INFORMATION SERVICE FOR USERS WITH SPECIAL EDUCATIONAL NEEDS

Free Access ◽

Effective Implementation ◽

Favorable Conditions ◽

To Receive ◽

Physical Accessibility

Purpose. The article is aimed at the analysis of the current problem of the higher educational institutions, namely the creation of favorable conditions for teaching students with special educational needs. Methodology. Benchmarking – study and analysis of the experience of university libraries and other organizations. Formation of requirements for support of this category. Result. Creation of comprehensive assistance in learning and conditions conducive to the successful adaptation of students, their psychological rehabilitation and personal development in society. Therefore, one of the priority areas of libraries’ work is adaptation to learning, library and information services for users with special needs, providing them with free access to information, exercising their rights to receive quality services. Conclusions. Creating a virtual information space, ensuring physical accessibility, staff training contributes to the effective implementation of the tasks and motivating this category of users to personal adaptation and learning.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

INTEGRATION OF DISABLED PEOPLE IN LITHUANIA PROBLEMS AND PERSPECTIVES FROM THE EDUCATION POINT OF VIEW

10.17770/sie2013vol2.579 ◽

2015 ◽

Vol 2 ◽

pp. 265

Author(s):

Rita Virbaliene

Keyword(s):

Special Education ◽

Physical Environment ◽

Teaching Assistants ◽

Educational Needs ◽

Point Of View ◽

Disabled People ◽

To Receive

The article analyses the dynamics of the integration of childrenwith special educational needs to Lithuanian general educational institutions by year 2003-2012. Special education is often realized only like a formal transfer of childrenwith special educational needs from one institution to another, without giving sufficientlyqualified help. General educational institutions aren‘t always ready to educate disabled child, because not always a physical environment, educational andcompensatory remedies are adapted. Are teachers ready to receive children with special educational needs, are teaching assistants contained in schools?

Percepción de competencia para la atención de alumnos con necesidades educativas especiales en Educación Física: la voz de estudiantes universitarios de España y Reino Unido (Perceived competence to teach students with special educational needs in Physic

Retos ◽

10.47197/retos.v0i39.79498 ◽

2020 ◽

pp. 372-378

Author(s):

José Campos Granell ◽

Ramón Llopis Goig ◽

Marc Gimeno Raga ◽

Anthony Maher

Keyword(s):

Professional Training ◽

Educational Needs ◽

Bachelor's Degree ◽

Practical Training ◽

Continuous Training ◽

University Teachers ◽

Sports Sciences ◽

Estudiantes Universitarios

La atención a personas con necesidades especiales tiene una particular relevancia en el campo educativo. El presente estudio recoge las opiniones y las percepciones de estudiantes universitarios del Grado de Ciencias de Actividad Física y del Deporte de centros públicos de España y Reino Unido sobre la formación recibida en el Grado sobre atención a alumnos con necesidades educativas especiales (NEE). Los datos provienen de un cuestionario cumplimentado por 457 estudiantes de ambos países que se encontraban en su último curso del Grado/Bachellor universitario. Los resultados vienen a demostrar que la calidad de la formación en NEE es el factor que más influencia ejerce en la autopercepción de capacidad científica y profesional para abordar la atención a las NEE. También, se observa la existencia de una importante influencia de la experiencia personal adquirida en materia de NEE y, en menor medida, aunque también de modo significativo, el predominio de la formación práctica sobre la teórica en materia de NEE. Por países, el porcentaje de estudiantes que declaran que sus centros conceden una alta importancia a la formación en NEE es mayor en la muestra de estudiantes ingleses que de españoles. Además, se han encontrado diferencias significativas en función del país de procedencia en los tres componentes detectados demostrándose que los estudiantes españoles, a diferencia de los ingleses, tienen la percepción de que su nivel de capacitación profesional es mayor, que existe una mayor necesidad de formación, y de que la preparación del profesorado para la integración también es mayor. Los resultados plantean la necesidad de seguir centrando los esfuerzos en mejorar la formación en el campo de las NEE, dotándola de una mayor capacidad de integrar a este colectivo de estudiantes, tanto en sus contenidos teóricos como prácticos. Algo que debería también aplicarse a las actividades de formación continua que ofertan los organismos e instituciones educativas oficiales dirigidas al profesorado no universitario. Abstract. Centering attention on people with special educational needs and disabilities (SEND) has relevance to the educational field. The present study gathers the views of university students studying a Bachelor’s Degree relating to Physical Activity and Sports Sciences at public universities in Spain and United Kingdom (UK). Focus is placed on the training received relating to students with SEND. The data came from a questionnaire completed by 457 students from both countries who were in their last year of Bachelor’s Degree. The results show that the quality of training in SEND is the factor that most influences self-perceptions about scientific and professional capacity to address disability and SEN. Furthermore, personal experience in SEND matters also show an important influence and, to a lesser extent, although also significantly, the predominance of practical training over theoretical knowledge. The percentage of students who declare that their Bachelor’s Degree gives high importance to training in SEND is higher in the sample of UK students. In addition, significant differences have been found over the three components detected, demonstrating that Spanish students, unlike UK students, perceive that their level of professional training is higher, despite there being a greater need for training, and that the preparation of teachers for integration is also greater. Results suggest the necessity to continue focusing efforts on improving training in the field of SEND, providing it with higher levels of inclusiveness, both in its theoretical and practical content. This is something that should also be applied to continuous training offered by official educational institutions addressed to non-university teachers.

Differentiated Approach to Teaching Children with Special Educational Needs

Primary Education ◽

10.12737/1998-0728-2020-30-36 ◽

2020 ◽

Vol 8 (3) ◽

pp. 30-36

Author(s):

R. Markitanova

Keyword(s):

Practical Experience ◽

Educational Needs ◽

School Of Education ◽

Modern Education ◽

Home Based ◽

Approach To Teaching ◽

Limited Health ◽

Mixed Groups

The article discusses the urgent problem for the modern education system of conducting correctional and pedagogical work with different groups of students with limited health opportunities, which arose in connection with the implementation of adapted educational programs in educational institutions of the usual type. The models of correctional pedagogy, its content, methods and forms are analyzed, the practical experience of using a differentiated approach to organizing integrated correctional and developing classes in mixed groups of children with special educational needs is revealed. Based on a study conducted on the basis of the Home-Based School of Education № 381 in Moscow, the specific difficulties encountered by schoolchildren of the first and second grades with various health problems during training are described, and in accordance with this, the principles of their distribution into groups are determined.

Anthropological providing educational services to children with special educational needs

10.31219/osf.io/sc9n7 ◽

2018 ◽

Author(s):

Igor Grygus ◽

Olha Nagorna ◽

Anzhela Nogas ◽

Walery Zukow

Keyword(s):

Inclusive Education ◽

Children With Disabilities ◽

Educational Needs ◽

Educational Services ◽

Qualitative Composition ◽

Rehabilitation Center ◽

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.

SOME EXAMPLES OF TARGETS IN THE CURRICULUM Input Targets The school meets statutory requirements in the delivery and assessment of the curriculum: (Quotes from Ofsted, 1995, are from the Guidance on Inspection — page numbers are quoted from the version for secondary schools but are also in the versions for primary and special schools) • The curriculum meets statutory requirements to teach the subjects of the National Curriculum, religious education and sex education, where these apply (p. 78). • The governing body is monitoring pupil progress. • The curriculum displays breadth — all pupils come into contact with all areas of learning. • The curriculum displays balance — each area of learning is given appropriate attention. • The curriculum is relevant to the needs of all pupils. • The curriculum displays different kinds of provision for each pupil. • The curriculum displays progression for all pupils. • The curriculum displays continuity for all pupils. • The curriculum promotes pupils’ intellectual, physical and personal development and prepares pupils for the next stage of education, training or employment (ibid). • The curriculum provides equality of access and opportunity for pupils to learn and to make progress (ibid). • The curriculum meets the requirements of all pupils on the school’s Code of Practice special educational needs register (ibid). • The curriculum is planned effectively (ibid). • The curriculum is enriched by extra-curricular provision, including sport (ibid). • The curriculum includes, for pupils of secondary age, careers education and impartial guidance, drawing on the careers service (ibid). • There are effective systems for assessing pupils’ attainment (ibid). • Assessment information is used to inform curriculum planning (ibid).

Targets for Tomorrow's Schools ◽

10.4324/9780203025277-12 ◽

2002 ◽

pp. 62-62

Keyword(s):

Secondary Schools ◽

Religious Education ◽

Sex Education ◽

Personal Development ◽

National Curriculum ◽

Educational Needs ◽

Curriculum Planning ◽

Special Schools ◽

Code Of Practice

Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка ◽

EXPANDING THE PROFESSIONAL PEDAGOGICAL PROFILE OF TEACHER FROM PROFESSIONAL (VOCATIONAL) EDUCATION SCHOOL UNDER THE CONDITIONS OF INCLUSION

10.32835/2223-5752.2019.19.11-17 ◽

2019 ◽

pp. 11-17

Author(s):

Nataliia Sysko

Keyword(s):

Vocational Education ◽

Inclusive Education ◽

Informal Education ◽

Educational Needs ◽

Vocational Education And Training ◽

Full Time ◽

Education School ◽

And Training

Relevance: persons with special educational needs require professional qualifications. This leads to theactualization of the issue of expanding the professional and pedagogical profile of the teacher of the P (V) Eschool and the inclusive competence acquisition.Aim: to analyze the legal documents on the provision of inclusive education in the system of vocationaleducation and training and study the needs of teachers of P(V)E school in the formation of inclusive competence.Methods: theoretical (analysis, synthesis, generalization); empirical (interviewing methods, conversation).Results: it has been found out that the problem of expanding the professional and pedagogical profile of theteacher of the professional (vocational) education school in the direction of his inclusive competence development needs to be addressed. It has been established that the creation of the barrier-free educational environment and the architectural accessibility of facilities in educational institutions for education applicants with special educational needs is necessary. The vast majority of teachers require the specially organized training on issues of inclusion introduction. It has been defined that teachers identify such forms of increasing the inclusive competence as training, specialist counseling and full-time targeted courses. The experience of forming the inclusive competence of teachers through the introduction of formal, non-formal and informal education has been presented. It has been stated that it is important to establish cooperation between educational institutions and regional inclusive resource centers. It has been proved that teachers need assistance in developing an individual curriculum for the education applicants with special educational needs and evaluation of its implementation.Conclusions: the introduction of inclusive education in the system of vocational education and training willgive the opportunity to obtain the working

FOREIGN AND DOMESTIC EXPERIENCE OF PREPARING FUTURE SOCIAL WORKERS TO WORK WITH PERSONS WHO HAVE SPECIAL EDUCATIONAL NEEDS

Educological discourse ◽

10.28925/2312-5829.2018.1-2.5749 ◽

2018 ◽

Author(s):

Hanna Skachkova

Keyword(s):

Social Work ◽

Social Workers ◽

Professional Training ◽

Educational Needs ◽

Practical Training ◽

Social Sphere ◽

The Us ◽

Foreign Universities

In the article analyzes the systems for preparing social workers to work with people who have special educational needs in universities in the US and Canada. There are revealed features of education in schools of social work at Columbia’s, Michigan’s and other universities. There are indicated experience of Great Britain, France and Germany in preparing future social workers for working with people with special educational needs. In the article considered programs that offer foreign universities in the preparation of future social workers who wish to work with persons with special educational needs. There are described curricula of the higher educational institutions of these countries, which prepare future qualified social workers to work with persons with special educational needs. There are analyzed reasons for the insufficient preparing of future specialists in the social sphere to work with persons with special educational needs. The general features of the process of teaching students of the specialty "social work" in foreign and domestic universities are indicated, among them the continuity of education, multidisciplinarity of training and the diversity of forms of education. The article shows the distinctive features of the professional training of future social workers for working with people with special educational needs, among which emphasis on practical training in foreign universities, the possibility of choosing a narrow specialization in foreign educational institutions and more stringent conditions for admission.

RESEARCH OF PROFESSIONAL READINESS OF STUDENTS OF PSYCHOLOGICAL-PEDAGOGICAL SPECIALTIES TO WORK WITH CHILDREN

The Pedagogical Process Theory and Practice ◽

10.28925/2078-1687.2018.3.7883 ◽

2018 ◽

Author(s):

Oksana Taran

Keyword(s):

Higher Education ◽

Educational Needs ◽

Emotional Stability ◽

Typical Development ◽

Basic Principles ◽

Professional Interaction ◽

Self Confidence ◽

Professional Characteristics

The author has analyzed the issue of professional readiness of students of psycho-pedagogical specialties to work with children. It was emphasized the importance of qualitative training of higher education graduates to productive interaction with children in pre-school, general, special and inclusive educational institutions. The results of the survey of students about their emotional attitude to children with typical development and children with special educational needs, as well as on the personal competences of professional interaction with children, are presented and interpreted. It is found that future specialists are positive about children, but they lack experience of interaction with children with peculiarities of psychophysical development. Future specialists are clearly aware of the basic principles of successful interaction with children and determine the professional characteristics of a specialist who will facilitate contact with the child through interest and affinity, will provide productive interaction with her through knowledge and experience, will form a trusting relationship with the child through the ability of a specialist to listen, hear, and understand. Also, future specialists understand the complexity of interaction with children because of their spontaneity, spontaneity and unpredictability. They are self-critical and indicate the need for them to develop the following professional qualities, namely experience and knowledge, self-confidence, emotional stability and patience, a certain severity, as the ability to set limits and rules for working with children. The priority directions of training of competitive specialists of psychological and pedagogical sphere are determined.

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

The problem of training children with special educational needs in both family and educational institutions

10.24195/2617-6688-2019-3-6 ◽

2019 ◽

pp. 42-49

Author(s):

Nataliia Shylina

Keyword(s):

General Education ◽

Inclusive Education ◽

Education Technology ◽

Time Integration ◽

Educational Needs ◽

Educational Activity ◽

Family Education ◽

Access To Education ◽

Special Educational Needs

The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.

PROFESSIONAL EDUCATION OF PERSONS WITH SPECIAL EDUCATIONAL NEEDS: PROBLEMS AND PROSPECTS FOR CHANGE

Continuing Professional Education Theory and Practice ◽

10.28925/1609-8595.2019.1.3035 ◽

2019 ◽

pp. 30-35

Author(s):

Kornіat Vira ◽

Ostrovska Kateryna ◽

Ostrovskii Ihor ◽

Slobodyan Svyatoslav

Keyword(s):

Vocational Education ◽

Experimental Work ◽

Professional Education ◽

Professional Competence ◽

Educational Needs ◽

Educational Process ◽

Speech Impairment ◽

Educational Innovations

The article reveals the importance of experimental activity in the process of improving and updating the educational process in educational institutions. It is shown that modern pedagogical science is designed to work on the advancement and to offer to the consideration by the Ministry of Education and Science of Ukraine the experimentally tested modern methods, educational technologies, models and systems with the draft normative provision of their introduction into the education system. The introduction of educational innovations across the country should be preceded by an examination of its effectiveness through the experimental and innovative way in the real mode of the educational process of educational institutions. Such activity is carried out on the basis of the Regulations on the procedure for the implementation of innovative educational activities. The purpose, task, content of experimental work on the problem «Scientific and methodical principles of forming the professional competence of people with special educational needs», which will be carried out during 2019-2024 years, is revealed. The content of experimental work of scientists and practitioners consists in theoretical substantiation and experimental verification of organizational and pedagogical conditions for the formation of professional competence of students with special educational needs with mental disorders, with disorders of the spectrum of autism, with speech impairment, hearing, vision, emotional-volitional sphere, support-foot apparatus in the institutions of vocational education. The necessity of training specialists, which, taking into account the social and social condition of people with special educational needs, was able to ensure the formation of their professional competence in vocational (vocational) education institutions, was engaged in the preparation of children with special educational needs for professional self-determination.