Kontakt 2018, 20(1):e42-e47 | DOI: 10.1016/j.kontakt.2017.10.006

Is Feuerstein's Instrumental Enrichment (FIE) a good method for social inclusion of poor Slovak children in school? A study focused on social and educational levelsSocial Sciences in Health - Original article

Michal Kozubíka,*, Svetlana Síthováb, Alena Kajanovác, Ivan Ráca
a Univerzita Konštantína Filozofa v Nitre, Fakulta sociálnych vied a zdravotníctva, Katedra sociálnej práce a sociálnych vied, Nitra, Slovenská republika
b Masarykova univerzita v Brně, Pedagogická fakulta, katedra speciální pedagogiky, Brno, Česká republika
c Jihočeská univerzita v Českých Budějovicích, Zdravotně sociální fakulta, Ústav sociálních a speciálněpedagogických věd, České Budějovice, Česká republika

The Feuerstein's Instrumental Enrichment (FIE) method, as an instrument of social inclusion of children from a socially disadvantaged environment in classroom, is yet to be analyzed in the Slovak Republic and the Czech Republic. The study objective was to separate qualitative predispositions for effectiveness of inclusion from the FIE method in two areas - social and educational. The methods of the study (conducted in 2015-2016) included a combination of questionnaire investigation and observation during direct work with eight children (seven girls and one boy) who came from a socially disadvantaged environment in the district of Partizánske (Slovakia). The greatest progress in the children at the educational level was found in the increase of their activity and participation in classes. The most significant contribution in the personality-socialization sphere was an increase of children's personal interest, resulting from their intra-factorial motivation for group school activities. The influence of the method on marks and assessment of the pupils was not proved. The conclusions of the study emphasize the need for an interdisciplinary province of special pedagogues (educational, personality areas) and social-healthcare workers (socialization sphere), which are totally absent in the legislation and practice in the Slovak Republic.

Keywords: Feuerstein's Instrumental Enrichment; Socially disadvantaged environment; Inclusion; Slovakia

Received: June 2, 2017; Revised: August 24, 2017; Accepted: October 27, 2017; Published: March 26, 2018  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Kozubík M, Síthová S, Kajanová A, Rác I. Is Feuerstein's Instrumental Enrichment (FIE) a good method for social inclusion of poor Slovak children in school? A study focused on social and educational levels. Kontakt. 2018;20(1):e42-47. doi: 10.1016/j.kontakt.2017.10.006.
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Henderson DX, Barnes RR. Exploring dimension of social inclusion among alternative learning centres in the USA. International Journal of Inclusive Education 2015;20(7-8):726-42. Go to original source...
    2. Orlando A-M, Klinepeter E, Foster M. Retrospectives on factors influencing inclusive opportunities for college students with extensive support needs. International Journal of Inclusive Education 2016;20(11-12): 1239-51. Go to original source...
    3. Lebeer J. Significance of the Feuerstein approach in neurocognitive rehabilitation. Neurorehabilitation 2016;39(1):19-35. Go to original source... Go to PubMed...
    4. Savell JM, Twohig PT, Rachford DL. Empirical Status of Feuerstein's "Instrumental Enrichment" (FIE) Technique as a Method of Teaching Thinking Skills. Review of Educational Research 1986;56(4):381-409. Go to original source...
    5. Feuerstein R, Krasilowsky D. Interventional Strategies for the Significant Modification of Cognitive Functioning in the Disadvantaged Adolescent. Journal of American Academy of Child Psychiatry 1972,11(3):572-82. Go to original source... Go to PubMed...
    6. Alvarez V, Santos J, Lebron F. Effects of the Instrumental Enrichment Program of Feuerstein on the Cognitive-Abilities of a Sample of Puerto-Rico Students. Revista Latinoamericana de Psicologia 1994;62(1): 51-68.
    7. Kozulin A, Lebeer J, Madella-Noja A, Gonzalez F, Jeffrey I, Rosenthal N, Koslowsky M. Cognitive modifiability of children with developmental disabilities: A multicentre study using Feuerstein's Instrumental Enrichment-Basic program. Research in Developmental Disabilities 2010;31(2):551-9. Go to original source... Go to PubMed...
    8. Todor O. Research on the Usefulness of Feuerstein Method in Educating the Sociability of Children aged Between 3 and 7 (Preschool Children). Procedia - Social and Behavioral Sciences 2015;180:1692-7. Go to original source...
    9. Vitová J, Ježková A, Havelková V, Nechanická V, Skořepová H, Zdražilová T. Effect of Perceptual Functions Level on the Development of Pre-mathematical Concepts in Czech Pre-school Children. Procedia - Social and Behavioral Sciences 2015;171:709-12. Go to original source...
    10. Juklová K. Evaluation of Cognitive and Metacognitive Training in University Students with a Specific Learning Disability. Procedia - Social and Behavioral Sciences 2012;69:14-17. Go to original source...
    11. Malkova G. What can(not) be achieved by Feuerstein's Instrumental Enrichment. Ceskoslovenska Psychologie 2006;50(6):543-56.
    12. Síthová M. Vplyv Feuersteinovho inštrumentálneho obohacovania na integráciu detí zo sociálne slabého prostredia. Partizánske: Vysoká škola sv. Alžbety; 2016.
    13. Šprocha B. Reprodukcia rómskeho obyvateľstva na Slovensku a prognóza jeho populačného vývoja. Bratislava: Slovak Academy of Science (Slovak); 2014.
    14. Caban M, Papšo P, Kalamárová K, Vavrinčíková L. Sociálna práca s vybranými cieľovými skupinami. Banská Bystrica: PF UMB; 2007.
    15. Ďuričeková M. Edukácia rómskych žiakov. Prešov: Metodické centrum; 2000.
    16. Strieženec Š. Slovník sociálneho pracovníka. Trnava: Vydavateľstvo AD; 1996.
    17. Navrátil P. Romové v české společnosti: Jak se nám spolu žije a jaké má naše soužití vyhlídky. Praha: Portál; 2003.
    18. Přadka M, Knotová D, Faltýsková J. Kapitoly ze sociální pedagogiky. Brno: MU; 2004.
    19. Ondrejkovič P. Socializácia v sociológii výchovy. Bratislava: Veda; 2004.
    20. Žilová A. Úvod do teórie sociálnej práce. Badín: Mentor; 2005.
    21. Kajanová A, Kozubík M. Sociální distance v romské osade. In: Jinakost z pohledu sociálních věd. Brno: Institut mezioborových studií, 2013;57-73.
    22. Kozubík M. Traditional Romany Culture - Myth or Reality? Krakow: Krakowska Akademia; 2015.
    23. Kozubík M. (Ne)vinní a dilino gadžo. Nitra: Univerzita Konštantína Filozofa v Nitre; 2013.
    24. Lebeer J. Programy pro rozvoj myšlení dětí s odchylkami vývoje: podpora začleňování znevýhodněných dětí do běžného vzdělávání. Praha: Portál; 2006.
    25. Slowík J. Speciální pedagogika. Praha: Grada; 2007.
    26. Begum J. Learning experience. New Delhi: APH Publishing Corporation; 2009.
    27. Lechta V. Transdisciplinárne aspekty inkluzívnej pedagogiky. Trnava: EMITplus; 2010.
    28. Kozubík M, Rusnáková J. Chudoba a sociálne vylúčenie rómskych marginalizovaných komunít. In: Chudoba a bohatstvo - paradoxy súčasnej doby. Banská Bystrica: Univerzita Mateja Bella; 2006.
    29. Kozubík M, Michelčíková L, Kwadrans Ł. Roma Culture in Slovakia - Pedagogical and Social Reflection Research Report. In: Studia Edukacyjne. 2015;35(2):405-28. Go to original source...
    30. Kurincová V, Seidler P. (In)akosti - v edukačnom prostredí. Nitra: PF UKF; 2005.

    Return to the content