scholarly journals Digital technologies in the context of inclusion

2016 ◽  
Vol 5 (3) ◽  
pp. 66-74 ◽  
Author(s):  
A.Yu. Shemanov
Keyword(s):  
Research And Development ◽  
Inclusive Education ◽  
Digital Technologies ◽  
Learning Opportunities ◽  
Educational Process ◽  
Point Of View ◽  
Contextual Approach ◽  
Technological Determinism ◽  
Social Models ◽  
Educational Integration

This paper discusses the application of digital technologies in the development of inclusive education from the point of view of collisions between individual and social models of inclusion, technological determinism and contextual approach. It examines the range of approaches to the educational integration. Following K. Иbbott, it examines three areas of research of digital technologies (concerning training and repetition, supporting the educational process and creating learning opportunities).It also regards the place of each approach to the development of inclusion in education. In conclusion, it discusses the problems and perspectives of development of this area of research and development

Neurotechnology and development of students and teachers’subjectivity in inclusive education

2021 ◽  
pp. 73-87
Author(s):  
А.И. Тащёва ◽  
С.В. Гриднева ◽  
Р.И. Хотеева ◽  
Н.Н. Сетяева ◽  
М.Р. Арпентьева
Keyword(s):  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
High Culture ◽  
The World ◽  
Teachers And Students ◽  
Digital Competencies ◽  
The Impact ◽  
Development Of Students ◽  
Artificial Intelligence Systems

В статье рассматриваются результаты и последствия внедрения смарти нейротехнологий в инклюзивное образование. Цель работы — изучить их влияние на развитие субъектности студентов и преподавателей, применяющих цифровые технологии. Новизна исследования заключается в попытке интегративно осмыслить социально-психологические проблемы нейрообразования, связанные с внедрением и применением систем искусственного интеллекта в инклюзивном образовательном процессе, в рамках которого формируется и развивается субъектность. Изучение подводных камней нейрообразования необходимо для осмысления результатов воздействия цифровых технологий на становление и развитие обучающихся и педагогов как субъектов воспитательно-образовательного процесса. Варианты преобразования инклюзивного образования и его субъектов должны рассматриваться в контексте изменения ценностей, целей, концептов и концепций, которые определяют и трансформируют взаимоотношения человека с собой и окружающим миром. Результаты исследования показали, что нейротехнологии вызывают серьезные изменения в инклюзивном образовании, влияют на отношение человека к себе и окружающему миру и в конечном итоге могут привести к потере субъектности. Соответственно, их использование подразумевает высокую культуру инклюзивного образовательного процесса, развитие человеческих и профессиональных качеств педагогов и обучающихся. Нейрообразование может сыграть существенную роль в становлении и совершенствовании человека как субъекта при условии формирования нейросреды в контексте цифровой и общечеловеческой культуры. The article focuses on the results and consequences of the introduction of smart and neurotechnologies in inclusive education. The purpose of the study is to analyze the development of the subjectivity of students and teachers using digital technologies. The novelty of the research lies in the desire to integratively reflect on socio-psychological problems related to the introduction and application of artificial intelligence systems in an inclusive educational process, within which subjectivity is formed and developed. The study of the problems of neuroeducation is necessary for understanding the results of the impact of digital technologies on the formation and development of students and teachers as subjects of the educational process. Options for the transformation of inclusive education and its subjects should be considered in terms of changing values, goals, concepts that define and transform a person’s relationship with themselves and the world around them. Research results showed that neurotechnologies bring serious changes in inclusive education; they affect a person’s attitude towards himself or herself and the world around him or her and can eventually lead to a loss of subjectivity.They can be introduced only on the basis of a high culture of the educational process, highly developed human and digital competencies of teachers and students. Neuroeducation can play an essential role in a person’s formation and improvement as a subject provided the neuro-environment is created on the basis of digital and human culture.

scholarly journals Professional support of the family bringing up the child with OVZ (the case of children with hearing impairment)

2021 ◽  
Vol 21 (1) ◽  
pp. 106-110
Author(s):  
Ksenya P. Senatorova ◽  
Keyword(s):  
Inclusive Education ◽  
Social Situation ◽  
Educational Process ◽  
Point Of View ◽  
Professional Activity ◽  
Social Maladjustment ◽  
Educational Impact ◽  
Parental Competence ◽  
The Family ◽  
Special Children

In the modern Russian education system, there are a number of discrepancies, when at the legislative level the rights of a child with disabilities to study in the environment of normatively developing peers are recognized, but at the educational level the educational process remains unchanged, and therefore the professional activity of teachers requires deep rethinking. At the center of this discrepancy is the family of a child with disabilities, which is disoriented in the social situation, moral categories and personal values. One of the most effective ways to overcome social maladjustment of a family raising a child with disabilities, from the author’s point of view, can be tutoring, the purpose of which is to increase the rehabilitation competence of parents (legal representatives) in raising “special” children. The article reveals the difficulties faced by the family of a child with disabilities, mastering inclusive education, highlights the features of accompanying a family raising a child with auditory deprivation, using the example of the work of S. L. Rudnitsky Saratov Center for Hearing and Speech. The author considers this center, which accepts children from an early age, as an organization of additional education and a special resource for helping the family. The article presents the results of a study of parental competence about children with hearing impairments. Research by specialists from S. L. Rudnitsky Saratov Center for Hearing and Speech confirms the fact that parents raising “special” children need special knowledge for effective educational impact on the child.

scholarly journals Psychological and pedagogical support of the educational process: synergetic approach

2021 ◽  
Vol 273 ◽  
pp. 12124
Author(s):  
Nadezhda Revyakina ◽  
Elena Sakharova
Keyword(s):  
Dynamic System ◽  
Learning Process ◽  
Personal Growth ◽  
Digital Technologies ◽  
Educational Process ◽  
Point Of View ◽  
Self Organization ◽  
Relevant Today ◽  
E Learning ◽  
Quality Learning

In this article, the process of linguistic faculty students teaching using innovative digital technologies is investigated in the focus of a synergetic approach. This problem is very relevant today, since the issue of preserving the quality of knowledge when implementing intensive electronic methods of mastering communication skills in a foreign language does not lose its actuality. Synergetics as the science of complex systems is now recognized as a new scientific paradigm in the study of various objects and processes. The authors focus on the features of the synergetic approach to the education process. From the point of view of synergetics, the authors consider the process of teaching foreign languages as a holistic dynamic system capable of self-organization and self-development. E-learning courses, which have become particularly popular in modern conditions, are considered as an integral part of the educational system. We are talking about self-organization of both the educational process and its structure, which is a means of optimizing students’ learning, and activating students in order to ensure a high-quality learning process. The role of the teacher and psychological and pedagogical support of students in the learning process is emphasized. The authors note that the synergetic interpretation of the psychological and pedagogical approach to teaching students the basics of language based on digital technologies contributes to the personal growth of students and the development of a holistic dynamic system.

scholarly journals Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

2021 ◽  
Vol 258 ◽  
pp. 07086
Author(s):  
Daniil Yaskevich
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Education System ◽  
Digital Technologies ◽  
People With Disabilities ◽  
Point Of View ◽  
Economic Life ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
The Russian Federation

More than a billion people in the world have disabilities, and therefore face barriers in various areas of life. Digital technologies in inclusive education can help integrate these people into the active social and economic life of society. The purpose of this study was to analyze new educational technologies from the point of view of providing a new level of inclusive education. This article analyzes and presents visual graphs on the number of people with disabilities, their involvement in the higher education system of the Russian Federation, regulatory documents relating to people with disabilities and inclusive education. Studied the problems that arise in people with disabilities. Personal and professional requirements for teachers are formulated. An analysis of the requirements for educational institutions in the context of teaching people with disabilities was carried out, digital technologies and additional tools used in inclusive education, as well as the tasks they perform, the experience of implementing inclusive education and digital technologies in this area were analyzed. This article also proposes the concept of the Center for the Education of Persons with Disabilities under the President of the Russian Federation, the purpose of which is to implement the principles of humanism and economic expediency by developing the prospects of persons with disabilities with its further application. The main tasks of the Center are: modernization of the inclusive education system, modernization of the regulatory framework with the involvement of persons with disabilities, selection and special training of domestic teachers, attraction of a foreign professor-teacher for the development of inclusive education, involvement of Russian-speaking students in the Russian education system, regardless of citizenship , temporarily or permanently living abroad, stable stereotypes in a society with limited physical abilities, as limited, but not limited in the realization of oneself as a full-fledged member of society.

scholarly journals Theory and experience of digitalization in the system of inclusive education

2021 ◽  
Vol 18 (4) ◽  
pp. 45-56
Author(s):  
Valentina G. Ryndak
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Information Support ◽  
Research Results ◽  
Digital Devices ◽  
Advantages And Disadvantages ◽  
E Learning

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

scholarly journals Special Education as a Resource for the Inclusive Educational Process

2019 ◽  
Vol 24 (6) ◽  
pp. 38-46 ◽  
Author(s):  
A.Yu. Shemanov ◽  
E.V. Samsonova
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
System Development ◽  
Linear Logic ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Inclusive Process ◽  
Regulatory Documents ◽  
Political Decisions

The article discusses the issues that arise at various interpretations of the terms ‘inclusion’ and ‘inclusive education’ and in assessing the inclusive process from the point of view of the requirements of quality education, which leads to different consequences not only for the methodology of scientific research, but also for political decisions and educational practice.The analysis of scientific approaches and international regulatory documents shows that opposing inclusive education to special education in linear logic outside the context of the education system development results in the denial of the resourcefulness of special education for inclusion.The article explores the key principles underlying the idea of inclusion and the practice of inclusive education, and it is shown that these principles do not interfere with the application of approaches and methods of special education both in joint and, if necessary, separate education.The potential of inclusive education in reforming the entire educational system, including special education and the training of teachers and other specialists, is also considered.

scholarly journals Psychological Make-up of Inclusive Education and its Ties with the Development of Digital Technologies

2020 ◽  
Vol 35 ◽  
pp. 05001
Author(s):  
Gana G. Avanesyan
Keyword(s):  
Special Needs ◽  
Interpersonal Communication ◽  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Social Boundaries ◽  
Modern World ◽  
Teaching Staff ◽  
Education Development ◽  
Physically Challenged

This paper discusses psychological make-up of inclusive education, the importance of a barrier-free environment for physically challenged people. It looks at difficulties of obtaining university level education, problems of interpersonal communication and socialization, points out the leading role of digital technologies in the modern world and necessity of their introduction into the inclusive educational environment. Based on the results of MAI students survey we describe difficulties of communication with physically challenged peers, discuss different forms of psychological assistance inside the educational process. It turned out that contemporary youth is conscious of inclusive education problems. They are interested in removal of existing barriers and expanding social boundaries of communication including with people suffering from various health restraints. Young people also think that inadequate awareness of the problem leads to inaction and makes it impossible to give necessary psychological support to peers with special needs. The paper also discusses psychological and pedagogical support for people with special needs that can become the most accessible type of help in the future, and how introduction of digital technologies into inclusive education helps to solve main problems of their socialization and inclusion into society. We also touch an important question of the need for special correction-al training of the academic teaching staff in the inclusive education development system inside an institute of higher education.

scholarly journals PROVISION OF THE DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE EDUCATION

2018 ◽  
Vol 3 ◽  
pp. 127
Author(s):  
Ilga Prudnikova
Keyword(s):  
Professional Development ◽  
General Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
National Level ◽  
Continuing Professional Development ◽  
Education Institution ◽  
Educational Process ◽  
Point Of View ◽  
Special Importance

Many educational researchers explain and appreciate the special importance of improving the professional competence of teachers in this era of change in Latvia when the Ministry of Education and Science has envisaged one of the most comprehensive reforms by implementing competency based education. Inclusive education implies that teachers have to master appropriate general skills which will help them to grasp topicalities, to be the leaders of changes and to adequately innovate the learning process where all different needs of learners are met by increasing participation opportunities of each and everybody in learning, culture and different communities and by reducing exclusion within and from educational process. The aim of the study was to clarify the point of view of teachers about the quality of content of the provided professional development. The set of questionnaires was developed by teachers of general education institution where learners with special needs were included. The survey studied the motivation of teachers to participate in professional development courses/seminars/projects; the opinion of respondents about the organization, form and content of continuing professional development in line with their needs. Conclusions: The development of professional competence of teachers in Latvia on national level is implemented according to the pedagogical needs modelling method which supports autonomy and which is self-guided by free self-education initiative of teachers. The survey is based on the fact that teachers lack knowledge and skills to appropriately assess and formulate their continuous professional development needs.

scholarly journals Teaching Mathematical Disciplines Under Digitalization

2020 ◽  
Vol 23 (1-2) ◽  
pp. 177-186
Author(s):  
Alexander Sinchukov
Keyword(s):  
Simulation Modeling ◽  
Digital Technologies ◽  
Educational Process ◽  
Point Of View ◽  
Digital Products ◽  
The Future ◽  
Educational Paths ◽  
Mathematical Preparation

The article focuses on the issues of modernizing the teaching of mathematical disciplines in the context of the digitalization of pedagogical objects: the educational process, methodological systems for teaching mathematical disciplines, educational paths for the development of key and subject competencies in the field of mathematics, mathematical and simulation modeling. The demand for digital technologies and digital products for the practice of mathematical preparation of the future bachelor is noted. From a methodological and research point of view, digital technologies are described that are essential for improving the quality of mathematical training.

scholarly journals BLOG COMO FERRAMENTA PEDAGÓGICA: UMA EXPERIÊNCIA NO ENSINO DE QUÍMICA

2018 ◽  
Vol 11 (3) ◽  
pp. 458
Author(s):  
Leila Paula De Lima ◽  
Marcos Rodrigo Rosa de Oliveira ◽  
Kamilla De Faria Cândido ◽  
Renata Luiza da Costa
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Internet Access ◽  
Communication Technologies ◽  
Educational Process ◽  
Digital Information ◽  
Technological Determinism ◽  
Learning Situation ◽  
Computer Lab ◽  
Information And Communication

The purpose of this text is to reflect on pedagogical experiences with the use of digital information and communication technologies (DICT), in specific use of blog, in the teaching of Chemistry. The planned experience took place over two months and was carried out in high school classes of public school. Other technological determinist theories affirm that the technologies are the responsible to determine the socio-historical directions of the context. The results showed that the structural conditions of classroom, computer lab and internet access at home greatly influence the achievement of activities using digital technologies. On the part of the students, it was observed that their engagement is not directly linked to the use of a TDIC, but to the type of activity that is performed through them. Thus, the blog, when used pedagogically, can motivate the interest of the students, but the fact of being an internet tool does not guarantee this. It is possible to conclude, therefore, that theories directed at technological determinism are questionable, since only the presence of technology can not meet the pedagogical needs of the educational process; It continues to depend on the teaching action and the learning situation.

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