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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:486Solving learning tasks, among students, is usually done in the context of an interaction based on competition or cooperation. Either of the two types of interaction - cooperation and competition - has different effects in terms of the students' mutual attitudes, the degree of involvement, and the degree of participation in the performance of school tasks and individual school performance. The success of the school inclusion of students with SEN implies the cooperation between all the factors involved in this process. Special education is a part of the Romanian education system and should support educational programs for pupils with SEN suitable for their harmonious development. We started in our research from the application of a questionnaire to which teachers from Bihor County responded. If, in the preceding article, this working instrument was applied to a number of 163 teachers from mass education, to mixed classes that had in their composition and children with special educational requirements, in this article we extract the data that we have collected from to a number of 63 teachers in special education. The questionnaire comprises a total of 46 items referring to the atmosphere of cooperation and competition and comprises two parts. The first part includes questions regarding seniority in work, educational grade, age, number of the group of students they work with, etc.
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Investigation of the Relationship Between Resilience as a Coping Skill and Physical Activity at the Faculty of Early Childhood Education and Special Educational Needs, University of Debrecen
73-82Views:253Resilient living involves following characteristics that develop effective adaptive mechanisms in the individual. These mechanisms can contribute effectively to coping with the negative stressors we face in our daily lives. These characteristics should be examined not in a static way, but through the constantly changing internal and external conditions. In our research, we sought to answer the question of the relationship between the components of students' physical activity and their psychological coping strategies at the Faculty of Child Education and Special Education, University of Debrecen. Two validated questionnaires were used in the study. The International Physical Activity Questionnaire (IPAQ) was used to measure physical activity, and the Hungarian adaptation of the 25-item Connor-Davidson Resilience Scale (CD-RISC) was used to measure resilience characteristics. The study was conducted in February 2025 (n=303, correspondence n=188, full-time n=115). Studies have shown that the type of sporting activity students participate in influences their coping skills. All of the factors related to resilience are positively associated with respondents' sporting activities. In seven of the twenty-five questions, a significant correlation was found between stronger coping skills and the type of sporting activity undertaken in the present. Unsurprisingly, the strongest associations were found for perseverance, overcoming difficulties, initiative in problem solving, positive self-image and maintaining a good mood when comparing those who regularly engaged in sporting activities with their inactive peers. The same results were obtained when the components of physical activity (factors related to work/transport/household/leisure sports) were also compared separately with factors related to mental resilience. Overall, some types of household work and higher levels of sporting activities (competitive and recreational) have a positive effect on individuals' coping skills.