Object structure

chess ; chess research ; chess teacher ; primary school age ; learning ; teaching methods ; games ; attention ; memory ; speech perception ; knowledge

This paper is the result of a thorough analysis and evaluation of the literature on chess instruction strategies for students with a range of learning challenges, low attainment, moderate, specific, severe and profound learning difficulties. The studies conducted by the Chess Scientific Research Institute's psychological and inclusive working group are beneficial for understanding the challenges faced by chess instructors when teaching students with special education needs, the challenges these students face during chess lessons, and the impact chess instruction has on these students' behaviour, social-emotional growth, and cognitive development. Nevertheless, more research is needed to fill in the gaps in the knowledge about how to teach chess to these kids. For example, it is necessary to validate the effectiveness of chess as a therapeutic tool when working with them and to develop strategies, means, and tactics for adequately instructing and involving these kids in chess lessons. Additionally, teachers' perspectives on the value of chess for the mental development of kids with SEN should be altered.

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