scholarly journals Training of pedagogical personnel for inclusive education children with disabilities

2021 ◽  
Vol 98 ◽  
pp. 04005
Author(s):  
Irina Yakovleva ◽  
Sergey Yakovlev ◽  
Vera Khitryuk
Keyword(s):  
Teacher Training ◽  
General Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
New Technologies ◽  
School Teacher ◽  
Project Based Learning ◽  
Professional Activity ◽  
Special Educational Needs ◽  
General School

With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.

scholarly journals ARTICULATION OF THE PROBLEM OF CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION IN THE MODERN PEDAGOGICAL DISKURS

10.23856/4603 ◽  
2021 ◽  
Vol 46 (3) ◽  
pp. 20-27
Author(s):  
Tamila Dzhaman
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Competence ◽  
School Teacher ◽  
Professional Activity ◽  
Practical Implementation ◽  
Primary School Teacher ◽  
Special Educational Needs ◽  
Continuous Training

In this article it was investigated the diskurson the one hand for understanding the modern state of problem`s articulation of continuous primary school teacher training made on the basis of a review of normative documents and literature and inclusive education on the other hand. It was analyzed the evolution of views on (1) education of children with special educational needs and (2) approaches to understanding the teacher training to work in inclusive classes with projection on continuous professional development and conception of continuous education. The analysis of normative international and domestic documents, literature of continuous training of teachers and professional activity in terms of inclusive education, practical implementation in Ukraine, new demands to professional competence of modern teacher allowed us to show a sequence of contradictions. In conclusion, the sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion. Only teacher who is integrated to the system of continuous training and is interested in self-development can integrate principles of inclusive education.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

2021 ◽  
Vol 47 (2) ◽  
pp. 143-152
Author(s):  
М.Р. Osipovskaya ◽  
◽  
О.V. Laukart-Gorbacheva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
Teaching Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Pedagogical Discourse ◽  
The Republic

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

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.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

scholarly journals Professional training of future music art teachers for inclusive education: theoretical and technological aspects

2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Art Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Theoretical Understanding ◽  
Actual Problem ◽  
Technological Support

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

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