Students with Special Needs and Disabilities: Predicting the Psychosocial Development in a Modern Educational Environment

The article is devoted to the problem of determining of the scientific criteria and factors for predicting the psychosocial development of students with special needs and disabilities in the modern educational environment. The features of the modern population of students with special needs and disabilities would need to be clarified in the context of the emergence of variable forms of education and the introduction of federal state educational standards for such students into Russian educational practice. Axiomatic ideas about typical manifestations of psychophysical developmental disorders in childhood, the criteria for its classification and differentiation would need to be revised on the basis of specially designed complex and prolonged clinical, psychological and educational studies. Authors emphasize the need of clarifying the features, causes and mechanisms of learning difficulties, adaptation and socialization of students with special needs and disabilities, which inevitably undergoing various transformations in a changing socio-cultural environment. According to the main methodological basis of this study — Cultural-Historical Approach, the leading role is given to social factors concentrated in the educational environment, which are currently the least studied. There are no studies based on the long-term monitoring of changes in the specific features in the process of education. Meanwhile, such data would make it possible to assess to the probable influence of social factors on the quality of education and psychosocial development of students with special needs and disabilities, and to clarify their role in changing the phenomenology of impaired development as well. Such data appears to be relevant for analyzing the ratio of the role of bio and social factors in the possible transformations of psychological dysontogenesis and can be seen as a basis for optimizing educational activities, and for increasing the accuracy and credibility of estimates as well. Longitudinal clinical-psychological-pedagogical research conducted in modern educational conditions is considered as a condition for solving the indicated challenges.

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Pedagogy for Sustainable Educational Development of Students with Special Needs: Teacher’s Perspective

Pakistan Social Sciences Review ◽

10.35484/pssr.2019(3-2)62 ◽

2019 ◽

Vol 3 (II) ◽

pp. 806-818

Author(s):

Hina Fazil

Keyword(s):

Special Needs ◽

Educational Development ◽

Students With Special Needs ◽

Teacher's Perspective ◽

Development Of Students

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Students with special needs in the Kazakh educational system

International Journal of Pedagogy Innovation and New Technologies ◽

10.5604/01.3001.0009.5081 ◽

2016 ◽

Vol 3 (2) ◽

pp. 26-31 ◽

Cited By ~ 1

Author(s):

Ewa Kulesza ◽

Laura Butabayeva

Keyword(s):

Soviet Union ◽

Special Needs ◽

Inclusive Education ◽

Core Curriculum ◽

Educational Practice ◽

Successful Implementation ◽

Students With Special Needs ◽

Education Development ◽

The Soviet Union ◽

The Republic

Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.

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Learn From the Situation and Move Forward: A Talk With Deborah Deutsch Smith

Intervention in School and Clinic ◽

10.1177/1053451219847490 ◽

2019 ◽

Vol 55 (4) ◽

pp. 264-268

Author(s):

Randall Boone ◽

Kyle Higgins

Keyword(s):

Special Education ◽

Special Needs ◽

Inclusive Classrooms ◽

Instructional Materials ◽

Federal State ◽

External Funding ◽

Students With Special Needs ◽

New Horizons ◽

Making A Difference ◽

State And Local

Deborah Deutsch Smith is professor emerita in the School of Educational Studies at Claremont Graduate University. She has directed many federal, state, and local projects, receiving more than $40.6 million in external funding to support those efforts. She is the author of 19 textbooks, including Teaching Students With Special Needs in Inclusive Classrooms and Contemporary Special Education: New Horizons, as well as the popular Introduction to Special Education: Making a Difference. She has written over 31 chapters and book supplements, and more than 60 refereed articles and reports, as well as many instructional materials for children.

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O Pacto Nacional pelo Fortalecimento do Ensino Médio: limites e possibilidades da formação e atuação docente no campo da educação inclusiva - The National Pact to Strengthening the Secondary Education: limits and possibilities to formation and acting of teacher in inclusive education area

Revista de Gestão e Avaliação Educacional ◽

10.5902/2318133818865 ◽

2016 ◽

pp. 68

Author(s):

Karlane Holand Araújo ◽

José Melinho de Lima Neto

Keyword(s):

Secondary Education ◽

Special Needs ◽

Inclusive Education ◽

Federal State ◽

Students With Special Needs ◽

Secondary Schooling ◽

Education Politics ◽

Teaching Qualifications ◽

National Pact ◽

Teachers Training

ResumoA ausência do campo temático da educação inclusiva nos cadernos de formação de professores do Pacto Nacional pelo Fortalecimento do Ensino Médio foi suficiente para gerar inquietações, reflexões e o desejo de realizar um estudo teórico, com o objetivo de analisar o alcance dos fundamentos legais da política de educação especial na perspectiva inclusiva, confrontando com as possibilidades e os limites da formação e atuação do trabalho docente no ensino médio propostos no referido pacto. A inclusão de alunos com necessidades especiais no sistema regular de ensino é hoje a diretriz principal das políticas públicas educacionais, tanto a nível federal, quanto estadual e municipal. Então, como justificar a criação de um programa nacional de formação docente para os professores do ensino médio sem levar em consideração o currículo e as práticas de ensino na perspectiva da educação inclusiva? Não seria um paradoxo lançar um pacto pelo fortalecimento do ensino médio excluindo dos encontros, estudos e trocas de experiências entre professores os preceitos básicos a respeito da educação inclusiva? Cada vez mais as escolas recebem alunos com necessidades educativas especiais e sua inclusão nas classes regulares de ensino médio, sem a devida qualificação profissional docente, tende a aumentar os indicadores de evasão, distorção idade-série e reprovação escolar, agravando o quadro de exclusão escolar e, consequentemente, de discriminação social. Não se pode fazer inclusão quando não se consegue sequer incluir no programa de formação docente o campo temático da educação inclusiva. Nesse sentido, com este artigo, espera-se trazer à tona a discussão sobre a exclusão do tema da educação inclusiva no programa de formação de professores do Pacto Nacional pelo Fortalecimento do Ensino Médio e propor a inclusão, em caráter especial, da educação inclusiva como campo temático, sugerindo a produção de um caderno complementar para esse fim.Palavras-chave: educação inclusiva, formação de professores, exclusão.THE NATIONAL PACT TO STRENGTHENING THE SECONDARY EDUCATION: LIMITS AND POSSIBILITIES TO FORMATION AND ACTING OF TEACHER IN INCLUSIVE EDUCATION AREAAbstractThe absence of Inclusive Education thematic field in Teacher’s Education Program of the Pact for Secondary Schooling Strengthening was enough to generate concerns, thinking and the will to start a theoretic study aimed at analyzing the range of Legal fundaments for special education politics on an inclusive perspective. Confronting this perspective with the possibilities and boundaries of teaching training/making in secondary school as proposed in the referred Pact. Inclusion of students with special needs in regular educational system is, nowadays, the main directive on educational public politics in federal, state and municipalities programs. Thus, how is it possible to create a national program for secondary schools teachers’ training not taking into consideration the curriculum and teaching practices in an inclusive education perspective? Would it not seem a paradox to start such a Pact for strengthening secondary schooling, excluding the basic principles of inclusive education from the studies and experiences exchanges that take place in teachers training? More and more students with special needs are enrolling at regular schools, and their placement in regular classes, without the necessary teaching qualifications, tend to increase the evasion rates and the age - grade distortion and failure; aggravating the exclusion pictures at schools; and thus, of social discrimination. One cannot promote social integration, if do not, cannot, also include in teachers training, the thematic field of inclusive education. Seen in these terms, it is expected in this paper, to bring up a discussion on inclusive education in teacher’s training program of Pact for Strengthening Secondary Schooling; proposing the insertion, in particular, of inclusive education as a thematic field, also suggesting the development of complementary material to that end.Key-words: inclusive education, teachers training, exclusion.

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Conceptual View to the Nature of Planning of Younger School Students� Extracurricular Activity in Conditions of the Mastering of Federal State Educational Standard of Primary Education

Standards and Monitoring in Education ◽

10.12737/11211 ◽

2015 ◽

Vol 3 (2) ◽

pp. 30-37

Author(s):

�� ◽

Irina Ivanova

Keyword(s):

General Education ◽

Primary Education ◽

Extracurricular Activities ◽

Rural Schools ◽

Educational Practice ◽

Federal State ◽

Educational Standard ◽

Self Development ◽

Kaluga Region ◽

Development Of Students

Due to the modernization of education system, one of the most important task of educational organizations is to assist in the process of human selfactualization and self-development. According to the Federal state brand-new educational standard , to the �Law on Education in Russia�, and to the national educational initiative �Our new school�, the emphasis in educational practice is gradually shifts towards support for the formation of the personality of the individual, of his capacity for self-realization. As one of the conditions that can provide self-development of students in modern-term educational practice supports extracurricular activities, which today has a special role in the development and education of the younger generation. According to information on launch of FSES of primary education, extracurricular activities should be understood as educational activities carried out in the forms of non-class-lesson, and aimed at achieving the expected results of development of the basic educational program of primary education. The article presents the author´s vision of constructing models, that is to support self-development of students in extracurricular activities in the development of the FSES of primary general education in rural schools. The model is based on the principles of flexibility, variability, individualization, creative interaction of all participants of the educational process, and is to pay attention on individual characteristics of students and accept the regional features of educational environment of rural schools. Particular attention is paid to the analysis of the structural components of the model, the conditions of its realization in educational practice. The structural model consists of three units: methodical, informational and psycho-pedagogical, their implementation relies are based on the adequate mechanisms for psychological and pedagogical support of students (active basis of claims for recognition of motifs in the hierarchical subordination ,domination of moral norms , the motive of self-acceptance and the desire for self-development, prevention and correction of negative psychological formations. An important aspect of the model is to provide the author´s technology-monitoring measurements of the results of its operations on each structural unit (methodical, psychological and pedagogical, informational). The proposed model of self-support of students in extracurricular activities in the development of the FSES of primary general education in rural schools, can be widely used in the regional educational practice in the context of the organization of extracurricular activities of younger students. Currently testing model is performed on the basis of rural schools of Yukhnovskiy area of the Kaluga region. The study is conducted with the financial support of the Government of RHF and the Kaluga region, the project �14-16-40007 a (r).

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