Identification of Challenges and Strengths of Children with Special Educational Needs in Their Musical Improvisations

The study of therapeutic uses of musical improvisation can help to improve music therapy assessment which is the aim of this paper. This paper identifies 1. the individual challenges and strengths that may help to deal with problems reflected in musical improvisations of children with special needs and, 2. ways of their identification while listening to the children’s musical expression. Data collected from 180 verbal descriptions of musical improvisations of four children with special needs and then analysed using grounded theory as well as content analysis of documents. It was found that music reflects children’s problems (with mainly bio-behavioural character) as well as their strengths that may be helpful in coping with those problems. Some theoretical guidelines for analysis of musical improvisation and the planning of music therapy intervention were suggested based on these findings.

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FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT

Bulletin of Taras Shevchenko National University of Kyiv. Social work ◽

10.17721/2616-7786.2020/6-1/9 ◽

2020 ◽

pp. 42-46

Author(s):

L. Tokaruk

Keyword(s):

Social Competence ◽

Special Needs ◽

Inclusive Education ◽

Educational Needs ◽

Educational Process ◽

Children With Special Needs ◽

Special Educational Needs ◽

Technical Developments ◽

Ict Tools ◽

The Individual

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

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The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

SPORT AND SOCIETY ◽

10.36836/uaic/fefs/10.21 ◽

2019 ◽

pp. 21-27

Author(s):

Iuliana-Luminita Constantin ◽

Marin Chirazi

Keyword(s):

Special Needs ◽

Special School ◽

Children With Special Needs ◽

Typical Development ◽

Special Educational Needs ◽

Number Of Children ◽

Regular School ◽

Primary Cycle ◽

Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

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Inclusive and Special Education Services in Rural Settings

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1220 ◽

2020 ◽

Author(s):

Jayanthi Narayan ◽

Nibedita Patnaik

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Rural Areas ◽

Urban Areas ◽

Educational Needs ◽

Children With Special Needs ◽

Special Educational Needs ◽

Rural And Remote ◽

Remote Areas ◽

Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

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The Current Situation of the Parents of SEN Students in Lopburi Province, Thailand

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v2i2.24092 ◽

2018 ◽

Vol 2 (2) ◽

pp. 367

Author(s):

Sermsap Vorapanya ◽

Apison Pachanavon

Keyword(s):

Qualitative Research ◽

Public Schools ◽

School District ◽

School Districts ◽

Special Needs ◽

Current Situation ◽

Children With Special Needs ◽

Special Educational Needs ◽

Inclusive Schools ◽

Essential Knowledge

<p>The training aims at: 1) providing essential knowledge to parents of Special Educational Needs (SEN) students in inclusive primary schoolsin Lopburi Provinceand 2) learning the parents’ perspectives on how to presently work with their children with special needs. Eighty-five inclusive schools, from the first and the second school districts participated out of the pool of all regular public schools in LopburiProvince by suggesting parents’volunteer to participate in thesetraining sessions. Two parents of SEN students from each school were allowed to attend the trainings. The first school district had 80 parents attending from 40 inclusive schools, while the second school district had 89 parents joining the training from 45 inclusive schools, equating to 169 totalparticipating parents. Qualitative research reports from the parents’ sharing and brainstorming session emerged into three different themes accordingly: 1) knowing more rights and support for their children, 2) have better knowledge, increase awareness, and a better understanding for living with children with special needs, and 3) managing children with disabilities as if this was a result of their “Bad Karma.”</p>

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EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

ТHE SOURCES OF PEDAGOGICAL SKILLS ◽

10.33989/2075-146x.2018.21.206046 ◽

2018 ◽

pp. 56-61

Author(s):

O. DENYSIUK ◽

D. SULIMENKO ◽

T. DRON

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Educational Institution ◽

Quality Education ◽

Equal Access ◽

Educational Services ◽

Children With Special Needs ◽

Special Educational Needs ◽

National Education ◽

Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single information space for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

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Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

10.5771/9783748924401 ◽

2021 ◽

Author(s):

Sebastian Steinmetz ◽

Michael Wrase ◽

Marcel Helbig ◽

Ina Döttinger

Keyword(s):

Structural Analysis ◽

Young People ◽

Special Needs ◽

Inclusive Education ◽

Education System ◽

Children With Special Needs ◽

Special Educational Needs ◽

Children And Young People ◽

Current State ◽

German States

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

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Implementation of an individual educational route in inclusive practice

SHS Web of Conferences ◽

10.1051/shsconf/20219801019 ◽

2021 ◽

Vol 98 ◽

pp. 01019

Author(s):

Oksana Titova ◽

Margarita Bratkova ◽

Olga Karanevskaya ◽

Elena Gravitskaya ◽

Irma Barbakadze

Keyword(s):

Special Education ◽

Special Needs ◽

Inclusive Education ◽

Educational Needs ◽

Children With Special Needs ◽

Special Educational Needs ◽

Educational Organization ◽

Number Of Children ◽

Advantages And Disadvantages ◽

Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

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The Robotic Construction Kit as a Tool for Cognitive Stimulation in Children and Adolescents: The RE4BES Protocol

Robotics ◽

10.3390/robotics8010008 ◽

2019 ◽

Vol 8 (1) ◽

pp. 8 ◽

Cited By ~ 2

Author(s):

Antonella D’Amico ◽

Domenico Guastella

Keyword(s):

Social Skills ◽

Special Needs ◽

Experimental Studies ◽

Treatment Protocol ◽

Autism Spectrum ◽

Cognitive Stimulation ◽

Children With Special Needs ◽

Special Educational Needs ◽

Construction Kits ◽

Robotic Construction

Through numerous experiences, the robotics has been demonstrated to have good potential in the field of strengthening social skills in children with Special Educational Needs and in particular with autism spectrum disorder. There are still not many experimental studies on the cognitive enhancement and social skills of children with special needs conducted with robotics construction kits that, requiring both the construction of the robot body and the programming of its “mind“, bring into play a multiplicity of cognitive and social skills. For the aforementioned reasons our team from the University of Palermo and from the Center MetaIntelligenze ONLUS developed the treatment protocol RE4BES, which is a collection of guidelines for realizing robotics personalized activities for children with special needs. In this paper, two studies will be described concerning the first application of activities drawn from the RE4BES protocol. The first study concerns the use of the robotic construction kits for the stimulation of visuo-spatial abilities; in the second study the robot construction kits have been used to stimulate the attentional abilities in a child with severe difficulties on focused attention tasks.

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