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1

SOLUTION OF SOCIAL CONFLICT SITUATIONS IN ROMA AND NON-ROMA CHILDREN

100%
Kretova E.
Studia Psychologica
|
2004
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vol. 46
|
issue 1
83-88
EN
Researched were strategies in problem solving of conflict situations in groups of 8-11-year-old Roma (N = 80) and non-Roma (N = 85) children and the frequency of occurrence of these strategies on the basis of ethnic group membership. A significant predictor of ethnic membership was helplessness in solving conflict situations (answer: I don't know) with a higher incidence in non-Roma children. However, the difference noted is based on a social rather than an ethnic principle of comparison (Roma children in the sample prevailingly came from Roma settlements) and suggests a distinct handicap in Roma children in the sphere of social competence and security.
2

ROMA, SCHOOL AND DISCRIMINATION (Romowie, szkola i dyskryminacja / O Rroma, i skola thaj i diskriminacia)

100%
Balvin J.
Studia Romologica
|
2008
|
vol. 1
73-88
EN
The essential issue regarding transformation of the Roma minority is to combat poverty and social exclusion. However the primary goal should be social inclusion of the Roma minority into the majority of population. It is a matter of changes on the system level, where the formation and education of the Roma pupils play an important role. The requisites of this process are: a) Categorical objection to the Roma pupils being qualified as mentally retarded on the sole account of them inhabiting a socially excluded areas. b) Categorical objection to the IQ tests which gauge the intelligence based on the majority culture. c) Application in the Roma pupils' teaching of modern methods that would develop the Roma pupil's personality together with its Romani aspects. d) Integration in the Roma pupils' teaching of their own culture, represented by the Roma authors and authorities who have the understanding of the Roma culture - both cognitively and emotionally. e) The need to react to malign theories that disavow the Roma culture and history and impair the right of the Roma to their own national identity and self-determination. These stances will provide a viable support also in dealing with exigent social difficulties of the Roma community and in efforts preventing their social exclusion. They will be instrumental in restraining of the Roma pupil's discrimination at school.
3

EXECUTIVE FUNCTIONING IN THREE GROUPS OF PUPILS IN D-KEFS: SELECTED ISSUES IN ADAPTING THE TEST BATTERY FOR SLOVAKIA

88%
Ferjenčík J., Slavkovská M., Kresila J.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
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issue 1
73 – 92
EN
The paper reports on adaptation of the D-KEFS test battery for Slovakia. Drawing on concrete examples, it describes and illustrates the key issues relating to the transfer of test items from one socio-cultural environment to another. The standardisation sample of the population of Slovak pupils in the fourth year of primary school included 250 children with an average age of 9.7 years. The two comparative samples of the same age range were analysed at the same time. They included pupils from classes for gifted children (n = 55) and Roma children from socially disadvantaging environments (n = 50). The results manifested a significant skewness in most distributions of the D-KEFS primary indicator raw scores. The nature of the skewness suggests that these indicators are more sensitive at discriminating the performance of weaker children but not at discriminating within the above-average performance range. The distribution in the Roma children sample was skewed to the opposite value. Most of the Roma children found the tests from the D-KEFS battery, especially those based on verbal materials, too difficult and so it only differentiated results achieved by the best in the group. Comparisons of the mean scores in all the primary indicators (One-way ANOVA) highlight the need to establish specific norms for the standard population of Slovak children on the one hand and for Roma children from socially disadvantaging environment on the other.
4

CESTY K INKLÚZII RÓMSKYCH DETÍ PREDŠKOLSKÉHO VEKU ŽIJÚCICH V SOCIÁLNE VYLÚČENOM PROSTREDÍ V TRNAVE

75%
Štofej J.
Etnologické rozpravy (Ethnological Disputes)
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2016
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vol. 23
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issue 1
51 - 65
EN
The number of Roma children attending infant school has significantly decreased after 1989 in Slovakia and in this context we can talk about their social exclusion and insufficient access to the social services. It is important to create inclusive strategies to improve this unfavourable situation. The objective of the author ś work is to suggest how to improve inclusive program for preschool children in a socially excluded area and how to improve the approach of educational institutions to children and parents.
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