Practical implementation of inclusive preschool education in Ukraine

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Tetiana S. Kalinina ◽  
Antonina V. Karnaukhova ◽  
Marina A. Mashovets ◽  
Tetiana M. Shvaliuk ◽  
Olha A. Telna
Keyword(s):  
Preschool Education ◽  
Practical Implementation ◽  
Inclusive Preschool

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

scholarly journals Professional competence of educators of the system of inclusive preschool education as a condition for sociolizing the physically challengedchildren

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Irina D. Emelyanova ◽  
Svetlana V. Markova ◽  
Olesya A. Podolskaya
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Preschool Education ◽  
Educational Environment ◽  
Conceptual Basis ◽  
Important Condition ◽  
Inclusive Preschool ◽  
Key Features ◽  
Mathematical Processing ◽  
Physically Challenged

An important condition ensuring the adaptability of educational environment, hence, socialization of physically challenged children under inclusive conditions, is the competence of specialists implemented under new professional circumstances. Special attention should be paid to professional competence of specialists under inclusion in the system of preschool education. The theoretical analysis of the issue of professional competence of pedagogues in the practice of inclusive preschool education is reflected in the Russian and foreign researches, which testifies to the topicality of the issue. The research objectives are: to describe the conceptual basis of professional competence of the pedagogues of the system of inclusive preschool education (by the example of combined groups), which consists of cognitive, operational-functional and personality components; to prove the influence of professional competence of the pedagogues under inclusion on socialization of preschool physically challenged children. The practical part of the research was carried out by the following methods: analysis of scientific psychological-pedagogical sources, dissertations on the topic; summarization of theoretical conceptions; comparative analysis of the practices of inclusive education; questioning; interviews with various categories of specialists; analysis of the process and products of activities; mathematical processing of the results. The research results allowed identifying the key features of professional competence of the pedagogues of inclusive preschool educational establishments, which not only provide the efficient psychological-pedagogical support of physically challenged children, but also serve as the condition for socialization of these preschool children.

scholarly journals Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 70-85
Author(s):  
Dila Nur Yazıcı
Keyword(s):  
Social Skills ◽  
Teacher Candidates ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Successful Implementation ◽  
Positive Attitudes ◽  
Inclusive Preschool ◽  
Definition Of ◽  
Education In Turkey

Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adaylarının bilgi, görüş ve tutumları, (2) sınıf içi uygulamalar, (3) sosyal beceriler, (4) derlemeler ve (5) diğer, başlıkları altında ele alınmıştır. Araştırmalar incelendiğinde, okul öncesi öğretmen ve öğretmen adaylarının kaynaştırma eğitimine yönelik olumlu tutuma sahip oldukları; ancak, daha fazla bilgiye gereksinim duydukları, sınıf içi geçişlerde belli başlı uygulamaları gerçekleştirdikleri fakat alanyazındaki uygulamaların hepsini sınıflarında uygulamak için desteğe gereksinim duydukları ve özel gereksinimli çocuklara sunulan sosyal beceri programlarının faydalı olduğu belirlenmiştir. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur. Abstract Inclusion is a compulsory educational practice for preschool children with disabilities in Turkey. In this article, first, the definition of inclusion is provided. Second, the benefits of inclusion are summarized using the international literature. Third, a summary of studies conducted in Turkey in relation to inclusive preschool education is presented followed by a description of the legal basis for inclusion in Turkey. The research focused on inclusive preschool education in Turkey was examined under five categories: (1) opinions and attitudes of preschool teachers and teacher candidates towards inclusion, (2) classroom practices, (3) social skills, (4) research summaries and literature reviews and (5) other studies. An examination of these studies has shown that preschool teachers and teacher candidates have positive attitudes towards inclusion, but they need more information for successful implementation of inclusion. Moreover, preschool teachers implement certain practices with respect to in-class transitions, however, they need more support to apply all recommended practices noted in the literature. In addition, social skills programs provided to children with special needs were beneficial. Recommendations for future practice are presented at the end of the paper.

STEM FORM – WORKSHOP FOR TEACHING MATHEMATICS IN KINDERGARTEN

2021 ◽  
Vol 12 (2) ◽  
pp. 401-406
Author(s):  
Penka Borisova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Cognitive Abilities ◽  
Preschool Education ◽  
Communication Technologies ◽  
Practical Implementation ◽  
Teaching Mathematics ◽  
Stem Form ◽  
Applied Study ◽  
Information And Communication ◽  
Educational Paradigm

The dynamics of our time requires a change in the educational paradigm and in particular – the techniques and technologies of teaching in preschool education. With the development of information and communication technologies, there is a need to implement them in kindergarten. Innovative models in the learning process aim to support the formation and development of children’s cognitive abilities in a way that is interesting to them, through the use of modern technologies. The new needs of children require flexibility in teaching, which is different from the traditional methodology and conservative models of learning. This paper presents a theoretical and applied study of the STEM approach and derivation of interactive STEM forms and technologies for teaching Mathematics in a preparatory group of kindergarten: clarifies its nature and practical implementation in modeling STEM -educational technology – a model of a studio for adolescents in the preschool stage and its benefits.

The Reliability and Validity Study of ‘Classroom Practices in Inclusive Preschool Education Environment with Talented and Gifted Children Scale

2019 ◽  
Vol 9 (2) ◽  
pp. 413-434 ◽  
Author(s):  
Hacer Elif Dağlıoğlu ◽  
Esra Ömeroğlu ◽  
Aysun Turupcu Doğan ◽  
Melek Gülşah Şahin ◽  
Safiye Sarıcı Bulut ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Reliability And Validity ◽  
Preschool Education ◽  
Correlation Coefficients ◽  
Gifted Children ◽  
Confirmatory Factor Analyses ◽  
Preschool Classrooms ◽  
Education Environment ◽  
Inclusive Preschool ◽  
Confirmatory Factor

The aim is to develop a scale to demonstrate the instructional approaches that teachers apply in inclusive preschool classrooms, where typically developed and talented/gifted children are educated together. A total of 156 teachers working in inclusive preschools in Ankara formed the study group. The scale consists of 22 five-point, Likert-type items. Both exploratory and confirmatory factor analyses were performed. As a result of the exploratory factor analysis, a structure consisting of three factors and 18 items was obtained. The first factor termed as ‘Differentiation’ consists of seven items, while the second factor, ‘Detection and Development of Potential’ consists of eight items, and the third factor of the scale, ‘Motivation’ consists of three items. The scale accounts for 44.61% of the total variance. As a result of the confirmatory factor analysis, it determined that the scale was in good agreement with the model in general. The Cronbach alpha internal consistency coefficient of the scale is defined as .88 and the reliability of the subscales is determined between .76 and .83. In addition, the correlation coefficients of the items in each factor are higher than .30. In general, it is found that the three-factor structure of the scale is valid and reliable.

scholarly journals Personal Component as a Key Element of the Structure of Professional Competence of Modern Teachers

2020 ◽  
pp. 93-97
Author(s):  
Ekaterina Konstantinovna Rakova
Keyword(s):  
Professional Competence ◽  
Complex Structure ◽  
Preschool Education ◽  
Modern Society ◽  
Practical Aspect ◽  
Practical Implementation ◽  
Postgraduate Students ◽  
Mandatory Requirement ◽  
The One ◽  
Relationship Of

The present study considers the place of personal component in the complex structure of professional competence of a teacher, as well as its influence on the process of education and children upbringing. On the one hand, it is connected with the essence of the profession itself, and on the other hand, with the mandatory requirement for the presence of specific qualities inherent in teacher’s personality. Other-wise, the teaching process may become ineffective. The main aim of the author is to draw attention to the considered aspect of professional competence. This approach is reflected in the new documents in the field of education and in particular, in preschool education. Based on the analysis of various aspects of the content of the concept, the study presents a model of psychological competence, which com-plements the relationship of personal, theoretical and practical components. There is also defined the structure of competence regarding a preschool teacher who is engaged in the first stage of educa-tion process. The author focuses, first of all, on the practical aspect, tools and technologies of an edu-cational and nurturing process as a priority in the teacher’s work. The novelty of the study is deter-mined by the practice-oriented approach to solving the problem of providing a teacher with necessary tools with regard to personal self-realization in the modern educational system in accordance with the empirically emerging needs of modern society. Thus, practical implementation, technology and tools (diagnostics, forecasting and analysis) are the novelty factor of the present research. The publica-tion is intended for specialists in the field of peda-gogy and psychology, preschool workers, under-graduate and postgraduate students.

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.

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