Sensory Asymmetry Assessment of 8-11 Years Old Children With And Without Learning Disabilities

Authors

  • Tereza Azatyan Khachatur Abovyan Armenian State Pedagogical University

DOI:

https://doi.org/10.24234/se.2021.3.1.263

Keywords:

sensory asymmetry, techniques, tests, mental retardation, assessment, speech asymmetry, visual asymmetry, inter hemispheric interaction

Abstract

Symmetry-related symptoms may be important seems to be very important while child development and schooling. In science, there are two approaches for the evaluation of hemispheric differences: method of determination "of rucote" through the survey (Edinburgh test) (Oldfield, 1971) and the method of active identification of motor and sensory asymmetry by Bragina and Dobrokhotova (Bragina & Dobrokhotova, 1988). Тhe methods are widely represented in the modern scientific literature, but no studies have been found that assessed the relationship between the results of testing the functional asymmetry of the brain using the Edinburgh test and tests to determine motor and sensory asymmetry. For this purpose, the author studied and tested research methods aimed at the examination of the inter hemispheric asymmetry in normally developing and mentally retarded children aged 8-11 years identifying the degree of inter hemispheric interaction.

The research was carried out in the scientific laboratory of the faculty of special and inclusive education of the Khachatur Abovyan Armenian state pedagogical university.

The study involved a total of 131 children aged 8 to 11 years, 73 of them are healthy schoolchildren, as well as 58 children with mild mental retardation.

Author Biography

Tereza Azatyan, Khachatur Abovyan Armenian State Pedagogical University

PhD in Education, Associated professor, Head of Chair
Chair of Special Pedagogy and Psychology,
Khachatur Abovyan Armenian State Pedagogical University, Armenia

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Published

2021-02-26

How to Cite

Azatyan, T. (2021). Sensory Asymmetry Assessment of 8-11 Years Old Children With And Without Learning Disabilities . Armenian Journal of Special Education, 3(1), 98-104. https://doi.org/10.24234/se.2021.3.1.263

Issue

Section

Articles