental disorders, and with reference to the methodology of Eurofit’s tests, it was tried to ascertain the development of the pupils’ physical peculiarities. With the help of these methods, there was an intention to identify the connection between the self-evaluation and the development of physical peculiarities. The descriptive and stochactic statistical analysis of high abstraction degree was performed. The data was calculated while using software of SPSS for Windows 11.0. In total 70 pupils participated in the research, 35 of which are with mental disorders from Šiauliai Ringuva Special School, 18 pupils from Kelmė region Užventis Šatrijos Raganos Secondary School, and 17 from Šaukėnai Vladas Pūtvys-Putvinskis Secondary School, having specific cognition disorders. The self-evaluation and development of physical peculiarities, and connection between the self-evaluation and physical development of the pupils are analyzed in the empirical part of the paper. The most significant conclusions of the empirical research are as follows: 1. The self-evaluation of the exploratories with specific cognition disorders is lower. The exploratories with mental disorders have evaluated the following features best: friendly, strong, clever, gifted, and pupils with specific cognition disorders evaluated such features as: strong, beautiful and friendly. It was found out that the respondents of both groups have evaluated such features as clever and diligent mostly with low points. 2. The development of all the physical peculiarities of the pupils with mental disorders is weaker. It was harder to perform the tests, related to the pupils’ explosive strength of legs, quickness and functional strength of hands for the pupils with specific cognition disorders. 3. The self-evaluation relation among the features friendly, beautiful, clever and diligent, was mostly set in the group of pupils with mental disorders, while in the group of pupils with specific cognition disorders – clever and gifted. Strong is the least related feature to other features of both groups. 4. The biggest part of relations of the pupils with specific cognition disorders can be seen between the physical tests, reflecting elasticity, endurance and strength, while the pupils with mental disorders – strength and quickness. The common body balance is the least correlated to other physical peculiarities of both groups. 5. The biggest part of relations among the physical peculiarities like strength, balance, speed and self-evaluation features diligence, cleverness, and gift was found in the group of pupils with specific cognition disorders; and in the group of pupils with mental disorders – self-evaluation features as cleverness, and physical tests, reflecting balance, quickness, speed. The least related self-evaluation feature to the physical peculiarities is gifted among the pupils with specific cognition disorders, and friendly, diligent and gifted are the self-evaluation features the least related to the physical peculiarities among the pupils with mental disorders. 6. The research has shown that the raised hypothesis has proved out. Fundamental words: pupils of special needs, mental disorder, specific cognition disorders, specific learning disorders, physical peculiarities of the pupils, self-evaluation. |
