Neuropsychological Support for Teaching Young School-Age Children Annotation

The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

Jypp, Dompa och Jackson Pollock - Berättelser om plats, förortiska och överklass i ett innerstadsgymnasium

Jypp, Dompa and Jackson Pollock: Narratives on place, urban vernaculars, and upper class at a prestigious upper secondary school. Labelling a linguistic style by appointing it to certain groups of speakers and where they live can be a deeply problematic enterprise as both identities, language use and space become fixed and limited. In Sweden the speech style called Rinkeby Swedish (RS) has become an icon of ethnic Otherness, educational failure, and of an aggressive sexist and homophobic masculinity – ascribed to a fixed locality in the outskirts of the big cities. In this paper we have turned our gaze towards a place that have typically not been associated with RS before: a Stockholm elite school. The analysis reveals how a group of students, illustrated by how the participant Wille, perform authenticity and indexically anchor their linguistic practices and epistemics in various linguistic contexts. In a case study, we explore how the participants talk about and use not one but many different linguistic styles. We argue that the participants employ these styles as resources to comment on locality as well as social hierarchies in the school and the society at large.

Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

Dyslexia is considered the most common appearance of a learning disability in the world. Dyslexic students often suffer from emotional issues because of their educational failure experiences. Dyslexia cannot be cured. However, proper and continuous treatment can help students to achieve better results in their studies. The sooner the intervention happens, the better the outcome will be. The research presents the design and development of a mobile application to help dyslexic students to learn how to read. The application is called Learning Dyslexia (Leady). The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model is used for developing the application. It uses a multisensory approach as the teaching method. Leady aims at young learners so that they can have the intervention from an earlier age. The application design also complies with the appropriate design for dyslexic students, such as in the selection of used fonts and background color. Then, Leady is demonstrated to five dyslexia caretakers (the teachers or parents) from a dyslexia school in Bandung. From the conducted survey, it can be inferred that the method is integrated well since all respondents agree that Leady can help dyslexic students to learn how to read. Most of them agree that the used method in Leady is suitable for dyslexic students.

Social context of educational failure of students

Introduction.The article considers the educational failure of students as a social problem. Its relevance is due to the growth of educationally unsuccessful students and the need to overcome this phenomenon.The aimof the present article was to analyse the nature of the influence of the social context on the educational failure of students.Methodology and research methods.The research is based on the interdisciplinary methodology, which integrates the principles of sociological, psychological, socio-psychological, economic, and pedagogical approaches in the study of educational failure and ways to overcome it. The empirical basis of the article is the results of an interdisciplinary study using a qualitative mix strategy (2019–2020). The following methods were employed: semi-formal expert interviews, focus groups with school, college and university students, and the analysis of essays by high school students.Results and scientific novelty.The novelty of the research consists in the interpretation of educational failure, its social context, and in showing the limitations of the educational approach to the analysis of the phenomenon under consideration. The main results presented in the article involve the interpretation of educational failure as an educational and social phenomenon and its social context; the characteristics of the main contextual factors, which are analysed as social inequality in education, educational policy, the place of education in the system of social values and in the model of social success. The results of the empirical research reveal the understanding of educational failure as a social phenomenon, its social causes. It is concluded that the modern social context of Russian education limits the possibility of overcoming this phenomenon and needs to be changedPractical significanceof the article is the possibility to take into account the results of the research to improve social technologies for overcoming educational failure.

Socio-cultural prerequisites of educational failure / success of students

The article examines the socio-cultural factors that affect the educational achievements of students (schoolchildren and students) and determine their educational failure / success. The purpose of the paper is to identify and consider cognitive, axiological and behavioral factors of educational failure / success that have a socio-cultural nature. The paper is based on the data of the interdisciplinary research «Transfer of human capital of educational communities: from failure to success», carried out in 2019–2020. In the course of the empirical study, the methods of expert interviews with representatives of educational organizations of the Sverdlovsk region and secondary analysis of data from pedagogical, socio-psychological, and sociological studies reflecting the socio-cultural prerequisites of educational failure / success were used.