| Abstract [eng] |
The paper analyzes the psychosocial adjustment factors of lingual minorities’ children with learning difficulties. The following objectives have been raised for attaining the main goal of the thesis: 1. To examine behavioral and emotional difficulties of pupils. 2. To assess social environment of children. 3. To assess academic performance of pupils, their attendance and discipline. Information about children’s mental health, social environment was collected from teachers and parents. In total, information about learning difficulties of 65 pre-school age children of lingual minorities has been received. The children’s mental health was surveyed on the basis of R. Goodman’s questionnaire of strengths and difficulties, and the teachers’ version. When assessing academic performance, attendance and discipline of pupils, information from the daybook was analyzed. Information about the child’s environment was collected by submitting questionnaires with closed questions for teachers and parents. Lingual minorities’ pupils with learning difficulties were distinguished for hyper-activeness, had behavioral, emotional and communication problems with peers. Hyper-activeness, as well as behavioral and emotional difficulties was more characteristic for boys; they had a lot more disciplinary problems. Emotions, behavior and relationships with peers of girls were more compliant with the norms. Pupils attend lessons, yet every child misses 2 days’ lessons without a valid reason on average. The majority of lingual minority’s children with learning difficulties had friends, yet among them were such children who were rejected by their class mates or hurt their classmates themselves. More than half of lingual minorities’ pupils with learning difficulties practically did not do their homework. Half of the parents indicated that day help their children to do homework every day. The majority of primary form lingual minorities’ children with learning difficulties attended information education classes (circles), yet one third of the pupils lack time or wish for such occupations. Seeking to improve psychosocial adjustment of lingual minorities’ children with learning difficulties it is necessary to provide specialist (special pedagogue’s psychologist’s) assistance, to create a favorable atmosphere in the class that would foster positive assessment of the primary form pupils and their relationships with peers. |
