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.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals VALUE-SEMANTIC ORIENTATIONS OF PARENTS RAISING CHILDREN WITH DISABILITIES WHEN CHOOSING AN INCLUSIVE FORM OF EDUCATION

2021 ◽  
pp. 30-35
Author(s):  
E. Indenbaum ◽  
Y. Lifanteva ◽  
A. Gostar
Keyword(s):  
Socioeconomic Status ◽  
Inclusive Education ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Reliable Data ◽  
Educational Organizations ◽  
Raising Children ◽  
The Family ◽  
Semantic Orientation ◽  
Inclusive Form

The article is dedicated to the assessment of the personal position of parents raising children with disabilities. Studying them becomes especially important if the family chooses inclusive education for their children. The article presents a comparative analysis of the personal positions of parents whose schoolchildren have mild or severe forms of developmental disorders. To obtain reliable data, a social portrait of the families participating in the study was compiled (the education of the parents, their occupation, the socioeconomic status of the family, etc.) was assessed. The value-semantic orientation of the parents, being one of the components of the personal position, was characterized. Their assessment was carried out according to such criteria as adequacy and balance (harmony). The following value-semantic orientation of the parents was revealed: adequate balanced, insufficiently adequate, unbalanced, inadequate. Depending on the identified orientation, recommendations were made for accompanying families raising children with disabilities in general educational organizations. 

scholarly journals Interaction of Social Actors in Inclusive Higher Education: Ethical Risks and Barriers

2020 ◽  
Vol 19 (2) ◽  
pp. 48-55
Author(s):  
O.A. Anikeeva ◽  
◽  
O.O. Afanasyeva ◽  
A.V. Karpunina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
Social Adaptation ◽  
Modern World ◽  
University Professors ◽  
Social Actors ◽  
Professional Activities ◽  
Teachers And Students

the inclusion of people with disabilities in professional activities through inclusive higher education has become a necessity of the modern world. The effectiveness of interactions between different social groups during the educational process is largely due to the level of ethics in the relationships of the subjects. The authors investigated the grounds for inclusion in higher education, its ethical risks and barriers, the readiness of teachers and students to interact in the educational process. The leading theoretical approach was the concepts of inclusion and the social concept of disability, which make it possible to comprehensively consider the issues of socialization and social adaptation of young people with disabilities, including in vocational guidance and professional adaptation. The study was conducted by interviewing students, interviewing university professors, social professionals working in universities. The article presents the results of the study: the problems of vocational and ethical interaction of students in inclusive education were identified, the readiness of teachers and students for inclusive education and the conditions for increasing its effectiveness were assessed. The results can help to improve inclusive education and social adaptation of youth with disabilities.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF STUDENTS FOR PROFESSIONAL ACTIVITIES IN AN INCLUSIVE ENVIRONMENT

2020 ◽  
Vol 1 ◽  
pp. 363
Author(s):  
Anna Khilya ◽  
Olena Kolosova ◽  
Irina Sarancha ◽  
Natala Kazmirchuk
Keyword(s):  
Inclusive Education ◽  
Educational Environment ◽  
Training Methods ◽  
Self Awareness ◽  
Special Educational Needs ◽  
Professional Activities ◽  
Open Questions ◽  
Self Development ◽  
Democratic Dialogue ◽  
Favorable Conditions

In this article, we analyze the modern approaches to the formation of the educational policy of the state of Ukraine on inclusion issues; we partially touch upon the issues of teaching “normotypical” children, children with special educational needs (as defined in the legislation of Ukraine), and “normotypical” children with “situational deviations”. Based on the analysis of the processes of perception and implementation of inclusion in the educational environment, we consider the process of training future specialists using democratic training methods. With the help of such methods, we introduce, as an element of preparation, students' self-development and self-awareness of themselves as individuals who are ready for “open” questions, democratic dialogue. We believe that this is an indicator of the teacher’s professional readiness to “accept” children with special educational needs.The main methods of our research are a theoretical analysis of inclusive education issues, preparing students for work in a “democratic” school; observation, conversation, questionnaires, study of the experience of preparing students for work in an inclusive education.As a result, we highlighted the organizational and pedagogical conditions that allow to: increase the level of professional readiness of students; create the most favorable conditions for the development of inclusive education. 

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.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

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.

IMPLEMENTATION OF MODERN INFORMATION TECHNOLOGIES IN ACCOMPANYING DISTANCE LEARNING OF CHILDREN WITH DISABILITIES AND DISABILITIES

2021 ◽  
Vol 23 (3) ◽  
pp. 18-23
Author(s):  
Maistrika T.I.
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Russian Federation ◽  
Information Technologies ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Educational Process ◽  
Persons With Disabilities ◽  
Developmental Problems ◽  
The Russian Federation

Children with disabilities (HH) and disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. At the same time, the groups of students with disabilities and disabilities are extremely heterogeneous. First of all, this is determined by the fact that such groups include schoolchildren with various disorders: intellect, disorders of the emotional-volitional sphere, vision, hearing, speech, musculoskeletal system, with delay and complex developmental disorders. The Constitution of the Russian Federation and the Law "On Education in the Russian Federation" state that children with developmental problems have equal rights to education with all. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy. Inclusive education is a process of joint education and training of persons with disabilities and normally developing peers. The goal of inclusive education is to implement an individual and differentiated approach to students with disabilities. In the course of such education, children with disabilities can achieve the most complete progress in social development. Thus, the question arises of organizing the learning process with the indicated categories of children. The relevance of the topic under consideration is also determined by the modern possibilities of Internet resources, which cannot but be used in the education system of schoolchildren. This article reveals the features of the implementation of information technologies in the educational process of students with disabilities and disabilities.

scholarly journals Methodology for the formation of university teacher readiness for the digitalization of the educational process

2021 ◽  
Vol 101 ◽  
pp. 03019
Author(s):  
Andrey Vasilevich Leifa ◽  
Natalia Nikolaevna Dvoeriadkina ◽  
Tatiana Aleksandrovna Yurieva ◽  
Natalia Anatolevna Chalkina
Keyword(s):  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Positive Trend ◽  
Electronic Information ◽  
Professional Activities ◽  
Student Teacher Relationship ◽  
Teachers And Students

The article discusses the methodology of forming the teacher's readiness to use the electronic educational environment by immersion technology. The relevance of the study is determined by the challenges of our time. During the pandemic, all educational institutions of the Russian Federation had to switch to distance learning for students. Which presupposes possession of digital technologies by all participants in the educational process. To bridge the «digital divide» in the student-teacher relationship, a methodology has been developed to improve the qualifications of the teaching staff, which allows them to organize their professional activities using digital technologies. The leading method of researching this problem was a pedagogical experiment conducted among teachers and students, which made it possible to identify a positive trend in the willingness of teachers to use the capabilities of the University's electronic information and educational environment based on the results of the proposed methodology. The article clarifies the structure of a teacher's readiness to use the electronic information and educational environment of an educational organization, substantiates the effectiveness of the methodology for the formation of readiness using immersion technology.

scholarly journals Creativity and creative work in children with disabilities

2021 ◽  
Vol 117 ◽  
pp. 01005
Author(s):  
Tamara Gennadievna Bogdanova ◽  
Elena Nikolaevna Morgacheva ◽  
Tatiana Mikhailovna Popova ◽  
Olga Yurievna Sokolova ◽  
Nadia Shamilevna Tjurina
Keyword(s):  
Inclusive Education ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Creative Work ◽  
Impaired Hearing ◽  
Special Educational Needs ◽  
Hearing Impairments ◽  
School Students ◽  
Different Types ◽  
Figure Drawings

The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.

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