scholarly journals Professional and personal readiness of a teacher as a component of an inclusive culture

2020 ◽  
Vol 87 ◽  
pp. 00064
Author(s):  
E.S. Slusareva ◽  
A.V. Dontsov
Keyword(s):  
Inclusive Education ◽  
Important Task ◽  
Equal Access ◽  
Education For All ◽  
Access To Education ◽  
Educational Organization

Currently, inclusive education is becoming widespread as equal access to education for all children, regardless of starting opportunities. In this regard, an important task of an educational organization is the formation of an inclusive culture that allows building subject-subject relations between all participants in educational relations based on humanism and the acceptance of the value of each child. The professional and personal readiness of the teacher is a component of the inclusive culture of the educational organization and the inclusive culture of the personality of the teacher.

scholarly journals Model Pendidikan Inklusif Berbasis Authentic Instructional Model Pada Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 109-116
Author(s):  
Fuad Aminur Rahman ◽  
Acep Awaludin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Education System ◽  
Education For All ◽  
Instructional Model ◽  
Access To Education ◽  
Instructional Models ◽  
Childhood Education ◽  
Education Model

Writing articles about the model of inclusive education in early childhood is very necessary This is done to provide references or solutions for schools that provide inclusive education, especially in early childhood education. Therefore here the author is interested in offering a reference or solution about the development of inclusive instructional models based on authentic instructional models in early childhood, namely the inclusive education model that tries to provide an overview in combining the principles of access to education for all students or disadvantaged individuals, and not only for those with special needs. Therefore, the nature of the inclusive education model is a shift from theories, assumptions, practices, and special models of disabilities to the specific non-disability inclusive education system.

scholarly journals Restoring Inclusive Education: Paradigm Shift from a Medical to a Social Model among Learners with Disability

2021 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Mfundo Mandla Masuku
Keyword(s):  
Inclusive Education ◽  
Paradigm Shift ◽  
Historical Context ◽  
Social Constructionist ◽  
Social Model ◽  
Policy Framework ◽  
Education For All ◽  
Access To Education ◽  
The Social ◽  
Universal Definition

ABSTRACT This paper outlines a critical analysis of the paradigm shift from a medical to a social model, using the key concepts impacting on learners with disabilities in a schooling system. The social constructionist perspective and the social model provide a conceptual frame for examining disability and inclusive education. Inclusive education is significant for its multidimensional nature and lack of universal definition. The two main issues concerning scholars and interest groups are the lack of access to learning by learners with disability and the confining nature of disability. Despite the acceptance of inclusive education globally, the evidence in the literature suggests many limitations in broadening access to education for all. The paper found that there is an interplay of various aspects relating to inclusive education, namely the historical context and the education system, the capacity for the implementation of inclusive education, a policy framework, infrastructure and resources coordination, and a culture of inclusive education.

scholarly journals Teacher-student teamwork is the key to success in inclusive education

2021 ◽  
Author(s):  
Т.К. Осекова ◽  
К.А. Мадалиева
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Quality Education ◽  
Education For All ◽  
Access To Education ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
High Quality Education ◽  
Teacher Student

Авторы раскрывают основные проблемы и этапы становления инклюзивного образования, в которых возможность приобретения знаний доступна всем и особенно детям с ограниченными возможностями здоровья (ОВЗ), в Кыргызстане. Понятие «инклюзивное образование» определено как обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей. Дети с ОВЗ в обычной общеобразовательной школе могут не только получить качественное образование, но и успешно адаптироваться к жизни. Отражены принципы и факторы инклюзивного образования, которые включают в себя доступность школьного образования для всех детей. Для реализации инклюзивного образования нужно обратить внимание на создание соответствующих условий в обществе и образовательном процессе, подготовку педагогов, способных создавать и внедрять инклюзивную образовательную среду в образовательных организациях. The article reveals the main problems and stages of formation of inclusive education in which the opportunity to acquire knowledge is available to everyone, especially children with disabilities. The concept of «inclusive education» is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. Children with disabilities can not only get a high-quality education in a regular comprehensive school, but also successfully adapt to life. The principles and factors of inclusive education are reflected, with accessibility to school education for all children included. To implement inclusive education, attention should be paid to creating appropriate conditions both in society and educational process, as well as training teachers who are able to create and implement inclusive educational environment in educational organizations.

scholarly journals Wyrównywanie szans edukacyjnych studentów z niepełnosprawnościami – 10 lat doświadczeń w Uniwersytecie Papieskim JanaPawła II w Krakowie

2021 ◽  
pp. 237-253
Author(s):  
Katarzyna Kutek-Sładek ◽  
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Equal Access ◽  
Access To Education ◽  
Right To Education ◽  
Public Authorities ◽  
Disabled Students ◽  
Persons With Disabilities ◽  
Full Participation ◽  
The Right

The right to education is one of the fundamental human rights which enables personal development, independence, and full participation in all spheres of life. Article 70 of the Polish Constitution grants everyone the right to education and obliges public authorities to ensure universal and equal access to education for all citizens. By ratifying the Convention on the Rights of Persons with Disabilities, Poland recognized the right of this group of people to education and committed itself to ensuring an inclusive education system enabling integration at all levels of education. Poland has also ensured that these people will have access to universal higher education without discrimination, based on the principle of equality. Since 2008 the Office of Persons with Disabilities has been functioning in the Pontifical University of John Paul II in Krakow, which supports disabled students and PhD students of our University. The development of the Office over the period of more than ten years, applied procedures, and support systems are described in the article. Additionally, selected programmes and projects of the Institution and external organizations will be presented alongside the Office of Persons with Disabilities as the leading and supportive institution.

scholarly journals Formation of inclusive culture in the implementation of inclusive education: challenges and achievements

2018 ◽  
Vol 7 (1) ◽  
pp. 29-37
Author(s):  
A.Yu. Shemanov ◽  
A.S. Ekushevskaya
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Shared Values ◽  
Social Constructionist ◽  
Access To Education ◽  
Policy And Practice ◽  
Educational Organization ◽  
Equity In Access ◽  
Inclusive Policy ◽  
Educational Inclusion

The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education

scholarly journals Comparative Analysis of Inclusive Education in Germany and Sweden

2021 ◽  
Vol 18 (2) ◽  
pp. 90-99
Author(s):  
E.V. Tretyak
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Equal Access ◽  
Children With Special Needs ◽  
Access To Education ◽  
Special Educational Needs ◽  
The World

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

scholarly journals Ukrainian model of implementation of inclusive education

2021 ◽  
Vol 2 (2 (340)) ◽  
pp. 287-297
Author(s):  
Veronika Yesina ◽  
◽  
Olha Shirobokova ◽  
Olena Malovichko ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Boarding School ◽  
Educational Needs ◽  
Educational Environment ◽  
Equal Access ◽  
Access To Education ◽  
Special Educational Needs ◽  
Approach To Learning ◽  
Inclusive Approach

The level of development of society, achievements in the establishment of the principles of humanism and democracy can be determined in relation to children with special needs. The article touches upon the problem of introducing an inclusive approach to learning in the educational environment. The inclusive model is an alternative to the boarding school system (special education) and provides for equal access to education for students with special educational needs, creates conditions in which they study in the general educational environment at the place of residence. In recent years, Ukraine has been actively developing inclusive education and creating common approaches to the education of children with special educational needs, according to which every child is covered by learning, adapted and successfully socialized in society.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Psychological enlightenment of subjects of the inclusive educational process

2021 ◽  
pp. 87-93
Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Organization ◽  
Thematic Content ◽  
Inclusive Practice ◽  
Research Activities ◽  
Different Ages ◽  
Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

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