scholarly journals Inclusion and Human Resources: Parents’ View and Professionals’ Opinions

2020 ◽  
Vol 17 (2) ◽  
pp. 67-78
Author(s):  
S.V. Alekhina ◽  
E.Y. Klochko ◽  
N.S. Avilocheva ◽  
O.A. Sedykh
Keyword(s):  
Human Resources ◽  
Inclusive Education ◽  
Teaching Staff ◽  
Home Education ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Disabled People ◽  
Priority Direction ◽  
The Russian Federation ◽  
Systematic Development

The article is devoted to the discussion of the results of a survey of parents of children with disabilities conducted by the “All-Russian Organization of Parents of Disabled Children and Disabled People over 18 Years of Age with Mental and Other Disabilities Who Need Representation of Their Interests” (VORDI). The authors discuss the problems that parents say — home education, lack of psychological and pedagogical assistance and special conditions at school, disagreement with the opinion of the psychological, medical and pedagogical commission. The key problem of the education system, in the opinion of the respondents and the authors of the article, is the absence or lack of training of teaching staff who could work in an inclusive education with students with special educational needs. The position is expressed about the need for systematic development of inclusive education resources, and above all human resources. The creation of regional resource centers for the development of inclusive education in the constituent entities of the Russian Federation, providing for retraining and advanced training of teachers, their methodological support, is seen as a priority direction of the state policy in the field of education.

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 6-10
Author(s):  
Kochesokova M.G. ◽  
Nogerova M.T. ◽  
Taukenova L.M. ◽  
Afaunova L.M.
Keyword(s):  
Experimental Model ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Future Teachers ◽  
Formative Experiment ◽  
Raising Children ◽  
Special Children ◽  
And Control

The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.

scholarly journals Readiness of teachers for inclusive education of children with disabilities

2018 ◽  
Vol 55 ◽  
pp. 02005
Author(s):  
Natalia Pershina ◽  
Marina Shamardina ◽  
Natalia Luzhbina
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Children With Disabilities ◽  
Research Problem ◽  
Diagnostic Methods ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Personal Approach ◽  
The Russian Federation ◽  
Favorable Conditions

The research problem is a contradiction between the importance and necessity of implementing the ideas of inclusive education on the territory of the Russian Federation and the creation of favorable conditions for the development and education of children with special educational needs, as well as the insufficient level of readiness of the teachers themselves (one of the main subjects of education) to work in this system. The authors of the article propose a new organizational and personal approach to studying the teachers’ readiness for inclusive education of children with disabilities. The authors’ structure of the teacher’s readiness for the development and implementation of inclusive education in children with disabilities is presented. The practical value of this article is the developed diagnostic methods: “Psychological readiness for inclusive education” and “Assessing the formation of an inclusive culture in educational organizations” and a description of the content components of teachers’ readiness for inclusive education.

scholarly journals The Rehabilitation Potential of the Professional Education of People with Disabilities

2021 ◽  
Author(s):  
A.M. Burkova ◽  
E.S Yagudina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Student Development ◽  
Professional Education ◽  
People With Disabilities ◽  
International Classification Of Functioning ◽  
Special Educational Needs ◽  
Disabled People ◽  
Rehabilitation Potential ◽  
Pedagogical Research

The authors analyze the results of socio-pedagogical research, which is based on the International Classification of Functioning implemented in the process of blended learning of students, bachelors with disabilities and a special medical group of the Tyumen State University. There is the domination of people with disease musculoskeletal system and the cardiovascular system among test subjects. However, 73.0% of students think that they are “practically healthy” and have no special educational needs. There is the revelation of the absence of serious complications in the state of health during an academic year; the possibility of a conscious independent choice of the individually oriented educational trajectory of student development, the understanding attitude of teachers to skipping classes for health reasons in people with disabilities. The results of the research demonstrate a synergistic effect of the inclusive education of disabled people and students with disabilities, high rehabilitation potential of the educational environment of the university. Keywords: physical education, students, disabilities, disabled people, rehabilitation

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 193-198
Author(s):  
B. Baimenova ◽  
◽  
S. Zhubakova ◽  
B. Kiyassova ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Disorders ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Professional Activities ◽  
Pedagogical Competence ◽  
High Level

The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.

scholarly journals Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs

2021 ◽  
Vol 84 (4) ◽  
pp. 19-25
Author(s):  
B.D. Kairbekova ◽  
◽  
A.T. Tashimova ◽  
A.T. Kabbasova ◽  
A.U. Mukhamedzhanova ◽  
...  
Keyword(s):  
Secondary Education ◽  
Vocational Education ◽  
Digital Media ◽  
Inclusive Education ◽  
School System ◽  
Educational Needs ◽  
Educational Process ◽  
Main Issue ◽  
Teaching Staff ◽  
Special Educational Needs

Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necessary reforms in the field of inclusive education in Kazakhstan have a humanistic orientation. Special attention is paid to the education of these children. Monitoring of education reforms in Kazakhstan has revealed persistent negative trends in the physical and mental health of children of all ages. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Purpose: to use the experience of special and integrated education as a technological experience of psychological and pedagogical support of participants in the inclusive educational process. Methods: we used technological maps (created by a teacher for a student), methods of cooperation and methods of joint group learning, methods of mutual learning, method of psychological comfort, methods of teaching social skills, adaptive technologies, accessible digital media, additional communication technologies, technologies for special training and development techniques and methods of "barrier-free environment" ramps, single-storey schools, the introduction of sign language translators, etc. The results, their significance: Our research has shown at the moment that there is also a positive attitude towards access to education for children with special educational needs who have difficulties with motor skills, as well as hearing, speech or vision. The analysis showed that children with musculoskeletal disorders find quick contact with the environment (12,4 %), as well as children with intellectual disabilities - with mental retardation (12,9 %). Hearing and visual impairments are rare among respondents (9,1 %), more children with external impairments (40.5). Thus, 70% of respondents learned about the problem of disability of their children. Only a third of the students at the school had experience and access to communication with a disabled child, who, in our opinion, is not familiar with institutional constraints, especially in the education system.

scholarly journals Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity

2018 ◽  
Vol 8 (4) ◽  
pp. 31-38
Author(s):  
Abdullah Bora Özkara
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Inclusive Education ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Classroom Learning ◽  
Special Needs Education ◽  
The Disabled ◽  
The Government ◽  
French Education System

Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.

scholarly journals Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

2017 ◽  
Vol 30 (2) ◽  
pp. 7 ◽  
Author(s):  
Maria Leonor Borges ◽  
Maria Helena Martins ◽  
Emilio Lucio-Villegas ◽  
Teresa Gonçalves
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Minority Student ◽  
Educational Needs ◽  
Academic Community ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Institutional Support Services ◽  
The University ◽  
Institutional Actors

Com base nos pressupostos da educação inclusiva e crescente democratização do ensino superior temos vindo a verificar a progressiva abertura da universidade a diversas minorias, nomeadamente estudantes com Necessidades Educativas Especiais (NEE). Constata-se que ainda há pouco conhecimento sobre o tema da diversidade e inclusão entre docentes e estudantes, em geral, sendo que os serviços institucionais de apoio aos estudantes com NEE existentes carecem de eficácia em diversos níveis, nomeadamente ao nível das atitudes dos docentes e pessoal não-docente. O que pensam estes atores institucionais sobre a inclusão destes estudantes? Proporcionam as universidades as condições adequadas a esta minoria estudantil? Através de um estudo de caso na Universidade do Algarve, pretendeu-se analisar as conceções e atitudes dos docentes e pessoal nãodocente face à inclusão dos estudantes com NEE no Ensino Superior. Pretendeu-se ainda conhecer quais os desafios que estes atores institucionais assinalam no âmbito da inclusão. Tendo por referência os seus testemunhos, constata-se que, apesar do esforço da instituição em análise, continuam a existir áreas que necessitam de um maior investimento, desde a remoção das barreiras arquitetónicas, ao desenvolvimento de atitudes mais inclusivas da comunidade académica, passando por práticas de ensino aprendizagem e de avaliação, que assegurem a igualdade e equidade.Palavras-chave: Educação Inclusiva; Necessidades Educativas Especiais; Ensino Superior ABSTRACTBased on assumptions of inclusive education and increasing democratization of higher education, the university has been progressively opening up to various minorities, including students with Special Educational Needs (SEN). There is still little knowledge on the subject of diversity and inclusion among teachers and students, in general. Institutional support services to students with SEN need improvement at various levels, namely in terms of the attitudes of teachers and non-teaching staff. What do these institutional actors think about the inclusion of these students? Do the universities provide appropriate conditions to this minority student group? In order to address this issue, we present the results of a study, at the University of Algarve, that aimed to analyze the concepts and attitudes of teachers and non-teaching staff in view of the inclusion of students with SEN in higher education. It was also intended to understand what challenges these institutional actors point out in a context of inclusion. The results presented, with reference to the testimonies of several institutional actors, reveal that, despite the efforts made by the institution, there are still many areas that need more investment: the architectural barriers, the development of more inclusive attitudes of the academic community, teachinglearning practices, and evaluation to ensure equal and fair treatment.Keywords: Inclusive Education; Special Educational Needs; Higher Education

scholarly journals The Teachers' Opinion about Online Learning Process for Children with Special Educational Needs

Educatia 21 ◽  
2021 ◽  
pp. 152-157
Author(s):  
Pavelina Pîrciu ◽  
◽  
Lavinia-Maria Nițulescu ◽  
Gianina-Cătălina Clavac-Prodan ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Virtual Space ◽  
Teaching Staff ◽  
Online Environment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Functional Variants ◽  
Short Span

Communication in the online environment represents a real evolution for the whole society, hence for the educational system but because the whole change took place in a short span of time, the education has faced an unencountered challenge up to now. Component of the informational society, the educational dynamic and open system promotes nowadays ways of achieving the instructional educational process, offering to the teacher a multitude of organisational and functional variants. However, in the case of children with special educational needs, there are many barriers in the way of achieving their right to education in the virtual space. The present study consisted of achieving an inquiry-based questionnaire, applied to the teaching staff who works in inclusive education centres and to those who have students with different deficiencies and special educational needs in their class. The results of the study highlight both the difficulties and the opportunities of achieving a didactic activity in the online environment for students with special educational needs.

FEATURES OF THE FUTURE OF TUTORING FOR THE TEACHER OF CHEMISTRY IN INCLUSIVE EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 91-101
Author(s):  
A.М. Shatayeva ◽  
◽  
L.Х. Makina ◽  
D.А. Batayev ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Functional Limitations ◽  
Social Adaptation ◽  
Access To Education ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Special Support ◽  
The Status

Inclusive education–ensuring equal access to education for all learners,taking into account the diversity of special educational needs and individual opportunities. People with disabilities need to acquire the fundamental knowledge that enables survival in society under the specific demands caused by functional limitations that hinder participation in ordinary education systems. The system of inclusive education represents the system of inclusive education which includes disabled children, in the general education and social adaptation, irrespective of their floor, origin, religion or the status, for elimination of barriers to their children, special support for needs of the state, that is quality of the general education which is focused on effective state policy. Thus, on the basis of inclusive education it is provided to all disabled children equal opportunities and also a deep comprehension of special needs of children with special needs.

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