scholarly journals Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs

2019 ◽  
Vol 11 (3) ◽  
pp. 1-14 ◽  
Author(s):  
V.V. Rubtsov ◽  
S.V. Alekhina ◽  
A.V. Khaustov
Keyword(s):  
Continuing Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Adolescents And Adults ◽  
Tracking Model ◽  
Continuous Support

In the article the authors set a goal setting for the current consideration of the prerequisites of lifelong education and psychological and pedagogical support for people with special educational needs, the content of the concept of continuing education is determined. Presented are data from studies examining the attendance of educational institutions for children with disabilities, as well as information reflecting the intentions of parents to continue their education for children under 15 years of age, information about people with disabilities studying in vocational educational programs that emphasize the relevance of the continuing education of persons with disabilities, reflect a low the degree of readiness of parents to continue their education with children with disabilities, the need to build a system of continuous support I have children, adolescents and adults with disabilities in all regions of Russia, forming the basis for the continuity of personal educational path, the importance of developing a scientific approach to its study. Specific conditions for building a tracking model are defined. The experience of research and organization of continuous support of individuals with autism spectrum disorders is considered. It is concluded that it is necessary to discuss the topics of psychological and pedagogical support at the stage of obtaining a profession and employment. The value of unique practices in building an individual educational trajectory is noted.

scholarly journals Implementation of Special Educational Needs of Students with Disabilities in the Interdepartmental Model of Inclusive Education

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
I. R. Myasnikov
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Structural Level ◽  
Special Educational Needs ◽  
Functional Level ◽  
Holistic View ◽  
Persons With Disabilities ◽  
Professional Career ◽  
Full Implementation

Introduction. The article presents the organizational basis for identifying and implementing the special educational needs of students with disabilities in the interdepartmental model of inclusive education. The full implementation of special educational needs (OOP) in the development of vocational education by students with disabilities and disabilities plays a key role for subsequent professional activity. In the inclusive model of the implementation of the OOP of students with disabilities and disabilities, different departmental structures participate, which should effectively interact with each other. Therefore, taking into account the levels of interaction between organizational structures and various activities when identifying and implementing OOP provides a holistic view of the functioning system, and, if necessary, allows for a more targeted impact on the problem links of the model.Materials and Methods. The paper uses the method of content analysis and systematization of scientific and methodological literature, normative legal acts that determine the direction of the organization of the educational environment in the implementation of the OOP of persons with disabilities and disabilities.Results. In the formed interdepartmental model of inclusive education, two levels are considered: the structural level, which is described from the point of view of interaction between state executive authorities and their subordinate organizations, and the functional level, in which the process of forming and implementing the OOP at various stages of the rehabilitation, educational and professional route of students with disabilities and disabilities takes place.Discussion and Conclusions. When considering the procedure for the formation and implementation of the OOP at the functional level of the interdepartmental model, the importance of implementing such processes as career guidance, psychological correction, interaction with non-profit and volunteer organizations, the formation of a professional career, and interaction with the employer is emphasized. The need for unity and interaction of all elements of the model under consideration is emphasized, which will ensure the full implementation of the PLO of persons with disabilities and disabilities and achieve the final result – professional and social integration.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

scholarly journals Anthropological providing educational services to children with special educational needs

2018 ◽  
Author(s):  
Igor Grygus ◽  
Olha Nagorna ◽  
Anzhela Nogas ◽  
Walery Zukow
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Institutions ◽  
Educational Services ◽  
Qualitative Composition ◽  
Rehabilitation Center ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Special Child

In pedagogical circles always having the discussion concerning the effectiveness, feasibility of one or another form of training. A difficult issue is the differentiation of the psycho-medico-pedagogical commissions on the selection of programs and learning, educational institution. Thus, the actual research of the education of children with special educational needs on the example of educational institutions of Rivne.Research objective: to study the formation of the system of education for children with special educational needs. Research objectives: 1. To conduct a systems analysis of the scientific literature on the topic of research. 2. Examine the network of inclusive schools in Rivne. 3. Analyze the provision of educational services to children with disabilities in Rovno educational and rehabilitation center "Special Child". 4. Synthesize statistical information and reveal the dynamics of qualitative and quantitative nosology of children with disabilities in schools.Research methods: theoretical analysis of literary sources, summarizing statistical data of educational institutions of city Rivne. Analysis of the changes of the quantitative and qualitative composition of the inclusive class allows you to infer that children with special educational needs enrolled in inclusive classrooms for nosology violations observed a certain imbalance. So, the advantage for inclusive education is given to students with cognitive and reports violations. Almost twice smaller number of children in violation of the locomotor and hearing. Significantly fewer students with disorders and mental retardation. Not specified such diagnoses as an autistic spectrum disorder and down syndrome. Obviously, these were incorporate into the category of violations.Data analysis allows us to draw conclusions that the implementation of the State programme concerning the staffing system of inclusive education is effective, but does not provide the full needs of schools in all members of the interdisciplinary team of rehabilitation support a child with special educational needs. In particular, not all educational institutions are equipped properly to ensure the needs of the child and the implementation of a full-fledged correction support; not organized by specialized facilities, inadequate rehabilitation equipment, special furniture for pupils with impaired function of the musculoskeletal system; missing tiflocorrection means, tiflopedagog; the physical therapist is not available in all schools.Conclusions. The analysis of this problem leads to the following conclusions: in the scientific and methodical sources analyzed the effectiveness and usefulness of various forms of educational services for children with special needs. Analysis of inclusive classes shows positive dynamics of this process and increase the number of pupils with impaired psychophysical development in secondary schools.Experience of the Rivne training and rehabilitation center "Special Child" and confirms that as a result of the implementation of inclusive education in school has increased the number of children with complex disabilities development, accompanied by intellectual retardation and existing disabilities. Therefore, special educational institutions should be multiprofile that will provide your child with special educational needs education and obtaining proper corrective rehabilitation support.Due to the focused State policy implementation of the inclusion in the General space training and re-training of teachers contributed to the increase in the number of pupils with special educational needs, allowed to expand as the quantitative and qualitative composition inclusive classes.Prospects of the further researches. There is an objective need for further study of the entire complex of issues related to the implementation of the right to education of children with disabilities. In particular, no special educational institutions, with the possibility of teaching a child with disabilities in comprehensive school essential not making are the problem of ensuring the continuity of rehabilitation.

scholarly journals Arts Education of Pupils with Special Educational Needs: Objectives and Principles

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 239-253
Author(s):  
Aldona Vilkelienė
Keyword(s):  
General Education ◽  
Art Education ◽  
Inclusive Education ◽  
Developmental Disorders ◽  
Educational Needs ◽  
Systematic Research ◽  
Special Educational Needs ◽  
Positive Interaction ◽  
Persons With Disabilities ◽  
Art Pedagogy

Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

2021 ◽  
Vol 47 (2) ◽  
pp. 143-152
Author(s):  
М.Р. Osipovskaya ◽  
◽  
О.V. Laukart-Gorbacheva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
Teaching Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Pedagogical Discourse ◽  
The Republic

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

Тhe problem of social attitudes of teachers working with children with disabilities

2020 ◽  
Author(s):  
A. А. Kasyanenko
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Social Attitudes ◽  
Special Educational Needs ◽  
Free Environment ◽  
Barrier Free

The introduction of inclusive education is faced not only with the difficulties of organizing the so-called “barrier-free environment”, but also with the obstacles of social properties — common social attitudes, expressed in the unwillingness Идеи, гипотезы, поиск… –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 23 or refusal of teachers to accept this form of education. Teachers need specialized comprehensive assistance that will provide understanding and implementation of approaches to individualization of education for children with special educational needs.

scholarly journals Inclusive Vision Versus Special Education Reality

2020 ◽  
Vol 10 (9) ◽  
pp. 258
Author(s):  
James M. Kauffman ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Full Inclusion ◽  
Practical Reality ◽  
General Education Classrooms

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

scholarly journals A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

2021 ◽  
Vol 11 (3) ◽  
pp. 111
Author(s):  
Richard Rose ◽  
Jayanthi Narayan ◽  
Shankar Matam ◽  
Prathima Reddy Sambram
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Rural Areas ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Rural District ◽  
Special Educational Needs ◽  
National Legislation ◽  
Metropolitan City ◽  
Telangana State

In response to international agreements, recent Indian legislation has raised expectations that all children, regardless of need or ability, should gain access to formal education that is inclusive and addresses their social and learning needs. Initiatives designed to support the implementation of this legislation have been undertaken in several parts of India. Reports related to such initiatives have largely focused upon developments in large urban connotations, with studies in rural areas being less in evidence. This paper reports a small-scale study conducted in Telangana a state in the south-central part of India. Through the application of semi-structured interviews data were obtained to enable a comparison to be made of the experiences of two purposive samples of families of children with disabilities and special educational needs, and the professionals who support them. The first sample was located in Hyderabad, a large metropolitan city, the capital of Telangana State. The second was situated in villages in Sangareddy, a single rural district of the same state. Interviews were conducted either in English or in Telugu, the state language with all interviews transcribed and subjected to thematic analysis. The findings, which will be used to support further development in the area, reveal a willingness on the part of professionals to support the education and social welfare needs of children with special educational needs and their families and an awareness of current national legislation aimed at achieving this objective. A disparity exists between the availability of professional support services available to families and children, with those living in the rural district experiencing greater difficulty in accessing appropriate support than their counterparts in the metropolitan city. The lack of opportunities for training and professional development is perceived to be a major obstacle to the progress of inclusive education as required by national legislation in both locations. Recommendations are made for further research that is closely allied to changes in practice, for the development of professional development of teachers and other professionals, and for the development of centralised provision in rural areas to address the needs of families.

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