scholarly journals Practical implementation of the inclusive education system and its impact on the development and socialization of the children who need mental and physical development correction

2020 ◽  
pp. 234-255
Author(s):  
Iryna KUZAVA ◽  
Valentyna SERHEIEVA
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Preschool Education ◽  
Physical Development ◽  
Practical Implementation ◽  
Children With Special Needs ◽  
General Group ◽  
Wide Range ◽  
Physical Disorders

Recently the researchers in Ukraine have become increasingly interested in the issues of special and inclusive education for the children with psycho-physical development peculiarities or disabilities (children with special needs), since the number of such children increases with every passing year. More than 160 thousand children in Ukraine (from birth to 18) need social support. Many recent studies have focused on the problem of inclusive education as a means and mechanism of ensuring equal rights for the children with different levels of psycho-physical development to receive educational services at the schools in their residence location, in favourable teaching and learning surroundings of a comprehensive educational institution. This, in its turn, requires appropriate methodological, pedagogical and psychological support. However, the study has revealed that inclusive education in Ukraine is predominantly spontaneous, not systemic. It concerns, first of all, the preschool education stage: a significant percentage of children with special needs do not receive appropriate educational and corrective-compensatory assistance, since until recently it has not been stipulated and specified by the educational curriculum at the state level, in particular regarding preschool education. However, the term «inclusive» implies not only the provision of education for children with peculiarities of psycho-physical development, but also their spatial placement in a general group of schoolchildren, providing them with equal appropriate opportunities for success in the learning process. Therefore, if we want the process of inclusiveness to work successfully, we have to change the environment, in which a child with psycho-physical disorders is placed. In addition, it should be taken into account that inclusive education combines a wide range of values, principles and methods aimed at ensuring effective and highquality education for all pupils, heightening the capabilities of everyone. The purpose of the article is to present the key findings of the research on the practical implementation of the inclusive education experimental model and its impact on the development and socialization of the preschoolers with psycho-physical disorders. It has been proved that the effectiveness of the practical implementation of the model greatly depends on a correct combination of the method utilization stages in the conditions of a comprehensive preschool educational institution, laying emphasis on the formation of a tolerant attitude towards people who need correction of psycho-physical development.

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

scholarly journals PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Umar Sidiq ◽  
Nurul Aini
Keyword(s):  
Special Needs ◽  
Educational Institution ◽  
Visual Impairments ◽  
Children With Special Needs ◽  
Normal Children ◽  
Endogenous Factors ◽  
Blind Children ◽  
Physical Disorders ◽  
Exogenous Factors ◽  
Children With Visual Impairments

Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.

scholarly journals Inclusive Education in Schools: Organizational-Pedagogical Aspects of the Problem

2019 ◽  
Vol 5 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Nataliia Matveieva
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Necessary Conditions ◽  
Educational Institution ◽  
Diagnostic Tools ◽  
Children With Special Needs ◽  
Legal Documents ◽  
Correctional Programs ◽  
Full Citizen

The article emphasizes that the urgent need today is to create the necessary conditions for meeting the needs of each child, regardless of its capabilities and other factors in realizing its potential, bringing benefits to society, and feeling that it is a full citizen. The author analyzes the main problems concerning the implementation of inclusive education at the present stage, examines the state of the problem's coverage in scientific works and normative-legal documents. The author focuses on a special place in the process of creating a comfortable environment for teaching children with special needs of psycho-diagnostic tools and correctional programs that need to be adapted. The article emphasizes that compliance with a number of requirements can increase the efficiency of the process of inclusive education in a comprehensive educational institution; outlines the main conditions for improving the quality of provision of educational services for children with special needs

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

2021 ◽  
pp. 239-244
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
Rapid Adaptation ◽  
Regulatory Documents ◽  
The Individual

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs. It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

scholarly journals Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran

2018 ◽  
Vol 6 (2) ◽  
pp. 195-206
Author(s):  
Totok Yulianto
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Strategy ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Assessment System ◽  
National Standard ◽  
Learning Assessment ◽  
Learning Needs ◽  
Children With Special Needs

Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who has various limitations and learning needs, the implementation of inclusive education requires curriculum modification, learning strategy, learning assessment system and school management in accordance with the needs for children with special needs.

scholarly journals INCLUSIVE EDUCATION: ACHIEVEMENTS AND CHALLENGES

2014 ◽  
Vol 5 (2) ◽  
pp. 37-41
Author(s):  
ARMENUHI AVAGYAN ◽  
ARAKSYA SVAJYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
The State ◽  
Educational Process ◽  
Children With Special Needs ◽  
Educational Plan ◽  
Individual Educational Plan ◽  
Inclusive School ◽  
Physical Disorders ◽  
The Republic

In Armenia, children with mental and physical disorders have always been in the center of attention of the state and nation. The system of inclusive education, the statistics of enrollment of children with special needs in the educational process, inclusive education problems and development perspectives in the Republic are introduced as well. Keywords: inclusive school, individual educational plan, socialization, multiprofile team of specialists, educational needs of child, children with special needs.

scholarly journals The Problem of Professional Training of Future Physical Education Teachers for Innovative Activities in the Conditions of Inclusive Education

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 55-64
Author(s):  
Pavlo Gordienko ◽  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Creative Thinking ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Physical Education Teachers ◽  
Children With Special Needs

The article considers the problem of preparing physical education specialists for inclusive education. We investigated the legislative base of inclusive education, scientific and methodical literature on the topic. We came to the conclusion that "inclusive physical education" is a flexible, individualized system of physical education of children with special needs in the conditions of mass education. Physical education teachers are poorly informed about inclusive education, don't understand how they organize physical education work with children with special needs and most believe that inclusive children belong in special schools. The reasons for this attitude are: insufficient training in higher education institutions; imperfect system of forms of work with children with special needs; insufficient information about inclusive education in physical education classes by the administration of the educational institution. The main idea of modernization of the professional training process of physical education and sport specialists is to at least create conditions, allowing students in the educational process of higher education institution to develop innovative ideas in the conditions of inclusion. To develop creative thinking on the implementation of innovative physical education technologies. But at most, the creation of a viable pedagogical system of inclusive education, based on innovative technologies, which would provide a modern quality of training a new type of specialists, who have the knowledge, skills and abilities of an innovative teacher, a teacher-scientist.

scholarly journals Technology-enhanced and game based learning for children with special needs: a systematic mapping study

2021 ◽  
Author(s):  
Jose A. Gallud ◽  
Monica Carreño ◽  
Ricardo Tesoriero ◽  
Andrés Sandoval ◽  
María D. Lozano ◽  
...  
Keyword(s):  
Special Needs ◽  
State Of The Art ◽  
Research Community ◽  
Systematic Mapping Study ◽  
Children With Special Needs ◽  
Game Based Learning ◽  
Mapping Study ◽  
Systematic Mapping ◽  
Wide Range ◽  
Research Questions

AbstractTechnology-based education of children with special needs has become the focus of many research works in recent years. The wide range of different disabilities that are encompassed by the term “special needs”, together with the educational requirements of the children affected, represent an enormous multidisciplinary challenge for the research community. In this article, we present a systematic literature review of technology-enhanced and game-based learning systems and methods applied on children with special needs. The article analyzes the state-of-the-art of the research in this field by selecting a group of primary studies and answering a set of research questions. Although there are some previous systematic reviews, it is still not clear what the best tools, games or academic subjects (with technology-enhanced, game-based learning) are, out of those that have obtained good results with children with special needs. The 18 articles selected (carefully filtered out of 614 contributions) have been used to reveal the most frequent disabilities, the different technologies used in the prototypes, the number of learning subjects, and the kind of learning games used. The article also summarizes research opportunities identified in the primary studies.

scholarly journals PSYCHOLOGICAL ISSUES OF LEARNING AND ADAPTATION OF CHILDREN WITH SPECIAL NEEDS

2017 ◽  
Vol 15 (3) ◽  
pp. 80-83
Author(s):  
NARINE STEPANYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Psychological Factors ◽  
Children With Special Needs ◽  
Psychological Issues ◽  
New Class ◽  
Learning And Adaptation

This article deals with the problems of learning and adaptation of children with the special needs. In the article, we examine the features of adaptation and emotional sphere of children that was integrated into a new class. Similarly, we examine those psychological factors that promote or prevent to adaptation and organization of studies of children with special needs in the premises of inclusive education.

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