FORMATION OF TIME MANAGEMENT SKILLS OF CHILDREN WITH COGNITIVE DISORDERS THROUGH EMOTIONAL INTELLIGENCE IN LEARNING LANGUAGES

Abstract

Teaching children with cognitive disorders presents unique challenges and requires a deep understanding of both the cognitive limitations and the strengths of these students. Cognitive disorders, such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and intellectual disabilities, can significantly impact a child's ability to focus, process information, and retain new material. For language teachers, this creates a dual challenge: not only must they teach a complex subject that involves multiple skills (speaking, listening, reading, and writing), but they must also adapt their teaching methods to address the individual needs of students with cognitive disorders.

In this discussion, we will explore the essential approaches that language teachers can employ when working with children who have cognitive disorders. We will focus on strategies for language acquisition, classroom management, communication techniques, and the use of individualized education plans (IEPs) to promote a positive and inclusive learning environment. Additionally, we will discuss how language teachers can create a supportive environment that takes into account the emotional, social, and cognitive challenges these children face, helping them learn languages in a way that is effective and motivating.

This paper examines the role of emotional intelligence (EI) in the development of time management skills among children with cognitive disorders, specifically in the context of language learning. Cognitive disorders, such as Attention Deficit Hyperactivity Disorder (ADHD) and intellectual disabilities, often hinder children's ability to manage time effectively, especially in academic tasks like language learning [1]. The study investigates how EI, encompassing emotional awareness, regulation, motivation, and social skills, can support these children in improving their time management skills. A 10-week intervention program focusing on EI was administered to a group of children with cognitive disorders, and their progress was evaluated in terms of time management behaviors in language learning tasks. The results demonstrated significant improvements in task organization, attention to language learning activities, and completion of tasks within time limits. The paper discusses these findings, highlighting the importance of EI training for children with cognitive disorders, particularly in language learning contexts