scholarly journals THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES

2020 ◽  
Vol 4 (4) ◽  
pp. 209-226
Author(s):  
GORDANA STANKOVSKA ◽  
IMRAN MEMEDI
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Right To Education ◽  
The Republic ◽  
The Right

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

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.

scholarly journals PROBLEMS AND SOLUTIONS IN AN INCLUSIVE EDUCATIONAL SYSTEM

2020 ◽  
pp. 149-152
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Equal Treatment ◽  
Special Educational Needs ◽  
Equal Rights ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Problems And Solutions ◽  
The Republic ◽  
The Right

What is inclusive education? It is a process of changing preschool, secondary and higher education that all our children with disabilities can use, assuming that this education can be adapted to their different needs. Inclusive education is based on an ideology that excludes any discrimination against children with disabilities, provides equal treatment for all, but creates the necessary conditions for children with special educational needs. The Constitution of the Republic of Uzbekistan guarantees the right to education for all. Our national legislation also provides for equal rights for persons with disabilities in the exercise of their potential. The state pays special attention to the home education of children with disabilities who are unable to attend school.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals Legal mechanism for ensuring the right to inclusive education in the context of the COVID-19 pandemic in Ukraine and the United States

2021 ◽  
pp. 66-71
Author(s):  
T.V. Shlapko ◽  
O.P Sokolenko
Keyword(s):  
United States ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
The United States ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Right

The article investigates to the study of legal framework securing the right to inclusive education of inclusive education in the context of the COVID-19 pandemic. The authors of the article analyze the statistics of the effectiveness of distance learning to study the state of the organization in general secondary education distance learning in quarantine, introduced to prevent the spread of acute respiratory disease COVID-19 in Ukraine and the United States. It is proved that children with special educational needs need an individual approach to the organization of inclusive distance learning. At the same, time it is necessary to consider features of each child. The authors of the article pay considerable attention to the characteristics of the recommendations of the Ministry of Education and Science of Ukraine on the organization of the educational process in general secondary education institutions during quarantine by the way of distance education. From the analysis of the recommendations it can be concluded that the main burden during the organization and use of distance learning technologies will fall on the teacher's assistant and student's assistant. In addition, the article examines the features of the educational process with the help of a team of psychological and pedagogical support of a child with special educational needs during quarantine. The article examines the features of inclusive education in different areas of the epidemic level of danger: green, yellow, orange and red. The authors also pay considerable attention to the study of the implementation of inclusive learning using distance education technologies during the pandemic COVID-19, in particular the problem of involving children with special educational needs in the educational process at home. The article contains recommendations for improving the quality of education during the COVID-19 pandemic.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

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.

scholarly journals TRENDS IN THE PROFESSIONAL COMPETENCE OF THE TEACHER FOR ADAPTED PHYSICAL EDUCATION

2019 ◽  
Vol 16 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Adapted Physical Education ◽  
Special Educational Needs ◽  
The Republic

The regulation of inclusive education in the Republic of Bulgaria places new requirements on the professional competence of teachers. Physical education is an integral part of the educational process of children with special educational needs. In this context, the report analyzes trends in the teacher's professional competence for adapted physical education in different countries.

scholarly journals The Teachers' Opinion about Online Learning Process for Children with Special Educational Needs

Educatia 21 ◽  
2021 ◽  
pp. 152-157
Author(s):  
Pavelina Pîrciu ◽  
◽  
Lavinia-Maria Nițulescu ◽  
Gianina-Cătălina Clavac-Prodan ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Virtual Space ◽  
Teaching Staff ◽  
Online Environment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Functional Variants ◽  
Short Span

Communication in the online environment represents a real evolution for the whole society, hence for the educational system but because the whole change took place in a short span of time, the education has faced an unencountered challenge up to now. Component of the informational society, the educational dynamic and open system promotes nowadays ways of achieving the instructional educational process, offering to the teacher a multitude of organisational and functional variants. However, in the case of children with special educational needs, there are many barriers in the way of achieving their right to education in the virtual space. The present study consisted of achieving an inquiry-based questionnaire, applied to the teaching staff who works in inclusive education centres and to those who have students with different deficiencies and special educational needs in their class. The results of the study highlight both the difficulties and the opportunities of achieving a didactic activity in the online environment for students with special educational needs.

Support for students with disabilities in a period of educational change

2020 ◽  
Vol LXXXI (2) ◽  
pp. 99-107
Author(s):  
Ewa Dyduch ◽  
Małgorzata Trojańska
Keyword(s):  
Students With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Care Plans ◽  
Individualized Care ◽  
Comprehensive Development ◽  
Unlimited Access ◽  
The Republic ◽  
The Right ◽  
The Impact

In Poland, the right to education is guaranteed by the Constitution of the Republic of Poland (Article 70). People with disabilities have full access to the free universal education system. The Act of Educational Law published on the 14th of December 2016 (Journal of Laws 2017, Item 59, Article 1, Point 6 & 7) guarantees free and unlimited access to all types of education to students with special educational needs. This is done in accordance with their cognitive, social, and emotional development, educational needs, and predisposition. They are also granted the right to individualized care plans, approaches, and curricula. Students with special educational needs are offered unlimited access to services specializing in compensation, enhancement, and improvement of their wellbeing. The complex and multifaceted approach that is provided for students with disabilities in education is not only to support their comprehensive development but also to develop skills that will allow them to: successfully communicate (verbally and nonverbally), make their own choices, be creative, solve problems, be able to assess the impact of their actions on their lives and their environment, cope in various situations, build their own system of values and beliefs, and be able to work well with others. Support for students with special educational needs should be individually tailored depending on students' age, type and severity of disability, type of service (educational, rehabilitation, occupational) and also on students' interests, talents, and preferences.

scholarly journals The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

2020 ◽  
Vol 25 (4) ◽  
pp. 233-255
Author(s):  
Aušrinė Pasvenskienė ◽  
◽  
Milda Žaliauskaitė ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Legal Regulation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Students With Special Needs ◽  
The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

Sign in / Sign up

Export Citation Format

Share Document