Влияние тренинга по формированию осознанности на рабочую память учащихся с двойной исключительностью в Саудовской Аравии

Введение. Одной из самых сложных задач для учителя являются ученики с двойной исключительностью (twice-exceptionality), чьи противоречивые характеристики затрудняют процесс обучения. Использование новых методов формирования позитивного эмоционального фона и снижения негативных переживаний у данной категории обучающихся представляет собой перспективное направление, способное дополнить существующие методы позитивной психологии. Цель – исследовать влияние когнитивного вмешательства, направленного на формирование осознанности, на повышение эффективности рабочей памяти у саудовских учениц средней школы с двойной исключительностью. Методология, методы и методики. Исследование включало формирование стратегий осознанности у участниц эксперимента с последующим проведением глубинных интервью для оценки восприятия полученных результатов. Измерения проводились на трех этапах: до вмешательства, в середине и после его завершения. Для оценки изменения вербальной рабочей памяти использовался тест «Цифровой диапазон» (Digit Span), для оценки зрительно-пространственной рабочей памяти – тест «Пространственная доска» (Corsi Block-Tapping Test). Результаты. Обнаружены статистически значимые различия (p < 0,05) между экспериментальной и контрольной группами на всех этапах тестирования, что свидетельствует об эффективности используемых методов и в дальнейшем было подтверждено результатами качественного анализа с использованием программного продукта NVivo. Научная новизна. Впервые исследовано влияние стратегий осознанности на когнитивные функции и эмоциональное состояние малоизученной группы обучающихся, часто остающихся за рамками традиционных педагогических исследований. Практическая значимость. Результаты могут быть использованы для разработки специализированных программ для одаренных учащихся, обладающих двойной исключительностью. Даны рекомендации по обучению педагогов методам осознанного подхода к обучению данной категории учащихся.

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