Development of Communicative Competence in Junior High School Students with Visual Impairment in Different Institutional and Educational Settings

Cover Page


Cite item

Full Text

Abstract

Introduction. The diversification in education means, inter alia, establishing an institutional balance between integration and differentiation, which should also hold true for visually-impaired children. Junior age is a sensitive period for the development of communicative skills. Hence, one of the key tasks on the educational agenda for visually-impaired junior high school students is the development of communicative competence. The paper is the first attempt to identify how institutional and educational setting impacts the development of communicative competence in junior high school students, namely, such aspects of communicative competence as content/compliance with communication standards, attitude/role relationships, position/function, and involvement/activity.
Materials and Methods. The evidence was obtained from four schools in Saint Petersburg and Leningrad Region. The survey included 55 respondents in grades 1‒3 with deferent degrees of visual impairment from inclusive educational settings with partial integration / differentiation. The methodology included such tools as Effective Communication: Raising Awareness of Visually-Impaired Students; a scale-based interview and questionnaire; L. Mikhelson’s Communication Skills test modified by L.S. Kolmogorova; Joint Sorting by G.V. Burmenskaya; and G.A. Tsukerman’s Picture Dictation. The data was processed using Student's t-test for dependent and independent samples and Pearson correlation coefficient.
Results. The assessment of communicative competence in schoolchildren embraced several aspects: content/ compliance with communication standards; attitude/role relationships; position/function; involvement/activity. In the context of inclusive education with partial integration and differentiation, visually-impaired junior high school students show different development levels of different aspects of communicative competence. This context has a selective and ambivalent effect.
Discussion and Conclusion. The results may find application in the design and testing of a variable modular programme aimed at the development of communicative competence in visually-impaired junior high school students. The results may also lay the foundation for the rehabilitation and training strategy for visually-impaired students and facilitate their integration in social and educational environment.

About the authors

Vitaly Z. Kantor

The Herzen State Pedagogical University of Russia

Author for correspondence.
Email: v.kantor@mail.ru
ORCID iD: 0000-0002-9700-7887
Scopus Author ID: 57197712404
ResearcherId: Y-6834-2018

Dr.Sci (Ped.), Professor, Professor of Chair of Fundamentals of Defectology and Rehabilitation

Russian Federation, 48 Moika Embankment, Saint Petersburg 191186

Galina V. Nikulina

The Herzen State Pedagogical University of Russia

Email: gnikulina40@gmail.com
ORCID iD: 0000-0001-8601-8655
Scopus Author ID: 57197722833
ResearcherId: Y-7108-2018

Head of Chair of Tiflopedagogics, Dr.Sci. (Ped.), Professor

Russian Federation, 48 Moyka Embankment, Saint Petersburg 191186

Irina N. Nikulina

The Herzen State Pedagogical University of Russia

Email: irinanik-85@mail.ru
ORCID iD: 0000-0003-2608-1390
Scopus Author ID: 8891053700

Associate Professor of the Chair of Fundamentals of Defectology and Rehabilitation, Cand.Sci. (Psychol.), Associate Professor

Russian Federation, 48 Moika Embankment, Saint Petersburg 191186

References

  1. Golubev V.V. Diversification of an Educational System as Basis of a Sustainable Development. Ustoychivoye razvitiye: nauka i praktika = Sustainable Development: Science and Practice. 2011; (2):101-106. Available at: http://www.yrazvitie.ru/wp-content/uploads/2011/12/7-Golybev.pdf (accessed 11.01.2021). (In Russ., abstract in Eng.)
  2. Lomakina T.Yu. [Diversification as a Principle for the Development of Lifelong Education]. Obrazovaniye cherez vsyu zhizn = Lifelong Learning: Educational Challenges. 2003; 2:170-174. Available at: https://cyberleninka.ru/article/n/diversifikatsiya-kak-printsip-razvitiya-nepreryvnogo-obrazovaniya/viewer (accessed 11.01.2021). (In Russ.)
  3. Álvares M. Fault Lines in Education: Dualization and Diversification of Pathways over 40 Years of Debate on Education Policy in Portugal. Sociologia: Problemas e Práticas = Sociology: Problems and Practices. 2018;87:45-70. Available at: https://journals.openedition.org/spp/4424 (accessed 11.01.2021). (In Eng.)
  4. Haddix M. Diversifying Teaching and Teacher Education: Beyond Rhetoric and Toward Real Change.Journal of Literacy Research. 2017; 49(1):141-149. (In Eng.) DOI: https://doi.org/10.1177/1086296X16683422
  5. Lubienski C. School Diversification in Second-Best Education Markets: International Evidence and Conflicting Theories of Change. Educational Policy. 2006; 20(2):323-344. (In Eng.) DOI: https://doi.org/10.1177/0895904805284049
  6. Shemanov A.Yu., Samsonova E.V. Special Education as a Resource for the Inclusive Educational Process. Psikhologicheskaya nauka i obrazovaniye = Psychological Science and Education. 2019; 24(6):38-46. (In Russ.,abstract in Eng.) DOI: https://doi.org/10.17759/pse.2019240604
  7. Nilsen S. Inside but Still on the Outside? Teachers’ Experiences with the Inclusion of Pupils with Special Educational Needs in General Education. International Journal of Inclusive Education. 2020; 24(9):980-996.(In Eng.) DOI: https://doi.org/10.1080/13603116.2018.1503348
  8. Malofeev N.N. From Equal Rights to Equal Opportunities, from Special Schools to Inclusion. Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta imeni A.I. Herzena = Izvestiya: Herzen University.2018; (190):8-15. Available at: https://lib.herzen.spb.ru/media/magazines/contents/1/190/malofeev_190_8_15.pdf(accessed 11.01.2021). (In Russ., abstract in Eng.)
  9. Wachtel G. “School for All!?” – Aspects of Current Development in Germany. Vestnik psichophiziologii =Psychophysiology News. 2018; (2):31-38. Available at: https://clck.ru/UVh7R (accessed 11.01.2020). (In Russ.,abstract in Eng.)
  10. Nemirova N.V., Kantor V.Z. Research on the Needs of School Teaching Staff Within the Framework of Institutionalization of Inclusive Education for the Blind and Visually Impaired. Science for Education Today.2020; 10(3):28-44. (In Russ., abstract in Eng.) DOI: https://doi.org/10.15293/2658-6762.2003.02
  11. Kantor V.Z., Nikulina G.V., Nikulina I.N. The Impact of the Institutional Learning Environments on the Development of Self-Attitude in Pupils with Vision Deficiency. Journal of Pharmaceutical Sciences and Research.2017; 9(10):1912-1917. Available at: https://www.jpsr.pharmainfo.in/Documents/Volumes/vol9Issue10/jpsr09101753.pdf (accessed 11.01.2021). (In Eng.)
  12. Martínez S.S., Asorey M.F., Parrilla Á. Participatory Research with Young People with Visual Disabilities:When the Exclusion and Inclusion Stories Take to the Streets. Revista Internacional de Educacion para la Justicia Social = International Journal of Education for Social Justice. 2019; 8(2):49-64. (In Spa., abstract inEng.) DOI: http://dx.doi.org/10.15366/riejs2019.8.2.003
  13. Hutorskoy A.V., Hutorskaya L.N. [Competence as a Didactic Concept: Content, Structure and Design Models]. Bulletin of the Institute of Human Education. 2012; (2). Available at: https://eidos-institute.ru/journal/2012/200/Eidos-Vestnik2012-208-Khutorskoy-Khutorskaya.pdf (accessed 12.01.2021). (In Russ.)
  14. Reichertz Jo. Kommunikationsmacht. Was ist Kommunikation und was vermag sie? Und weshalb vermagsie das? Heidelberg: VS Verlag für Sozialwissenschaften; 2010. 267 p. (In Germ., abstract in Eng.) DOI:https://doi.org/10.1007/978-3-531-91915-7
  15. LeMar B. Kommunikative Kompetenz. Springer, Berlin, Heidelberg; 1997. (In Germ.) DOI: https://doi.org/10.1007/978-3-662-00489-0
  16. Bergau M., Liebers K. Pragmatic and Communicative Competencies in Children during the Transition from Kindergarten to Primary School. Forschung Sprache = Research Language. 2015; 3(1):32-51. (In Germ.,abstract in Eng.) DOI: https://doi.org/10.2443/skv-s-2015-57020150103
  17. Abdullina L.B., Gizatullina K.H. Development of Communication Skills in Primary Schoolers as Psycho-Pedagogical Problem. Mir nauki, kultury, obrazovaniya = The World of Science, Culture, Education. 2018;(4):9-11. (In Russ., abstract in Eng.)
  18. Kachimskaya A.Yu. Communicative Сompetence of High School Students in a Multicultural Educational Environment. Mir nauki: internet-zhurnal = World of Science. Pedagogy and Psychology. 2018; 6(1). Available at: https://mir-nauki.com/PDF/20PSMN118.pdf (accessed 12.01.2021). (In Russ., abstract in Eng.)
  19. Dr. C. Rohlfs, Dr. M. Harring, Dr. C. Palentien (ed.). Kompetenz-Bildung Soziale, emotionale und kommunikative Kompetenzen von Kindern und Jugendlichen. 2nd revised and updated ed. Wiesbaden: Springer; 2014.421 p. (In Germ.) DOI: https://doi.org/10.1007/978-3-658-03441-2
  20. Ayvazyan E.B. Missed Stage in Early Development of Blind Child as a Source of Difficulties in the Subject Activity Formation. Defektologia = Defectology. 2019; (5):11-20. Available at: http://www.schoolpress.ru/products/rubria/index.php?ID=84866&SECTION_ID=38 (accessed 12.01.2021). (In Russ., abstract in Eng.)
  21. Kudrina T.P. Phenomenology of Communicative Behavior of First Years of Life Blind Children.Defektologia = Defectology. 2019; (5):41-50. Available at: http://www.schoolpress.ru/products/rubria/index.php?ID=84869&SECTION_ID=38 (accessed 12.01.2021). (In Russ., abstract in Eng.)
  22. James D.M., Stojanovik V. Communication Skills in Blind Children: A Preliminary Investigation. Child:Care, Health and Development. 2007; 33(1):4-10. (In Eng.) DOI: https://doi.org/10.1111/j.1365-2214.2006.00621.x
  23. Simpson M., Shapiro G. Communicative Competence in a Group of Visually Impaired Children. South African Journal of Communication Disorders. 1989; 36(1):a296. (In Eng.) DOI: https://doi.org/10.4102/sajcd.v36i1.296
  24. Sevastianova E.V. Transdisciplinary Approach to the Study of Paralinguistic Means of Communication of Children with Visual Disorders. Spetsialnoye obrazovaniye = Special Education. 2011; (3):68-75. Available at:http://journals.uspu.ru/i/inst/spec/spec23/spec23_8.pdf (accessed 12.01.2021). (In Russ., abstract in Eng.)
  25. Nasyrova A.A. On the Essence and Mechanisms of Non-Verbal Communications in a Language Class at a School for the Visually Impaired. Vestnik Baltiyskogo federalnogo universiteta imeni I. Kanta. Seriya: Filologiya,pedagogika, psikhologiya = Vestnik IKBFU. Philology, Pedagogy, and Psychology. 2019; (4):93-101.Available at: https://journals.kantiana.ru/upload/iblock/bc6/11_Насырова_93-101.pdf (accessed 12.01.2021).(In Russ., abstract in Eng.)
  26. Koliasnikova N.V. [Development of Communicative Activity of Blind and Visually Impaired Schoolchildren with Mental Retardation in Grades VII-IX]. Voprosy pedagogiki = Pedagogical Issues. 2019; (8-1):50-53.(In Russ.)
  27. Yildiz M.A., Duy B. Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program. Educational Sciences: Theory and Practice. 2013; 13(3):1470-1476.Available at: https://files.eric.ed.gov/fulltext/EJ1017646.pdf (accessed 12.01.2021). (In Eng.)
  28. Mzhelskaya N.V. The Model of the Communicative Competence of Children with Visual Impairments.Mir nauki, kultury, obrazovaniya = The World of Science, Culture, Education. 2015; (5):189-192. (In Russ.,abstract in Eng.)
  29. Sanina E.I., Mitrokhina S.V. Formation in the Student Communication Competence in the Pedagogical Communication. Sovremennye problemy nauki i obrazovaniya = Modern Problems of Science and Education.2013; (2). Available at: https://www.science-education.ru/pdf/2013/2/276.pdf (accessed 26.01.2021). (In Russ.,abstract in Eng.)

Supplementary files

Supplementary Files
Action
1. JATS XML
Download

Copyright (c) 2026 Kantor V.Z., Nikulina G.V., Nikulina I.N.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

We use cookies and Yandex.Metrica to improve the Site and for good user experience. By continuing to use this Site, you confirm that you have been informed about this and agree to our personal data processing rules.

Согласие на обработку персональных данных

 

Используя сайт https://journals.rcsi.science, я (далее – «Пользователь» или «Субъект персональных данных») даю согласие на обработку персональных данных на этом сайте (текст Согласия) и на обработку персональных данных с помощью сервиса «Яндекс.Метрика» (текст Согласия).