First steps to literacy: from drawing to writing

2019 ◽  
Author(s):  
Елена Кинаш ◽  
Elena Kinash
Keyword(s):  
Motor Skills ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Elementary Graph

Materials of the manual are relevant and timely methodical literature. The relevance is due to the importance of preparing children with disabilities to master the basic educational activities. This manual can serve as one of the preparatory stages of the formation of children with ovz elementary graph-motor skills for successful mastery of the initial skills of writing. The advantage of this work is its appeal to the needs of practice, detailed elaboration of the specifics of the development of children's graphic skills, as well as the availability of the proposed tasks for children with special educational needs.

scholarly journals Assistance to parents of children with disabilities in the process of counseling

2021 ◽  
Author(s):  
Elena A. Strebeleva ◽  
◽  
Elena A. Kinash ◽  
Keyword(s):  
Developmental Disabilities ◽  
Children With Disabilities ◽  
Education And Training ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Individual Consultation ◽  
And Training ◽  
Children With Developmental Disabilities

The article is devoted to the problems of teaching children with special educational needs, the content presents the results of the analysis of the questions of parents who have applied to specialists (psychiatrist and teachers-defectologists) for psychological and pedagogical power. The most common questions that parents address for individual consultation of children with special educational needs and children with disabilities are systematized. The recommendations to parents on education and training of children with developmental disabilities are revealed.

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.

scholarly journals Anthropological providing educational services to children with special educational needs

2018 ◽  
Author(s):  
Igor Grygus ◽  
Olha Nagorna ◽  
Anzhela Nogas ◽  
Walery Zukow
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Institutions ◽  
Educational Services ◽  
Qualitative Composition ◽  
Rehabilitation Center ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Special Child

In pedagogical circles always having the discussion concerning the effectiveness, feasibility of one or another form of training. A difficult issue is the differentiation of the psycho-medico-pedagogical commissions on the selection of programs and learning, educational institution. Thus, the actual research of the education of children with special educational needs on the example of educational institutions of Rivne.Research objective: to study the formation of the system of education for children with special educational needs. Research objectives: 1. To conduct a systems analysis of the scientific literature on the topic of research. 2. Examine the network of inclusive schools in Rivne. 3. Analyze the provision of educational services to children with disabilities in Rovno educational and rehabilitation center "Special Child". 4. Synthesize statistical information and reveal the dynamics of qualitative and quantitative nosology of children with disabilities in schools.Research methods: theoretical analysis of literary sources, summarizing statistical data of educational institutions of city Rivne. Analysis of the changes of the quantitative and qualitative composition of the inclusive class allows you to infer that children with special educational needs enrolled in inclusive classrooms for nosology violations observed a certain imbalance. So, the advantage for inclusive education is given to students with cognitive and reports violations. Almost twice smaller number of children in violation of the locomotor and hearing. Significantly fewer students with disorders and mental retardation. Not specified such diagnoses as an autistic spectrum disorder and down syndrome. Obviously, these were incorporate into the category of violations.Data analysis allows us to draw conclusions that the implementation of the State programme concerning the staffing system of inclusive education is effective, but does not provide the full needs of schools in all members of the interdisciplinary team of rehabilitation support a child with special educational needs. In particular, not all educational institutions are equipped properly to ensure the needs of the child and the implementation of a full-fledged correction support; not organized by specialized facilities, inadequate rehabilitation equipment, special furniture for pupils with impaired function of the musculoskeletal system; missing tiflocorrection means, tiflopedagog; the physical therapist is not available in all schools.Conclusions. The analysis of this problem leads to the following conclusions: in the scientific and methodical sources analyzed the effectiveness and usefulness of various forms of educational services for children with special needs. Analysis of inclusive classes shows positive dynamics of this process and increase the number of pupils with impaired psychophysical development in secondary schools.Experience of the Rivne training and rehabilitation center "Special Child" and confirms that as a result of the implementation of inclusive education in school has increased the number of children with complex disabilities development, accompanied by intellectual retardation and existing disabilities. Therefore, special educational institutions should be multiprofile that will provide your child with special educational needs education and obtaining proper corrective rehabilitation support.Due to the focused State policy implementation of the inclusion in the General space training and re-training of teachers contributed to the increase in the number of pupils with special educational needs, allowed to expand as the quantitative and qualitative composition inclusive classes.Prospects of the further researches. There is an objective need for further study of the entire complex of issues related to the implementation of the right to education of children with disabilities. In particular, no special educational institutions, with the possibility of teaching a child with disabilities in comprehensive school essential not making are the problem of ensuring the continuity of rehabilitation.

How exceptional is Special Education?

2020 ◽  
Vol 35 (1) ◽  
pp. 85-94
Author(s):  
Poulomee Datta
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Present Review ◽  
Special Educational Needs ◽  
Historical Trajectory ◽  
Changing Attitudes ◽  
Over Time

The present review traces the historical trajectory of special educational needs and disabilities, depicting the changing attitudes towards children with disabilities over time. The tracing of the history presents how special educational needs evolved and was broadened instead of categorization and labelling. The meaning and nature of special education is reviewed with concrete examples. The concept of special education from mild to severe, transitory to permanent and specific to global are presented. Finally, how special education encompasses professionals, curriculum, resources with environmental and educational modifications are provided.

scholarly journals Improving fine motor skills in children with special educational needs by occupational therapy

Pediatru ro ◽  
2020 ◽  
Vol 1 (57) ◽  
pp. 6
Author(s):  
Bogdan Almăjan-Guţă ◽  
Amalia Cuceu ◽  
Petru Eugen Mergheş ◽  
Narcis Ion Văran
Keyword(s):  
Occupational Therapy ◽  
Motor Skills ◽  
Educational Needs ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Special Educational Needs

scholarly journals Engagement of Children with Special Educational Needs in Accordance with the Routines-Based Model

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Sylwia Wrona ◽  
Kamila Wrona
Keyword(s):  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
School Year ◽  
Developmental Age ◽  
Study Results

Engagement of a child with SEN during therapeutical and educational activities is important in terms of their development. This construct can be understood as the time the child spends interacting with adults, peers and materials, in a manner appropriate for their developmental age. Routines-Based Model is one of the methods which particularly promotes engagement.This study aims at measuring the level of engagement in certain preschool routines and its changes during the school year. The article consists of two parts; the first one presents issues connected with defining and identifying the levels of engagement, the second one discusses the studies connected with determining the level of engagement of children with special educational needs in the process of education.The analysis of study results indicates that children in the tested group achieve the highest scores in overall engagement and engagement with materials. The highest level of engagement throughout the year has also been observed in those categories.

scholarly journals DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
Vol 1 (10) ◽  
pp. 106
Author(s):  
Simas Garbenis ◽  
Renata Geleziniene ◽  
Greta Šiaučiulytė
Keyword(s):  
Emotional Intelligence ◽  
Age Differences ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Older Students ◽  
Educational Activities ◽  
Inner Self ◽  
Inclusive Schools ◽  
Self Knowledge ◽  
Intelligence Development

<p>TThe aim of the study is to analyse teachers’ opinion about the development of emotional intelligence in students who have special educational needs in inclusive schools. The method of the questionnaire survey was chosen to achieve the research aim. The study employed two developed questionnaires based on the principle of <em>Likert </em>scale (1-5). The questionnaires were developed for teachers according to the parts of the structure of trait emotional intelligence for students aged 7 to 12 and 13 to 17 years. Questionnaires potentially reveal teachers’ opinion about several aspects of emotional intelligence development: how and how often teachers assess, organize targeted and non-targeted educational activities for individual parts of the structure of students’ emotional intelligence and promote awareness of their importance. After conducting the research, it was found that the development of parts of the structure of emotional intelligence was carried out differently depending on students’ age. Differences were recorded both between the developed parts of the structure and between applied educational activities. Both statistically significant and insignificant research data were obtained and it was found that the development of emotional intelligence for younger students was more oriented to their inner self-knowledge; while for older students, to the aspects of socialization. </p>

scholarly journals ART-THERAPEUTIC METHODS OF A MUSIC TEACHER’S WORK

2020 ◽  
pp. 108-118
Author(s):  
V. Burnazova ◽  
O. Kostievych
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
Motor Skills ◽  
Educational Institution ◽  
Educational Needs ◽  
Fine Motor ◽  
Modern World ◽  
Special Importance ◽  
Special Educational Needs ◽  
School Students

The article examines the problem of improving the psychophysical health of primary school students. The development of their musicality through a combination of visual, auditory, tactile, and motor sensations in the process of making music is described. Improvement of speech, coordination of movements, and fine motor skills of hands, emotional and sensory sphere is analyzed. It is the integration of children with mental and physical disabilities into the general educational space that is one of the areas of humanization of the entire education system and meets the priorities of public policy.The role and features of the use of art-therapeutic methods in the work of a teacher of music/art to create a comfortable environment for the formation of a comprehensively developed personality of the applicant of primary education are analyzed. Primary school is of special importance. As a child's psychological stability, personality traits, and character are formed during this period of their development. The experience of a specialist-practitioner of general secondary educational institution №52 in Mariupol was used, who for many years successfully implements art-pedagogical methods and techniques in music/art lessons and extracurricular activities in primary school, which contribute to the development of the emotional sphere of students with special educational needs. Psychophysical conditions, the formation of stable interest, and love for music are presented. Removal of neuropsychiatric overload, restoration of positive emotional and energetic tone is revealed. The creation of such conditions will ensure high-quality mastering of art by junior schoolchildren with special educational needs, as well as contribute to their spiritual, moral, and psychophysical development, which is relevant in the modern world.

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