DEVELOPING SELF-REGULATION SKILLS IN YOUNGER SCHOOL-AGE STUDENTS WITH BEHAVIOURAL DISORDERS FROM THE TEACHERS' PERSPECTIVE

Abstract

There is a growing number of studies examining the education of students with behavioural disorders in general education schools. In educational practice, it is not only behavioural or emotional disorders that are encountered more frequently, but also behavioural or emotional difficulties and challenging behaviour. In today's schools, when educating students with behavioural disorders, it is essential to identify the participants in the educational process, analyse the factors that influence desirable or undesirable behaviour, and develop strategies for action. In recent years, the term self-regulation has been most used when discussing children with behavioural disorders or difficulties, which is similar to the concept of self-control, enabling the student to regulate their behaviour, attention, and emotions. These are some of the most important skills that determine normal development. When assessing the importance of self-regulation for pupils with behavioural disorders, it was important to examine the difficulties of self-regulation that occur in younger school-age children with behavioural disorders, to review the measures, ways of creating an environment, and games that help develop self-regulation skills. Problematic questions raised: 1. What are the difficulties of self-regulation in the educational process for younger school-age students with behavioural disorders? 2. What preventive measures do teachers most often use?

The object of the research is the development of self-regulation skills in younger school-age students with behavioural disorders.

The aim of the research is to analyse the development of self-regulation skills in younger school-age students with behavioural disorders.

Research methods: 1) analysis of scientific literature, 2) oral interview using semi-structured interviews, 3) data processing using content analysis.

The results of the study revealed that younger school-age students with behavioural disorders experience difficulties with self-regulation in the educational process, which are most often associated with emotional outbursts and behaviour (anger, shouting, crying, throwing things, defiant and aggressive behaviour, running out of the room, not accepting defeat). Teachers note that for younger school-age students with behavioural disorders, appropriate preventive measures are needed to teach and maintain positive behaviour: a structured daily routine, positive relationships, and motivation building with the student. Another very important method is the presence of an adult, i.e., the teacher and the student's assistant observe and help regulate emotions that arise during conflict situations when there is a lot of excitement. It became clear that teachers create a positive environment by adhering to common agreements, offering children active activities, rest areas where they can calm down, and organizing individual breaks. The study revealed that teachers highlight difficulties in organizing the educational process due to students' lack of self-regulation, as it is not always possible to achieve the lesson objectives. For younger school-age students with behavioural disorders, self-regulatory behaviour is related to the selection and promotion of appropriate educational strategies, creating a positive relationship with the student, and providing a suitable environment both during lessons and breaks.