BOARD GAMES AS A TOOL FOR DEVELOPING SELF-REGULATION IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
DOI:
https://doi.org/10.32782/psy-visnyk/2025.2.29Keywords:
self-regulation, indicators of self-regulation, board games, students with special needsAbstract
The article explores the role of board games as a tool for developing self-regulation in children with special educational needs. The features of the concept of self-regulation in the works of domestic and foreign researchers have been analyzed. The peculiarities of self-regulation in children with special educational needs are considered. Information is presented regarding such indicators of self-regulation as planning, modeling, programming, evaluation of results, flexibility, and independence. Particular attention is paid to the importance of games in the development of cognitive, emotional, and social skills, which are crucial for the successful adaptation of such children in society. The advantages of using board games in the educational process are examined, particularly their ability to improve attention span, reduce impulsivity, and foster planning and self-control skills. It is noted that board games help students with special educational needs enhance their capacity for emotional self-regulation, manage their emotional states, and interact effectively with others. A selection of board games aimed at developing specific indicators of self-regulation is presented. The features of conducting corrective sessions using board games with students with hearing impairments are analyzed. In the ascertaining experiment, the results of children with hearing and speech impairments were analyzed. The formative experiment was conducted with students with speech impairments. A control experiment was also carried out. The obtained results were processed using methods of mathematical statistics. An overview of existing research is provided, the article reviews existing research confirming the effectiveness of games in fostering self-regulation in children with various developmental disorders. Based on the analysis of scholarly works, the author proposes a comprehensive approach to the use of board games in inclusive education, which supports the development of key aspects of self-regulation in children with special educational needs.
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