scholarly journals Educational Process of Families of Children with Special Needs from Diagnosis to Transition: Legal Regulations and Opinions on the Solution of Problems

2021 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Special Needs ◽  
Educational Process ◽  
Children With Special Needs ◽  
Legal Regulations

scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

2021 ◽  
pp. 83-86
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Developmental Disorders ◽  
Speech Disorders ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
The Creation

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

scholarly journals Modern Problems of Studying Art in an Inclusive Environment

2020 ◽  
pp. 20-24
Author(s):  
Aleksandra Vladimirovna Kniazeva
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Educational Process ◽  
Children With Special Needs ◽  
Learning Models ◽  
Education Programs ◽  
Foreign Experience ◽  
Elective Courses ◽  
Special Education Programs

The article focuses on the problems of studying art in the context of inclusion, describes the Russian and foreign experience of education in an inclusive environment. In order to address the issues, it is suggested to expand the content of the existing special education programs, introduce elective courses and extracurriculars, as well as create variatiable intergrative learning models for teachers, which suggest the use of art technologies that effectively include children with special needs into the general educational process.

scholarly journals Formation of an inclusive educational environment of educational institutions

2020 ◽  
Vol 13 (32) ◽  
pp. 1-19
Author(s):  
Chupakhina V. Svitlana ◽  
Lopatynska A. Nataliia ◽  
Proskurniak Olena ◽  
Shevchuk Victoria ◽  
Kozibroda Larysa
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
European Countries ◽  
Educational Institutions ◽  
Special Role ◽  
Children With Special Needs ◽  
Special Educational Needs

An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.

scholarly journals Ethical Regulation as a Problem-Solving Resource Leading to Participant Interaction in the Educational Process in Terms of Integration and Inclusion

2019 ◽  
Vol 23 (3) ◽  
pp. 423-439
Author(s):  
Anastasiya V. Miklyaeva ◽  
Elena K. Veselova ◽  
Galina V. Semenova ◽  
Elena V. Bakhvalova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Professional Ethics ◽  
Educational Process ◽  
Ethical Principles ◽  
Children With Special Needs ◽  
Family Status ◽  
Structured Interviews ◽  
Model Code ◽  
Heterogeneous Class

Introduction. The article is dedicated to analysing the possible ethical regulation of problems that arise during the interaction of participants in the educational process through integration and inclusion (based on the example of teaching children with disabilities and orphaned children in regular schools). The relevance of the article is in its discussion of the trend towards the spread of inclusive and integrative practices in modern Russian education. Materials and Methods. The study was aimed at investigating problems experienced in terms of inclusion and integration in the context of ethical principles of interaction in education. The study involved 391 respondents, all students of regular schools of St. Petersburg and the Leningrad Oblast, in which programs of inclusion and/or integration have been put into practice, as well as their parents and teachers. The problems arising in the interaction of subjects of education in the conditions of integration and inclusion were studied by sociometry (characteristics of the position of special children in the system of interpersonal relations with peers in a heterogeneous class), structured interviews (analysis of the teachers’ attitudes to work in heterogeneous classes) and questionnaires (analysis of the parents’ attitude to teaching their children in a heterogeneous class). Interpretation of the results was carried out by comparing the empirical data with the ethical principles fixed in the Model Code of Professional Ethics of Pedagogical Workers, as well as ethical codes adopted by representatives of related professions. Results. During processes of integration and inclusion, a hidden or obvious social exclusion is observed in every part of interaction during the educational process (“student-student”, “student-teacher”, “student-parent”, “parent-teacher”) and is specified by the following characteristics: discrimination and stigmatisation of children with special needs and their parents; exclusion of children with special needs to the fringes of the social system inside their class; intentional or unintentional information disclosure about the child’s health and/or his family status. The ethical principles that are most often violated in the interaction of participants in the educational process (the principle of respect, the principle of competence, the principle of confidentiality) are highlighted. A theoretical comparison of the items that reveal these ethical principles in the professional codes of doctors, social workers, educational psychologists and the Model Code of Professional Ethics of Pedagogical Workers showed that ethical regulation can become a useful resource for resolving moral conflicts that arise in pedagogical interaction. For this, it is necessary to indicate the principles of respect and competence regarding the conditions of an integrated and inclusive education, as well as to develop special content related to the principle of confidentiality. Discussion and Conclusion. The findings contribute to the development of pedagogical deontology and can be used to clarify ethical principles of interaction in ter ms of integration and inclusion in education.

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

2021 ◽  
pp. 239-244
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
Rapid Adaptation ◽  
Regulatory Documents ◽  
The Individual

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs. It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

scholarly journals Developing and Implementing a Web-Based educational platform for Children with Special Needs

2020 ◽  
pp. 189-200 ◽  
Author(s):  
Fatimah Ali Al Hayek ◽  
Malikah Mohammad Khelaif ◽  
Zahra Ali Al Shaikh ◽  
Hayam Kareem Alshammari ◽  
Muneerah Alshabanah ◽  
...  
Keyword(s):  
Special Needs ◽  
Extracurricular Activities ◽  
Unified Modeling Language ◽  
People With Disabilities ◽  
Educational Process ◽  
Teaching Staff ◽  
Children With Special Needs ◽  
Web Based ◽  
Barriers To Use ◽  
Main Barrier

Web-Based educational platform is now broadly adopted. These platforms are a real opportunities for education of a better quality for a lot of people. Though, people with disabilities are still meeting many barriers to use these systems. In fact, the main barrier is that most accessible Web-Based educational platforms is not available to people with disabilities and doesn’t consider their special needs. In this paper, we present an accessible web-based educational platform for children with special needs from the design step to the implementation. The motive for choosing this idea was the lack of comprehensive educational platforms for children in particular, which bring together children, parents and schools. The proposed platform will support the educational process in schools as the platform contains simplified explanations of what is taught in some school curricula such as numbers, letters and mathematical operations, and also forms a link between the child and his school where it contains worksheets and extracurricular activities that the teaching staff can benefit from. There is also a section for parents that include educational home games and simple books that enhance children's skills and train them on what has been learned. The proposed system was developed using the Unified Modeling Language (UML), ASP.NET , HTML and CSS.

scholarly journals FORMATION OF STUDENTS’ TOLERANT ATTITUDE TO PEOPLE WITH SPECIAL NEEDS

2019 ◽  
Vol 6 (1) ◽  
pp. 60-66 ◽  
Author(s):  
NATALIIA MATVEIEVA
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Creative Work ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Moral Beliefs ◽  
Inner World ◽  
Educational Influence

The article substantiates the relevance of the problem of raising tolerance of younger schoolchildren to people with special educational needs. The analysis of the level of readiness of all members of the educational process for communication, co-stay, education with students with violations in development; specifics of educational influence on younger students on the formation of stable moral beliefs, cultivation of moral features and qualities, development of spirituality, appropriation of values which are essential and necessary in the context of the arrangement of the inclusive, and educational environment of the New Ukrainian School. The emphasis is placed on the need to include students without exception in various activities, organizing and conducting joint creative work, educational events and games for the purpose of disclosing the inner world of children, studying their peculiarities, and strengthening the children's friendship. It is emphasized that observance of a number of requirements can increase the efficiency of the process of raising tolerance towards children with special needs.

scholarly journals INCLUSIVE EDUCATION: ACHIEVEMENTS AND CHALLENGES

2014 ◽  
Vol 5 (2) ◽  
pp. 37-41
Author(s):  
ARMENUHI AVAGYAN ◽  
ARAKSYA SVAJYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
The State ◽  
Educational Process ◽  
Children With Special Needs ◽  
Educational Plan ◽  
Individual Educational Plan ◽  
Inclusive School ◽  
Physical Disorders ◽  
The Republic

In Armenia, children with mental and physical disorders have always been in the center of attention of the state and nation. The system of inclusive education, the statistics of enrollment of children with special needs in the educational process, inclusive education problems and development perspectives in the Republic are introduced as well. Keywords: inclusive school, individual educational plan, socialization, multiprofile team of specialists, educational needs of child, children with special needs.

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