FEATURES OF THE ORGANIZATION OF THE SOCIOCULTURAL ENVIRONMENT OF INCLUSION IN THE INSTITUTION OF EDUCATION FOR PERSONS WITH DISABILITIES

Inclusive Education ◽

Educational Institution ◽

Education Institution ◽

Internal Factors ◽

Sociocultural Environment ◽

Number Of Factors ◽

National University ◽

Definition Of

The article presents the peculiarities of organization of socio-cultural environment of inclusion in educational institution for a person with disability. Analyzing the definitions of the sociocultural environment has allowed us to form our own definition of the phenomenon for a person with a disability: the sociocultural environment is the environment of people in an educational institution, which includes social groups, information flows, the influence of various public organizations, cultural and educational activities, values and moral qualities of the sub objects, jointly affect the change and formation of internal installations and external characteristics of the object and its socialization. We have developed a model of the sociocultural environment of a disability education institution that includes external and internal factors that affect its components, inputs, and output. The model of sociocultural environment of educational institution for people with disabilities includes external and internal factors that affect its components, input flows and output product. Externally, the sociocultural environment of the educational institution is influenced by a number of factors that can be divided into the following groups: macrofactors, mesofactors, microfactors. The study was attended by 46 students of Taras Shevchenko National University of Kyiv, specialty "Social Pedagogy" aged 17 to 23 years (including 3 students with disabilities) and 8 teachers and employees. Further, all the studies were conducted on the same contingent of students, only the volume of samples from the general population was changed. More than half of students were positive about the development of inclusive education and adoption into their group of students with disabilities, which is a favorable factor in the development of social environment.

Inclusão Escolar: Análise do Processo de Inclusão na Escola Doutor Severino Alves de Sá, Instituição de Ensino Público no Município de Salgueiro-PE / School Inclusion: Analysis of the Inclusion Process at the Doctor Severino Alves de Sá School, Public Education Institution in the Municipality of Salgueiro-PE

ID on line REVISTA DE PSICOLOGIA ◽

10.14295/idonline.v15i58.3330 ◽

2021 ◽

Vol 15 (58) ◽

pp. 292-303

Author(s):

Gabriela Gonçalves Pires ◽

Venceslau José Da Silva Filho ◽

Kennya De Lima Almeida

Keyword(s):

Public Education ◽

Inclusive Education ◽

Educational Institution ◽

People With Disabilities ◽

Education Institution ◽

Educational Context ◽

Inclusion Process ◽

The Disabled ◽

Long Time

Resumo: O presente artigo tem como principal objetivo abordar o processo de inclusão na Escola Doutor Severino Alves de Sá, uma instituição pública de ensino que tem como proposta um ensino inclusivo próprio para atender aos alunos com deficiências que têm seus direitos garantidos por Lei. Sendo que um dos objetivos específicos deste trabalho é fazer uma análise sobre a historicidade do ensino inclusivo, o aspecto inclusivo no contexto educacional, a formação docente na perspectiva escolar e os benefícios da inclusão escolar para os alunos. Já a justificativa vem ao encontro da temática ser bastante quente e sempre está em discussão no meio educacional. O estudo visa ainda uma explanação bibliográfica sobre o tema apontando, inclusão escolar para pessoas com deficiências. Vale salientar que por muito tempo as pessoas com deficiências foram mantidas segregadas e praticamente privadas de convívio social. Apenas a partir do século XX, quando teve início sua desinstitucionalização e sua educação escolar é que se verificou uma melhor aceitação do deficiente. A problemática presente no artigo vem ao encontro de como se dá a prática do ensino inclusivo mediante teórica descrita no PPP. A metodologia utilizada consiste na revisão bibliográfica sobre o tema e no estudo do Projeto Político Pedagógico (PPP) da referida instituição de ensino. O principal resultado encontrado é que a escola embora tenha como proposta o ensino inclusivo, é perceptível que esse objetivo ainda está em implementação na instituição. Palavras-chave: Inclusão; Deficiência; Escola; Família; Sociedade. Abstract: The main aim of this article is to address the inclusion process at Escola Doutor Severino Alves de Sá, a public educational institution that proposes an inclusive education to serve students with disabilities who have their rights guaranteed by law. One of the specific objectives of this work is to carry out an analysis of the historicity of inclusive education, the inclusive aspect in the educational context, teacher education from a school perspective and the benefits of school inclusion for students. The justification, on the other hand, is in line with the fact that the theme is quite hot and is always under discussion in the educational environment. The study also aims to provide a bibliographical explanation on the topic, pointing to school inclusion for people with disabilities. It is worth noting that for a long time people with disabilities were kept segregated and practically deprived of social interaction. It was only from the 20th century onwards, when its deinstitutionalization and school education began, that there was a better acceptance of the disabled. The issue present in the article is in line with how the practice of inclusive education takes place through the theoretical described in the PPP. The methodology used consists of a literature review on the topic and the study of the Pedagogical Political Project (PPP) of the aforementioned educational institution. The main result found is that the school, although its proposal is inclusive education, it is noticeable that this objective is still being implemented in the institution.Keywords: Inclusion, Disability, School, Family, Society.

Psychological and pedagogical aspects of personnel training in higher inclusive education

E3S Web of Conferences ◽

10.1051/e3sconf/202017515030 ◽

2020 ◽

Vol 175 ◽

pp. 15030

Author(s):

Marina Skuratovskaya

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Professional Training ◽

Social Adaptation ◽

Component Structure ◽

Education Environment ◽

Definition Of ◽

The University

The article deals with the issue of professional training of students with disabilities in higher inclusive education. Statistical data showing the existing difficulties of obtaining higher education for disabled people are presented. The results of research on the material and technical, organizational, psychological and pedagogical conditions of accessibility of higher education for persons with disabilities are considered. The article analyzes the current pedagogical, socio-psychological and other barriers to training in higher inclusive education. The role of socio-psychological factors in the social adaptation of a disabled student in the educational space of the University is determined. Special attention is paid to psychological and pedagogical aspects of training in terms of inclusive higher education: designing integrated programmes of support for disabled students, the creation of the University rehabilitation-education environment, the definition of criteria for evaluation of universities on inclusive higher education. The article attaches great importance to the formation of an inclusive culture of an educational organization. Approaches to understanding inclusive culture presented in Russian and foreign studies are considered, and its component structure isdescribed.

The Role of the Sociocultural Environment of Inclusion in the Modern Educational Institution

International Journal of Higher Education ◽

10.5430/ijhe.v10n3p211 ◽

2021 ◽

Vol 10 (3) ◽

pp. 211

Author(s):

Nadiia Chernukha ◽

Mariana Mateeva Petrova ◽

Maryna Vasylieva-Khalatnykova ◽

Zoriana Krupnyk ◽

Yuliia Krasilova

Keyword(s):

Social Order ◽

Educational Institution ◽

Modern Society ◽

Holistic Approach ◽

Cultural Environment ◽

Internal Factors ◽

Sociocultural Environment ◽

Definition Of ◽

Conceptual Foundations

The article presents a consideration of the peculiarities of the organization of the socio-cultural environment of inclusion in a modern educational institution. The new conceptual foundations of social order, as stated in the UN Declaration on Social Development, are the ability of modern society to develop on the basis of tolerance, tolerance, condemnation of discrimination, respect for human diversity, equality of opportunity, solidarity and security. It is noted that the basis of such integration is the concept of a holistic approach, which opens the way to the realization of rights and opportunities for everyone and, above all, provides equal access to quality education. It is emphasized that the principle of accessibility, which is leading in the holistic approach of modern social policy and is formulated on the basis of respect for human rights. The aim of the article is to reveal the content of the socio-cultural environment of inclusion in a modern educational institution. The socio-cultural environment of inclusion in a modern educational institution is analyzed. Analysis of the definitions of socio-cultural environment allowed to form our own definition of the phenomenon for people with disabilities: socio-cultural environment - is the environment of people in the educational institution, including social groups, information flows, the influence of various public organizations, cultural and educational activities; jointly influence the change and formation of internal attitudes and external characteristics of the object and its socialization. The peculiarities of the socio-cultural environment of inclusion in a modern educational institution are determined. A model of the socio-cultural environment of an educational institution for a person with a disability has been developed and represented, which includes external and internal factors influencing its components, contribution flows and products.

Guterman L.A. Resource Educational and Methodological Center for the Education of Persons with Disabilities as a Resource for the Development of Inclusion in a University

Psychological-Educational Studies ◽

10.17759/psyedu.2019110305 ◽

2019 ◽

Vol 11 (3) ◽

pp. 57-71

Author(s):

G.G. Saitgalieva ◽

L.G. Vasina ◽

L.A. Guterman

Keyword(s):

Inclusive Education ◽

Education Institution ◽

Disabled Persons ◽

Educational Process ◽

The Russian Federation ◽

Education Of Students ◽

The University

The article analyses the activities of the Resource Training and Methodological Centre for the Education of Disabled Persons and Persons with Disabilities (hereinafter referred to as the RUC) at the university on the basis of which it was established. The data of monitoring studies and questionnaires conducted by the RUC in 2017–2018 on parameters that are today key in assessing the state of higher inclusive education in any university of the Russian Federation are given. The analysis of a condition of the main activities of RUMTs in higher education institution is carried out. On the basis of the generalization and systematization of the data, the specifics of the work of the center within the university on the basis of which it was created are determined. The problems identified as a result of monitoring studies and questionnaires have led to the identification of the main paths of further activities of the RUC at the university on the basis of which it was established. Inclusive education of students with disabilities is the most important factor in the activation of resources of all subjects of the educational process, including structural divisions of the university, which accompany the process of education of this category of students. The synthesis of the types of works implemented in 2016–2018 and the implementation of monitoring studies by the Resource Educational and Methodological Center for the Education of Disabled Persons and Persons with Disabilities of the Ministry of Health makes it possible to speak about the significant role of this center in the development of the inclusive educational environment of the university.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽

10.25159/2663-659x/6966 ◽

2020 ◽

Vol 38 (1) ◽

Author(s):

Dorothy Eneya ◽

Dennis N. Ocholla ◽

Bertha Janneke Mostert

Keyword(s):

Inclusive Education ◽

Assistive Technologies ◽

Equal Access ◽

Disability Policy ◽

Library Services ◽

Access To Information ◽

Education Agenda ◽

The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽

10.1177/2158244018807791 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880779 ◽

Cited By ~ 2

Author(s):

Edward Asamoah ◽

Kwadwo Ofori-Dua ◽

Ebenezer Cudjoe ◽

Alhassan Abdullah ◽

Joy Ato Nyarko

Keyword(s):

Inclusive Education ◽

Visually Impaired ◽

Educational Institution ◽

Phenomenological Approach ◽

Eastern Region ◽

Inclusive School ◽

Visually Impaired Students ◽

Equal Educational Opportunities ◽

Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

EDUCATIONAL WORKERS METHODOLOGICAL COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING

PARADIGM OF KNOWLEDGE ◽

10.26886/2520-7474.1(45)2021.11 ◽

2021 ◽

Vol 1 (45) ◽

Author(s):

V. Liubarets ◽

H. Vasylieva

Keyword(s):

Inclusive Education ◽

Educational Institution ◽

Education Institution ◽

Quality Education ◽

School Life ◽

Active Involvement ◽

Inclusive Learning ◽

Level Of Knowledge ◽

General School ◽

Scientific Achievements

The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.

Readiness for Training Disabled Students in Academic Staff of Universities

Psychological Science and Education ◽

10.17759/pse.2018230208 ◽

2018 ◽

Vol 23 (2) ◽

pp. 68-76 ◽

Cited By ~ 3

Author(s):

N.Y. Sorokin ◽

T.G. Lukovenko

Keyword(s):

Inclusive Education ◽

Academic Staff ◽

Educational Institutions ◽

Teaching Staff ◽

Professional Self ◽

The University ◽

High Degree ◽

Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

10.33920/sel-06-2009-03 ◽

2020 ◽

pp. 19-30

Author(s):

V. G. Novikov ◽

E. A. Gridasova ◽

Yu. A. Kulikova ◽

S. A. Gorokhov

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Agricultural Education ◽

Rural Areas ◽

People With Disabilities ◽

Legal Regulation ◽

Rural Residents ◽

The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

Advances in Religious and Cultural Studies - Social, Educational, and Cultural Perspectives of Disabilities in the Global South ◽

Disability and Education in Cameroon

10.4018/978-1-7998-4867-7.ch011 ◽

2021 ◽

pp. 163-179

Author(s):

R. Ndille

Keyword(s):

Inclusive Education ◽

Significant Volume ◽

Inclusive Settings ◽

Personal Experiences ◽

Living Theory

This chapter draws on the author's own experiences as a student and educator to provide another perspective of inclusive education in Cameroon. It is a call to attention to the day to day challenges that students with disabilities face in acquiring education in inclusive settings in the country. It may suffice for policy to state that education for persons with disabilities is best provided in inclusive environments based on their perceived advantages. However, an on-the-spot appreciation of the experiences of those in the field may reveal alternative results. This may be due to the milieu, the ignorance or negligence of those put as caregivers, and the non/poor implementation of policy. The author argues that while a significant volume of research is available in the country, presenting these experiences through a living theory methodology brings the reader closer to the personal experiences of students with disabilities and persons working with them. It further highlights issues which are often taken for granted when mainstream methodologies are adopted.