Adaptive Design for Children with Disabilities and the Educational Environment

2021 ◽  
pp. 71-80
Author(s):  
Tatiana Yu. Bystrova ◽  
Liydmila V. Tokarskaja
Keyword(s):  
Children With Disabilities ◽  
Adaptive Design ◽  
Educational Environment ◽  
Design For Children

scholarly journals Study of teachers’ preparedness for professional activities in an inclusive educational environment

2021 ◽  
Vol 113 ◽  
pp. 00075
Author(s):  
L.S. Pilipchuk ◽  
A.S. Kovaleva ◽  
Y.B. Karnauhova
Keyword(s):  
Inclusive Education ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Educational Environment ◽  
Professional Activities ◽  
Teachers And Students ◽  
Two Stages

The article presents the results of a study on the psychological preparedness of teachers and students of the pedagogical universities to work with children with disabilities within the conditions of inclusive education. The features of the personal component in the structure of psychological preparedness for professional activities are considered. The description of the two stages and the results of the study carried out by the workers of Diagnostics and correction of developmental disorders of children.

scholarly journals Parents' psychological readiness as a condition for psychological safety of an inclusive educational environment

2020 ◽  
Vol 210 ◽  
pp. 20012
Author(s):  
Elena Slusareva ◽  
Natalja Mizina ◽  
Aleksej Dontsov
Keyword(s):  
Children With Disabilities ◽  
Psychological Safety ◽  
Educational Environment ◽  
Central Feature ◽  
Environment Protection ◽  
Special Educational Needs ◽  
Psychological Violence ◽  
Parents And Children ◽  
Atypical Development ◽  
The Relationship

The article presents scientific approaches to the phenomenon of psychological safety of an inclusive educational environment. As one of the basic conditions for the psychological safety of an inclusive educational environment, the psychological readiness of parents of children with disabilities is considered: its structural components (cognitive, emotional, conative) and their content, due to the specifics of joint education of children with typical and atypical development. The relationship between the level of psychological readiness of parents and the level of psychological safety of an inclusive educational environment has been theoretically substantiated and empirically confirmed. Among the indicators of the psychological readiness of parents of children with disabilities, contributing to ensuring the psychological safety of an inclusive educational environment, the following is considered: active participation of parents in building the educational route of a child with disabilities, knowledge about the special educational needs of their own child, special conditions corresponding to these needs, emotionally positive attitude and satisfaction with interaction with subjects of an inclusive educational environment, protection from psychological violence of parents and children with disabilities as a central feature of a comfortable inclusive educational environment.

Designing an Inclusive Educational Environment in a General Education Organization: The Experience of Conceptualization

2020 ◽  
Vol 19 (4) ◽  
pp. 145-152
Author(s):  
A.G. Madzhuga ◽  
◽  
S.A. Zhantasova ◽  
L.K. Fortova ◽  
Zh.V. Sharafullina ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Legal Aspects ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern School ◽  
The Government

the article reveals the content and legal aspects of the design features of an inclusive educational environment in a mass school. The understanding by the government and society as a whole of the concept of equal opportunities for children with disabilities and children with disabilities formed the basis for creating a special inclusive educational environment at school, determined the need to find effective ways to include and opportunities for interaction of subjects of an inclusive educational process. Based on the theoretical analysis of domestic and foreign literature, the authors present a refined definition of “inclusive educational environment”, define and describe its essential characteristics. Based on their research and personal experience in implementing inclusive education programs, they prove that an inclusive educational environment is a variation of the educational environment in which students with disabilities are provided with conditions for self-realization and the formation of value-semantic life orientations in the context of their special educational needs. For the first time in the context of the study, a scientifically based relationship between the values of inclusive education and inclusive policies, inclusive practices and inclusive culture is presented. When describing the fundamental principles underlying the design of an inclusive educational environment in a modern school, the authors reveal its algorithm and describe the value system of inclusive education.

Didactic Capabilities of the Digital Educational Environment "Mobile E-Education"

2020 ◽  
Vol 8 (5) ◽  
pp. 49-56
Author(s):  
L. Amirhanova ◽  
S. Zenkina ◽  
O. Savel'eva
Keyword(s):  
Distance Learning ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Environment ◽  
Pedagogical Practice ◽  
Special Educational Needs ◽  
User Friendly ◽  
Knowledge Delivery

The article discusses the didactic possibilities of the digital educational environment "Mobile e-education" as one of the tools of pedagogical practice for distance learning, with its own specifics of knowledge delivery and user-friendly interface. Using the example of a specific online geography lesson developed using the capabilities of the digital educational environment, it is shown how to build an individual educational trajectory for each student, includes children with disabilities and children with special educational needs.

scholarly journals The implementation of inclusive education in the Kabardino-Balkarian Republic under the conditions of digitalization

2021 ◽  
Vol 273 ◽  
pp. 12115
Author(s):  
Olga Mikhailenko ◽  
Zhansurat Bashiyeva ◽  
Fatimat Balkizova ◽  
Budimir Nagoev
Keyword(s):  
Quality Improvement ◽  
Inclusive Education ◽  
Cluster Model ◽  
Information Technologies ◽  
Children With Disabilities ◽  
Educational Environment ◽  
The Social ◽  
Study Results ◽  
Self Actualization ◽  
The Creation

The article considers the use of informational technologies in the implementation of inclusive education. Based on legal acts, we substantiated the creation of special conditions for children with disabilities in the school educational environment. During the analysis of the reality of implementing inclusive education, the leading directions are identified; a cluster model for the development of inclusive education using information technologies is described. The main advantage of the social and academic direction of the implementation of inclusive education is the creation of conditions for maximum self-actualization and self-realization of children with disabilities. The study results indicate the need to prepare society and the educational environment for the quality improvement of life of children with disabilities.

Didactic Capabilities of the Digital Educational Environment "Mobile E-Education"

2020 ◽  
pp. 49-55
Author(s):  
L. Amirhanova ◽  
S. Zenkina ◽  
O. Savel'eva
Keyword(s):  
Distance Learning ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Environment ◽  
Pedagogical Practice ◽  
Special Educational Needs ◽  
User Friendly ◽  
Knowledge Delivery

The article discusses the didactic possibilities of the digital educational environment "Mobile e-education" as one of the tools of pedagogical practice for distance learning, with its own specifics of knowledge delivery and user-friendly interface. Using the example of a specific online geography lesson developed using the capabilities of the digital educational environment, it is shown how to build an individual educational trajectory for each student, includes children with disabilities and children with special educational needs.

scholarly journals Socio-Pedagogical Aspect of Socialization of Children with Special Needs in the Educational Environment

2021 ◽  
Vol 2 (1 (339)) ◽  
pp. 18-25
Author(s):  
Nataliia Shabaeva ◽  
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Educational Environment ◽  
Special Role ◽  
Children With Special Needs ◽  
Socialization Process ◽  
Pedagogical Aspect ◽  
Definition Of ◽  
Favorable Conditions

The article analyzes the acute social problem of today – the socialization of children with special needs in the educational environment (educational space, educational and correctional space, inclusive environment). The definition of the terms «socialization», «educational environment» is given. The essence and content of the concept of socialization of children with disabilities in an inclusive educational space are considered. The hypothetical statement that the improvement of the quality of life of children with disabilities can be achieved primarily by creating the most favorable conditions for socialization, given the fact that the initial socialization was unsuccessful due to objective victimhood (special needs) of the child. Emphasis is placed on the complexity and contradictions of the socialization process, because it largely depends on what social environment a person falls into. That is why a special role in the process of personality formation is acquired by the school correctional and educational space. The success of a child's socialization depends on the conditions created in the correctional and educational space and on the content of the latter. Effective socio-pedagogical conditions for the socialization of children with disabilities are analyzed.

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