Inclusão Escolar: Análise do Processo de Inclusão  na Escola Doutor Severino Alves de Sá, Instituição de Ensino Público  no Município de Salgueiro-PE / School Inclusion: Analysis of the Inclusion Process  at the Doctor Severino Alves de Sá School, Public Education  Institution in the Municipality of Salgueiro-PE

Resumo: O presente artigo tem como principal objetivo abordar o processo de inclusão na Escola Doutor Severino Alves de Sá, uma instituição pública de ensino que tem como proposta um ensino inclusivo próprio para atender aos alunos com deficiências que têm seus direitos garantidos por Lei. Sendo que um dos objetivos específicos deste trabalho é fazer uma análise sobre a historicidade do ensino inclusivo, o aspecto inclusivo no contexto educacional, a formação docente na perspectiva escolar e os benefícios da inclusão escolar para os alunos. Já a justificativa vem ao encontro da temática ser bastante quente e sempre está em discussão no meio educacional. O estudo visa ainda uma explanação bibliográfica sobre o tema apontando, inclusão escolar para pessoas com deficiências. Vale salientar que por muito tempo as pessoas com deficiências foram mantidas segregadas e praticamente privadas de convívio social. Apenas a partir do século XX, quando teve início sua desinstitucionalização e sua educação escolar é que se verificou uma melhor aceitação do deficiente. A problemática presente no artigo vem ao encontro de como se dá a prática do ensino inclusivo mediante teórica descrita no PPP. A metodologia utilizada consiste na revisão bibliográfica sobre o tema e no estudo do Projeto Político Pedagógico (PPP) da referida instituição de ensino. O principal resultado encontrado é que a escola embora tenha como proposta o ensino inclusivo, é perceptível que esse objetivo ainda está em implementação na instituição. Palavras-chave: Inclusão; Deficiência; Escola; Família; Sociedade. Abstract: The main aim of this article is to address the inclusion process at Escola Doutor Severino Alves de Sá, a public educational institution that proposes an inclusive education to serve students with disabilities who have their rights guaranteed by law. One of the specific objectives of this work is to carry out an analysis of the historicity of inclusive education, the inclusive aspect in the educational context, teacher education from a school perspective and the benefits of school inclusion for students. The justification, on the other hand, is in line with the fact that the theme is quite hot and is always under discussion in the educational environment. The study also aims to provide a bibliographical explanation on the topic, pointing to school inclusion for people with disabilities. It is worth noting that for a long time people with disabilities were kept segregated and practically deprived of social interaction. It was only from the 20th century onwards, when its deinstitutionalization and school education began, that there was a better acceptance of the disabled. The issue present in the article is in line with how the practice of inclusive education takes place through the theoretical described in the PPP. The methodology used consists of a literature review on the topic and the study of the Pedagogical Political Project (PPP) of the aforementioned educational institution. The main result found is that the school, although its proposal is inclusive education, it is noticeable that this objective is still being implemented in the institution.Keywords: Inclusion, Disability, School, Family, Society.

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Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

10.33920/sel-06-2009-03 ◽

2020 ◽

pp. 19-30

Author(s):

V. G. Novikov ◽

E. A. Gridasova ◽

Yu. A. Kulikova ◽

S. A. Gorokhov

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Agricultural Education ◽

Rural Areas ◽

People With Disabilities ◽

Legal Regulation ◽

Rural Residents ◽

Persons With Disabilities ◽

The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

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FEATURES OF THE ORGANIZATION OF THE SOCIOCULTURAL ENVIRONMENT OF INCLUSION IN THE INSTITUTION OF EDUCATION FOR PERSONS WITH DISABILITIES

Bulletin of Taras Shevchenko National University of Kyiv. Social work ◽

10.17721/2616-7786.2020/6-1/2 ◽

2020 ◽

pp. 10-12

Author(s):

М. Vasylieva-Khalatnykova

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Educational Institution ◽

Education Institution ◽

Internal Factors ◽

Persons With Disabilities ◽

Sociocultural Environment ◽

Number Of Factors ◽

National University ◽

Definition Of

The article presents the peculiarities of organization of socio-cultural environment of inclusion in educational institution for a person with disability. Analyzing the definitions of the sociocultural environment has allowed us to form our own definition of the phenomenon for a person with a disability: the sociocultural environment is the environment of people in an educational institution, which includes social groups, information flows, the influence of various public organizations, cultural and educational activities, values and moral qualities of the sub objects, jointly affect the change and formation of internal installations and external characteristics of the object and its socialization. We have developed a model of the sociocultural environment of a disability education institution that includes external and internal factors that affect its components, inputs, and output. The model of sociocultural environment of educational institution for people with disabilities includes external and internal factors that affect its components, input flows and output product. Externally, the sociocultural environment of the educational institution is influenced by a number of factors that can be divided into the following groups: macrofactors, mesofactors, microfactors. The study was attended by 46 students of Taras Shevchenko National University of Kyiv, specialty "Social Pedagogy" aged 17 to 23 years (including 3 students with disabilities) and 8 teachers and employees. Further, all the studies were conducted on the same contingent of students, only the volume of samples from the general population was changed. More than half of students were positive about the development of inclusive education and adoption into their group of students with disabilities, which is a favorable factor in the development of social environment.

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Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽

10.1177/2158244018807791 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880779 ◽

Cited By ~ 2

Author(s):

Edward Asamoah ◽

Kwadwo Ofori-Dua ◽

Ebenezer Cudjoe ◽

Alhassan Abdullah ◽

Joy Ato Nyarko

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Visually Impaired ◽

Educational Institution ◽

Phenomenological Approach ◽

Eastern Region ◽

Inclusive School ◽

Visually Impaired Students ◽

Equal Educational Opportunities ◽

Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

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EDUCATIONAL WORKERS METHODOLOGICAL COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING

PARADIGM OF KNOWLEDGE ◽

10.26886/2520-7474.1(45)2021.11 ◽

2021 ◽

Vol 1 (45) ◽

Author(s):

V. Liubarets ◽

H. Vasylieva

Keyword(s):

Inclusive Education ◽

Educational Institution ◽

Education Institution ◽

Quality Education ◽

School Life ◽

Active Involvement ◽

Inclusive Learning ◽

Level Of Knowledge ◽

General School ◽

Scientific Achievements

The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.

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Policies of pedagogical maintenance of students ready for a safe life in inclusive education

Cuestiones Políticas - Conflictividad política, pandemia de COVID-19 y nuevos paradigmasConflictividad política, pandemia de COVID-19 y nuevos paradigmas ◽

10.46398/cuestpol.3764.15 ◽

2020 ◽

Vol 37 (64) ◽

pp. 210-221

Author(s):

Busygina Tatyana Alexandrovna ◽

Aleksandr A. Korostelev ◽

Elena I. Artemova ◽

Larisa Aleksandrovna Kolyvanova ◽

Tamara Mikhailovna Nosova ◽

...

Keyword(s):

Inclusive Education ◽

Vocational Training ◽

Educational Institution ◽

People With Disabilities ◽

Modern Society ◽

Educational Environment ◽

Middle Level ◽

Safe Life ◽

The Social ◽

Full Life

The article aimed to review some pedagogical policies for the inclusion and a safe life of people with disabilities. Training the preparation of people with disabilities and disabilities for a safe life is more effective within the framework of an accessible and organized educational environment in the educational institution, which guarantees the solution of professional problems in the training of future middle-level specialists. For a safe stay in society. Under the provision of people with health problems for a safe life, we consider the complex subjective property of a person with a disability, which manifests itself when it understands the dangers that have arisen in the educational environment and in various areas of life and we provide a way to overcome them. It is concluded that without an accessible and well-organized educational environment, it is impossible to achieve the result of establishing harmonious relationships between people with disabilities and the social environment that determine their greater disposition for a safe entry into society and a full life in modern society. Particular attention is paid in the process of vocational training for people with disabilities to individualization.

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Socio-Psychological Technologies to Promote the Employment of Students with Disabilities Studying at the University

Uchenye Zapiski RGSU ◽

10.17922/2071-5323-2021-20-2-37-44 ◽

2021 ◽

Vol 20 (2) ◽

pp. 37-44

Author(s):

Elena G. Babich ◽

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

People With Disabilities ◽

Practical Work ◽

Creative Potential ◽

Professional Orientation ◽

The University ◽

Motivation To Work

This article presents an analysis of socio-psychological technologies and practical work on the problems of motivation to work and the promotion of employment of students with disabilities and health limitations throughout their studies at the university. The author describes various technologies for accompanying students at the university, from professional orientation to employment, focusing on the most successful practices. Offers practical solutions to improve the technologies of higher inclusive education, to create equal conditions for students with disabilities and people with disabilities in realizing their creative potential, in socialization, employment and entrepreneurship, in promoting the sociopsychological adaptation of students with disabilities in labor motivation and employment throughout training at the university.

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ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2018-23-174-71-76 ◽

2018 ◽

pp. 71-76 ◽

Cited By ~ 1

Author(s):

Aleksey Yurevich KONOVALOV ◽

Yuriy Nikolaevich KONOVALOV ◽

Esedulla Mallaalievich OSMANOV

Keyword(s):

Physical Education ◽

Inclusive Education ◽

Professional Education ◽

Educational Institution ◽

People With Disabilities ◽

Disabled People ◽

Education Development ◽

Persons With Disabilities ◽

Regional State ◽

Adaptive Physical Education

The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.

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Readiness of Higher Education Institutions Faculty Staff to Work in Inclusive Groups

KnE Social Sciences ◽

10.18502/kss.v5i2.8403 ◽

2021 ◽

Author(s):

Vadim N. Kozlov ◽

Daria F. Romanenkova ◽

Elena I. Salganova

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Professional Training ◽

Higher Education Institutions ◽

People With Disabilities ◽

Teaching Experience ◽

Teaching Staff ◽

Russian Society ◽

Sociological Study

Inclusive education is regarded as a valuable resource for the development of Russian society. Teachers play a distinctive role in its implementation. The study of this role is based on the principles of structural and functional and systemic approaches, as well as the sociology of education, the sociology of culture, pedagogy, psychology, and the monitoring of inclusive education. The empirical basis of the research was formed by the materials of a quantitative, representative sample and sociological study of the readiness of teachers of higher education institutions to work in inclusive groups, in which students with disabilities are studying. A total of 777 teachers from 23 universities in Sverdlovsk, Chelyabinsk, and Kurgan regions were interviewed in November 2019. The analysis showed that most teachers of higher education institutions support the idea of inclusive education, as well as are ready to work in inclusive groups and have a need for professional training on inclusive higher education. The overwhelming majority of teachers of higher education institutions in the region do not experience any particular psychological difficulties and methodological challenges in working with streams and groups with students with disabilities. Teachers with longstanding teaching experience, associate professors, professors, and people with good knowledge of inclusive education express a greater interest in working with inclusive groups. At the same time, a significant number of teachers of higher education institutions in the region do not support the idea of teaching people with disabilities in inclusive groups. Some teachers are not familiar with or lack knowledge in the concept of inclusive higher education, and they also point to psychological and methodological problems when working in inclusive groups, which is particularly characteristic of young teachers and those who have not taken advanced training on inclusive education. In order to increase the role and responsibility of the teaching staff in inclusive education, it is recommended to continue monitoring it by reaching out to every inclusive group, student, and teacher. Keywords: inclusive higher education, monitoring studies, teacher, student, people with disabilities

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CREATING AN IMAGE OF PEOPLE WITH DISABILITIES IN LITERATURE LESSONS

10.36315/2021ead09 ◽

2021 ◽

pp. 104-114

Author(s):

Nikoletta Gulya ◽

◽

Anikó Fehérvári ◽

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Primary Education ◽

Social Groups ◽

People With Disabilities ◽

Negative Attitudes ◽

Disabled Students ◽

Literary Works ◽

Cultural Contexts ◽

Research Results

Inclusive education provides an opportunity for students with disabilities to learn with their non-disabled peers. However, inclusive classrooms do not guarantee that non-disabled students will accept or form friendships with students with disabilities. Therefore, there is a need for intervention that facilitates the acceptance of students with disabilities. Literary works are a readily available resource in education to help students learn about society's diversity and its cultural contexts, as long as they depict these social groups appropriately. This study aimed to identify the different recurring patterns of the disability conception within the content of youth literature in primary education, employing content analysis.The research results reveal that people with disabilities are extremely underrepresented and depicted stereotypically in the examined literary works. This representation can reinforce students' negative attitudes toward people with disabilities. Therefore, the stereotypical content should be clarified and discussed during the lessons.

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Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

The Education and science journal ◽

10.17853/1994-5639-2021-3-156-182 ◽

2021 ◽

Vol 23 (3) ◽

pp. 156-182

Author(s):

V. Z. Kantor ◽

Yu. L. Proekt

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Teaching Practice ◽

People With Disabilities ◽

Educational Process ◽

Integrative Model ◽

Teaching Staff ◽

Disabled Students ◽

University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

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