scholarly journals Inclusion in Ukraine: first implementation experience in expert’s assessments

2020 ◽  
Vol 75 (4) ◽  
pp. 113-124
Author(s):  
О. М. Dikova-Favorska ◽  
Keyword(s):  
Secondary Education ◽  
Soviet Union ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Traditional System ◽  
The Soviet Union ◽  
The Social ◽  
Independent Life ◽  
Definition Of

The article considers the situation of inclusive education implementation in general secondary education institutions of Ukraine, which should provide quality education to all applicants. Providing quality and accessible education, including secondary education, realises every individual’s right full, economically independent life through obtaining an education, and the profession later on. This will allow one to become a complete actor in all social processes; it will help overcome social exclusion. The author specifies the definition of exclusion and outlines social groups of excluded, which are represented not only by people with health problems but also by those who find themselves in difficult life circumstances, such as migration, resettlement, and being in a new socio-cultural environment, etc. Special attention is paid to the social group of talented children who require particular professional sensitivity. Paper emphases the peculiarities of the organisation of education of children with disabilities according to the traditional system, which was inherited from the Soviet Union, and forms the idea of changing approaches to the special children’s educational process. The situation regarding the real state of implementing inclusive technology, which was massively initiated in educational institutions of general secondary education, is outlined. The results of expert interviews are analysed, which allows the author to determine the achievements in implementing the concept of inclusion in the educational process; the first challenges faced by direct participants in the inclusive educational process, the main risks and expectations of managers in education. Recommendations for optimising the educational process based on the inclusion are offered.

scholarly journals Policy and Practice in Education Reform in Mongolia and Uzbekistan during the First Two Decades of the Post-Soviet Era

2010 ◽  
Vol 1 (1&2) ◽  
pp. 57-68 ◽  
Author(s):  
John C. Weidman ◽  
Brian Yoder
Keyword(s):  
Soviet Union ◽  
Education Reform ◽  
Educational Reform ◽  
Educational Institutions ◽  
Educational Systems ◽  
Reform Initiatives ◽  
Policy And Practice ◽  
Political Processes ◽  
The Soviet Union ◽  
The Social

This article describes the social, economic, and political processes that have influenced educational reform in two countries of Central Asia since the fall of the Soviet Union in 1991. It compares and contrasts the various educational reform initiatives that have occurred in each country, including legal and policy frameworks, curriculum change, decentralization, privatization, finance, structure, and emphasis of educational systems, and the fit between what is taught in educational institutions and demands of the labor market. A sector-wide framework for education reform is presented to facilitate understanding of the very complex set of processes involved.

The use of tourism technologies in the process of Patriotic education

2016 ◽  
Vol 10 (2) ◽  
pp. 27-32
Author(s):  
Наталья Молчанова ◽  
Natalya Molchanova
Keyword(s):  
Soviet Union ◽  
Adult Population ◽  
Main Idea ◽  
Educational Process ◽  
Educational Opportunities ◽  
Tourism Impact ◽  
Moral Principles ◽  
The Soviet Union ◽  
The Social ◽  
Patriotic Education

The social apathy system came after the dissolution of the Soviet Union and the destruction of the ideological; the recognized moral values, which had been universal for the Soviet people, disappeared. Representation of members of a society about the absolute and unchanging moral principles were not relevant, in this regard, the society grew into a community consisting of small groups, the main idea of which was the satisfaction of personal needs, often unrelated to the needs of society in general. This article focuses on the possibilities of tourist activity in the Patriotic education of citizens. Today the technology of tourism, in the sphere of pedagogical influence, is mainly used in the practice of Patriotic education of the younger generation. However, the volume of tourism impact and its broader educational opportunities cannot and should not be limited exclusively with Junior and youth direction. In modern society there is a need of using the potential of tourist activities in the sphere of Patriotic education not only of youth but also the adult population. Today there is a need for a focused educational process in patriotism, not beyond a reasonable and humanistic perception of reality. Means of tourist activity of cultural-cognitive orientation such as excursions and travel, priority aimed at acquainting with the history and culture of the Motherland, can be an effective tool in the process of Patriotic education.

scholarly journals Development of professional competence of students of pedagogical university for work in conditions of inclusion

2021 ◽  
Author(s):  
Г.В. Дербенева
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Education System ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Institutions ◽  
Education School ◽  
Teachers And Students ◽  
Definition Of

Актуальность статьи обусловлена в рассмотрении проблемы формирования профессиональной компетентности студентов педагогического вуза для работы в условиях инклюзивного образования. Цель статьи заключается в анализе необходимости формирования профессиональной компетентности через комплексное включение студентов педагогического вуза в образовательный процесс и внеучебную деятельность. В статье проведен анализ подходов к определению понятия «профессиональная компетентность». Автором приведено описание опыта практической работы по формированию профессиональной компетентности в работе в условиях инклюзии у студентов Филиала ОмГПУ в г. Таре. Представленные данные проведенной диагностики показывают результативность комплексного подхода в решении проблемы формирования профессиональной компетентности у студентов педагогического вуза для работы в общеобразовательной школе в условиях инклюзии. Статья предназначена для работников системы образования, педагогов, учителей и студентов высших учебных заведений. The relevance of the article is due to the consideration of the problem of forming the professional competence of students of a pedagogical university to work in an inclusive education. The purpose of the article is to analyze the need to form professional competence through the comprehensive inclusion of students of a pedagogical university in the educational process and extracurricular activities. The article analyses approaches to the definition of "professional competence." The author describes the experience of practical work on the formation of professional competence in work in the conditions of inclusion with students of the Branch of the OmSPU in Tara. The presented diagnostic data show the effectiveness of a comprehensive approach in solving the problem of developing professional competence among students of a pedagogical university to work in a general education school in conditions of inclusion. Article is intended for workers of an education system, teachers, teachers and students of higher educational institutions.

scholarly journals Forms Organization of Work With People With Special Educational Needs in China

2021 ◽  
pp. 96-109
Author(s):  
Zeng Guanghai
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Observation System ◽  
Special Educational Needs

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

scholarly journals Inclusive Education Importance and Problems for Students Social Integration

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Veronika V Derzhavina ◽  
Anastasia A. Nikitina ◽  
Alexandr L. Makarov Makarov ◽  
Olga F. Piralova ◽  
Alla A. Korzhanova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Social Mechanisms ◽  
Education Development ◽  
Pedagogical Strategies ◽  
The Social ◽  
Self Worth ◽  
Independent Life ◽  
Current Stage

The article relevance. Modern concepts of education development, recognition of the uniqueness and self-worth of human individuality have led to the search for ways to socialize individuals with disabilities, to the development of new pedagogical strategies aimed at developing ideas of independent life for this category of the population. The research purpose is to study the features and identify ways to improve the quality of inclusive education. Research methods: as a research method, we used a questionnaire survey as a method of collecting primary information, which allows us to identify various aspects related to the problems of formation and perception of inclusive education by participants in the educational process. Research results: the article describes the peculiarity of the current stage of inclusive education development, analyzes the social mechanisms for improving the quality of inclusive education.

scholarly journals Management of educational institutions with inclusive education based on innovative technologies

2021 ◽  
Vol 104 ◽  
pp. 03008
Author(s):  
Tetiana Vakaliuk ◽  
Inesa Novitska ◽  
Igor Verbovsky ◽  
Tetiana Rozhnova ◽  
Valerii Kontsedailo
Keyword(s):  
Inclusive Education ◽  
Innovation Management ◽  
Educational Process ◽  
Educational Institutions ◽  
Necessary Condition ◽  
Educational Management ◽  
Innovative Technologies ◽  
Model Of Management ◽  
Definition Of ◽  
Successful Innovation

The paper analyzes the theoretical and methodological basis of the organization of management of educational institutions, especially in the organization of management of educational institutions with inclusive education based on innovative technologies. Lack of conceptual and operational-practical aspects of management of educational institutions, which leads to spontaneity in the mechanisms of innovation management, lack of definition of target and value aspects of such changes, necessitates the development of a new model of management of educational institutions that would take into account new trends in inclusive education, provided favorable conditions for innovation, asserted humanistic values as a priority in the development of innovative educational space. The paper presents and scientifically substantiates the model of management of educational institutions with inclusive education based on innovative technologies, as well as key components of the organization of the educational process, which determine the areas of management in educational institutions. The algorithm of the introduction of managerial innovative technologies is offered, and also the innovative technologies which are necessary for the realization of the model of innovative management of educational institutions with inclusive training are systematized and analyzed. Analyzing the results of the experiment, it can be argued that innovative technologies are a necessary condition for successful innovation management. The introduction of innovative educational management requires an analysis of all stages of innovation, from the process of preparation to the introduction of innovations; finding out the direction of pedagogical processes, trends in their development, compliance with goals, identifying potential opportunities for the system.

scholarly journals Technologies for the Development of Competencies in Physics in General Secondary Education using Multimedia Resources

2020 ◽  
Vol 9 (3) ◽  
pp. 2677-2684
Keyword(s):  
Secondary Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Methodology ◽  
Psychological Conditions ◽  
Multimedia Resources ◽  
Multimedia Technologies ◽  
Competency Based ◽  
Development Of Competencies ◽  
Definition Of

This article was written with the aim of to develop a technology for the development of physics competencies in general secondary education using multimedia resources. The following tasks are considered in the article as: studying the development of students' competence as an important pedagogical problem based on the study of pedagogical and scientific-methodical literature using multimedia resources; determination of the structure of basic and subject competencies necessary for the development of educational content and student competence, aimed at improving the teaching methodology; the inclusion of selected basic and subject competencies in the content of education and the definition of pedagogical and psychological conditions giving such an opportunity, the improvement of educational and multimedia technologies on the example of the subject of physics; improving models and methods for developing student competence based on general competency-based approaches in relation to basic and subject competencies in educational institutions; organization of lessons with the help of multimedia resources aimed at developing students' competence on the basis of a competency-based approach, and preparing recommendations for their implementation in the educational process

RESTORATION OF THE INFRASTRUCTURE OF YALTA IN 1944

2020 ◽  
Vol 6 (72) (4) ◽  
pp. 24-36
Author(s):  
N. D. Borshchik
Keyword(s):  
Soviet Union ◽  
Food Industry ◽  
Southern Coast ◽  
Recreational Facilities ◽  
Soviet Leadership ◽  
The Soviet Union ◽  
The Social ◽  
Health Resorts ◽  
Post War ◽  
Short Time

The article considers little-studied stories in Russian historiography about the post-war state of Yalta — one of the most famous health resorts of the Soviet Union, the «pearl» of the southern coast of Crimea. Based on the analysis of mainly archival sources, the most important measures of the party and Soviet leadership bodies, the heads of garrisons immediately after the withdrawal of the fascist occupation regime were analyzed. It was established that the authorities paid priority attention not only to the destroyed economy and infrastructure, but also to the speedy introduction of all-Union and departmental sanatoriums and recreation houses, other recreational facilities. As a result of their coordinated actions in the region, food industry enterprises, collective farms and cooperative artels, objects of cultural heritage and the social and everyday sphere were put into operation in a short time.

ELEMENTARY MUSIC IN THE SOVIET UNION: PREREQUISITES FOR IMPLEMENTATION IN THE TRAINING AND EDUCATIONAL SPACE

2020 ◽  
Vol 1 (4) ◽  
pp. 13-19
Author(s):  
V. F. Kochekov ◽  
Keyword(s):  
Soviet Union ◽  
Music Education ◽  
Educational Process ◽  
Music Teacher ◽  
Elementary Music ◽  
Children's Music ◽  
Movement Education ◽  
The Soviet Union ◽  
Carl Orff ◽  
Music Theorist

The purpose of the work is to study historical aspects of the development in the USSR of Elementary Music Education, created by a German teacher, musician and composer Carl Orff. The article substantiates the value of this pedagogical system and the prospects for its use in the training and educational process. The initial stage of the introduction of Elementary Music Method in the Soviet Union and the organization of the Carl Orff Pedagogical Society are considered. As a result of applying theoretical scientific research methods, the main factors that influence the process of introducing a new direction in music education are established. The significance of the unified system of music and movement education created by Carl Orff is defined. The system developed by Russian and Soviet enlightener, music theorist, teacher, performer and public figure Boleslav Leopoldovich Yavorsky correlates with German teacher's system. The author analyzes the reasons for which the system developed by B. L. Yavorsky is not widespread in our country. The significance of the activities of the musicologist, historian and publicist Oksana Timofeevna Leontyeva, an active promoter of the Elementary Music System and the first researcher of Orff-composer and Orff-children's music teacher, is determined. The article stresses the first contacts between Soviet musicians and their German colleagues during the visit to the Carl Orff Institute in Salzburg. Emphasis is placed on the importance of publishing literature describing the content, methods and principles of Elementary Music for Soviet teachers interested in new areas of music education and upbringing. Educational institutions are indicated, in which attempts are made to use C. Orff's methods in classrooms. The author reveals the optimization of processes of introducing domestic musicians to the methods of music and movement education, caused by the arrival in the USSR of foreign experts in the field of musical pedagogics. The role of Lev Vyacheslavovich Vinogradov, one of the first followers of new directions in music education, is priceless, as is the importance of his pedagogical activity and his contribution to the popularization and implementation of the method combining music and movement education.

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