scholarly journals Optimization and Personalization of the Educational Environment for Children with Special Educational Needs

2020 ◽  
Vol 26 (3) ◽  
pp. 162-168
Author(s):  
T. Yu. Bystrova ◽  
◽  
L. V. Tokarskaya ◽  
Keyword(s):  
Educational Needs ◽  
Educational Environment ◽  
Special Educational Needs

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

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 Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

Possibilities preparation of future specialists in hue to the system of inclusive education at school

2020 ◽  
Vol 42 (1) ◽  
pp. 72-77
Author(s):  
Gulshat Shugaeva ◽  
◽  
Nazerke Shmankyzy ◽  
Keyword(s):  
Social Development ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Self Determination ◽  
Special Educational Needs ◽  
Modern Education

This article discusses the possibilities of training future specialists in the system of inclusive education at school. Inclusive education makes it possible to provide comprehensive systemic assistance in the socialization of a child with special educated needs. The resource of educational and social development is closely connected not only with the capabilities of the child and his family, but primarily with the capabilities and resources of the educational environment itself, which includes various actors. The inclusion of a child with special educational needs in the mass educational environment greatly enhances the potential for the development and self-determination of such a child in modern education. The possibilities of the educational environment in the context of the implementation of inclusive education are incomparably higher than the possibilities of the traditional psychological and pedagogical support (psychocorrectional, psychotherapeutic) of children with special educational needs and their families.

scholarly journals ШКОЛЫ С РАЗНЫМ ИНДЕКСОМ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ: РЕЗУЛЬТАТЫ ИССЛЕДОВАНИЯ С ИСПОЛЬЗОВАНИЕМ ШКАЛЫ SACERS

2020 ◽  
Author(s):  
Elena Ivanova ◽  
Irina Vinogradova ◽  
Oksana Nesterova ◽  
Elizaveta Mayakova
Keyword(s):  
Extracurricular Activities ◽  
Quality Index ◽  
Educational Needs ◽  
Training And Development ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Creation ◽  
Educational Conditions

Введение. Проблема повышения качества образования актуализирует вопросы оценки и развития образовательных условий в образовательных организациях в целях обеспечения равных образовательных возможностей для всех обучающихся. Материал и методы. Исследование образовательной среды московских школ осуществлено с применением международной шкалы SACERS на рандомной выборке из 58 структурных подразделений образовательных комплексов, расположенных в восьми административных округах города Москвы. Результаты и обсуждение. Данные, полученные в ходе исследования образовательной среды, свидетельствуют о достаточном потенциале московских школ в плане взаимодействия между субъектами образовательного процесса, положительных тенденциях в обеспечении вариативности программ дополнительного образования и внеурочной деятельности, благоприятных условиях, созданных в системе московского образования в плане профессионального развития педагогов. При этом в московских образовательных учреждениях имеются ограничения в плане обеспечения необходимыми условиями обучения и развития обучающихся с особыми образовательными потребностями. Установлено, что школы разных районов Москвы и даже корпусов одного образовательного комплекса различаются в плане обеспечения равными образовательными условиями. Наибольшие различия выявлены в таких компонентах образовательной среды, как организация внеурочной деятельности, дополнительного образования и предметной среды для различных видов деятельности, создание условий для обучения и развития обучающихся с особыми образовательными потребностями. В школах с более высоким индексом качества образовательной среды имеются достаточно однородные образовательные условия, которые обеспечивают относительно равный доступ к качественному образованию в сравнении с группой структурных подразделений с менее высоким индексом качества образовательной среды. Заключение. Качество образовательной среды московских школ обеспечивается содержательными компонентами, связанными со взаимодействием участников образовательного процесса, организацией учебного процесса и созданием условий для профессионального развития педагогов. Различия в сравниваемых образовательных организациях, определяющие неоднородность образовательных условий, связаны с такими характеристиками, как вариативность или единообразие в использовании ресурсов, наличие ресурса или его активное использование, систематичность работы или фрагментарность, ориентация на нормы контроля.Introduction. The problem of improving the quality of education actualizes the issues of assessment and development of the educational conditions in educational organizations in order to ensure the equal educational opportunities for all students. Material and methods. We used the SACERS international scales for studying the educational environment in Moscow schools. Located in eight areas of Moscow 58 structural units of educational complexes (sample) took part in the survey. Results and discussion. Such items as interaction between the parents, the teachers and the administration of the school, the variability of the education programs and extracurricular activities, good conditions for the professional teachers’ development showed the great result. At the same time, there are some confines in providing the necessary conditions for training and development for the students with special educational needs. It was established that schools differ in providing equal educational conditions. The greatest differences are in such components of the educational environment as the organization of extracurricular activities, additional education and the subject environment for various types of activities, the creation of conditions for training and development of the students with special educational needs. Schools with a higher quality index of the educational environment have homogeneous educational conditions that provide relatively equal access to the quality education in comparison with the group of schools with a lower quality index of the educational environment. Conclusion. The quality of the educational environment in Moscow schools achieved in the participants’ interaction in the educational process, the organization of the educational process and the creation of the conditions for the professional development for teachers.

scholarly journals УМОВИ САМОАКТУАЛІЗАЦІЇ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

2021 ◽  
pp. 16-19
Author(s):  
Ю. Д. Бойчук ◽  
А. В. Боярська-Хоменко
Keyword(s):  
Higher Education ◽  
Key Words ◽  
Teaching Methods ◽  
Educational Needs ◽  
Educational Programs ◽  
Educational Environment ◽  
Special Educational Needs ◽  
Education Students ◽  
Innovative Teaching ◽  
Self Actualization

The article identifies the problem of self-actualization of higher education students with special educational needs and identifies conditions for effective support of self-actualization of their personality: the use of interactive and innovative teaching methods, inclusion of adaptive disciplines-modules in educational programs, success situations, inclusiveness, congruence optimism, activity, subjectivity. Key words: higher education, educational environment, inclusive educational space, self-actualization.

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