scholarly journals THE INFLUENCE OF VOLUNTEER ACTIVITIES ON THE SOCIALIZATION OF CHILDREN FROM ORPHANAGES BY MEANS OF ART

2020 ◽  
Vol 8 (6) ◽  
pp. 68-81
Author(s):  
M.S. Berezhnaya ◽  
E.V. Mikhailina
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Secondary Data ◽  
Positive Influence ◽  
Children With Special Needs ◽  
Structured Interviews ◽  
Psychological Assistance ◽  
Additional Education ◽  
Practical Recommendations

Purpose of Study: The study is aimed at substantiating theoretically and methodologically the influence of volunteer activities on the socialization of children from orphanages using art and socio-cultural rehabilitation. Methodology:The study is divided into three stages, during which different methods of analysis and information collection are used. At the first stage, a preliminary analysis of secondary data from open sources is carried out. At the second stage, an analysis of the primary information received from the orphanage staff from semi-structured interviews and questionnaires developed by the authors of the study is carried out. At the third stage, conversations with children, as well as the observation during their activities and questionnaires for both the children and the volunteers, are carried out and projective methods are used. Main Findings: The study has revealed a significant role and influence that volunteers and their artistic and creative activities with children have on the process of socialization of children through art. Several practical recommendations have also been developed for organizing the selection of volunteers to work in orphanages and to organize, accompany and support volunteer activities there. Applications of this study: The results of the study can be used in pedagogical activities in the process of organization of leisure and extracurricular activities as additional education, both in orphanages for children with special needs and in educational institutions during the implementation of inclusive education. Besides, the results of the study can be used in the process of organization of psychological assistance and/or corrective work with children with special needs to help them socialize successfully through art. The novelty of the study: The theoretical and methodological substantiation of the positive influence of volunteer activities on the socialization of children from orphanages by means of art and socio-cultural rehabilitation. It was carried out with the help of questionnaires and surveys developed by the authors of the study, analysis and assessment of the degree of volunteers’ influence on the process of socialization of children with special needs, with identifying the main requirements for volunteers, practical recommendations for psychological support and support of volunteers and their work with children with special needs in orphanages.

scholarly journals Ethical Regulation as a Problem-Solving Resource Leading to Participant Interaction in the Educational Process in Terms of Integration and Inclusion

2019 ◽  
Vol 23 (3) ◽  
pp. 423-439
Author(s):  
Anastasiya V. Miklyaeva ◽  
Elena K. Veselova ◽  
Galina V. Semenova ◽  
Elena V. Bakhvalova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Professional Ethics ◽  
Educational Process ◽  
Ethical Principles ◽  
Children With Special Needs ◽  
Family Status ◽  
Structured Interviews ◽  
Model Code ◽  
Heterogeneous Class

Introduction. The article is dedicated to analysing the possible ethical regulation of problems that arise during the interaction of participants in the educational process through integration and inclusion (based on the example of teaching children with disabilities and orphaned children in regular schools). The relevance of the article is in its discussion of the trend towards the spread of inclusive and integrative practices in modern Russian education. Materials and Methods. The study was aimed at investigating problems experienced in terms of inclusion and integration in the context of ethical principles of interaction in education. The study involved 391 respondents, all students of regular schools of St. Petersburg and the Leningrad Oblast, in which programs of inclusion and/or integration have been put into practice, as well as their parents and teachers. The problems arising in the interaction of subjects of education in the conditions of integration and inclusion were studied by sociometry (characteristics of the position of special children in the system of interpersonal relations with peers in a heterogeneous class), structured interviews (analysis of the teachers’ attitudes to work in heterogeneous classes) and questionnaires (analysis of the parents’ attitude to teaching their children in a heterogeneous class). Interpretation of the results was carried out by comparing the empirical data with the ethical principles fixed in the Model Code of Professional Ethics of Pedagogical Workers, as well as ethical codes adopted by representatives of related professions. Results. During processes of integration and inclusion, a hidden or obvious social exclusion is observed in every part of interaction during the educational process (“student-student”, “student-teacher”, “student-parent”, “parent-teacher”) and is specified by the following characteristics: discrimination and stigmatisation of children with special needs and their parents; exclusion of children with special needs to the fringes of the social system inside their class; intentional or unintentional information disclosure about the child’s health and/or his family status. The ethical principles that are most often violated in the interaction of participants in the educational process (the principle of respect, the principle of competence, the principle of confidentiality) are highlighted. A theoretical comparison of the items that reveal these ethical principles in the professional codes of doctors, social workers, educational psychologists and the Model Code of Professional Ethics of Pedagogical Workers showed that ethical regulation can become a useful resource for resolving moral conflicts that arise in pedagogical interaction. For this, it is necessary to indicate the principles of respect and competence regarding the conditions of an integrated and inclusive education, as well as to develop special content related to the principle of confidentiality. Discussion and Conclusion. The findings contribute to the development of pedagogical deontology and can be used to clarify ethical principles of interaction in ter ms of integration and inclusion in education.

scholarly journals General education institution readiness of students with special needs into the mainstream realizing inclusive education policy

2015 ◽  
Vol 2 ◽  
pp. 175
Author(s):  
Mārīte Rozenfelde ◽  
Rita Orska
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Institution ◽  
Children With Special Needs ◽  
Real Situation ◽  
Students With Special Needs ◽  
Inclusive Education Policy ◽  
First Time ◽  
Practical Recommendations

The article deals with the historical process of integration/inclusion of children with special needs into mainstream educational establishments in Latvia since 1998 when the pedagogical staff in Latvia was introduced the term “inclusive education” broader for the first time and there were offered practical recommendations for school and class work; afterwards some educational establishments started implementing inclusive education; the current situation regarding inclusion/integration of children with special needs in mainstream educational establishments is evaluated in the questionnaire provided to the heads of educational establishments. There are provided the data of the provided questionnaires regarding the readiness of mainstream schools in Latgale and Vidzeme regions and real situation in the integration of children with special needs.

scholarly journals Inclusive Education: Planning Process in Primary School 20 Mataram

2020 ◽  
Vol 7 (7) ◽  
pp. 202
Author(s):  
Dian Eka Susanti ◽  
Agus Ramdani ◽  
Dadi Setiadi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Planning Process ◽  
Reliability And Validity ◽  
Secondary Data ◽  
Primary Data ◽  
Children With Special Needs ◽  
Students With Special Needs

The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.

scholarly journals Additional Education for Children with Special Needs and Disabilities in the Russian Federation: National Monitoring Concept

2021 ◽  
Vol 30 (6) ◽  
pp. 27-34
Author(s):  
Z. V. Puzanova ◽  
M. A. Simonova ◽  
V. M. Filippov ◽  
T. I. Larina
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Russian Federation ◽  
Educational Programs ◽  
School Level ◽  
Children With Special Needs ◽  
Sports Science ◽  
National Monitoring ◽  
The Russian Federation ◽  
Additional Education

The development of inclusive education progresses at different speeds across the world. In the Russian Federation inclusive education is developing primarily at the school level but one of the most crucial aspects of socialization is additional education, and in this regard the needs of children with special needs and disabilities remain an outstanding issue. A concept of the national monitoring of additional education for children with special needs and disabilities is proposed. The article presents the project of the toolkit for the national monitoring of entities engaged in additional educational activities for children with special needs and disabilities, which includes eight blocks: organizational structure of entities engaged in implementing additional educational programs for children in each constituent territory of the Russian Federation; implementation of additional educational programs for children with special needs and disabilities in entities with various subordination and organizational structures; material and technical support; staffing and professional training for specialists engaged in implementing additional educational programs for children with special needs and disabilities; information on ongoing additional educational programs for children with special needs and disabilities; typical obstacles which arise in the course of activities organized by entities engaged in implementing additional educational programs for children with special needs and disabilities; information resources and the system of inter-agency interaction in the course of the implementation of additional educational programs for children, including those with special needs and disabilities; financing of entities engaged in implementing additional educational programs for children. The presence/absence of a regional centre of additional education for children is going to be identified, as well as its official name, and the number of subordinate entities which implement additional educational programs in the corresponding Russian region in various areas: arts, sports, science, sociology and pedagogy, technical sciences, tourism and local history, intellectual games. The article could be of assistance for experts who study inclusion problems.

scholarly journals Implementasi Ekstrakulikuler Ketrampilan dalam Peningkatan Kemandirian Anak di SLB YPAC Pangkalpinang

2020 ◽  
Vol 4 (1) ◽  
pp. 78-87
Author(s):  
Diah Rina Miftakhi
Keyword(s):  
Special Needs ◽  
Extracurricular Activities ◽  
Secondary Data ◽  
Data Sources ◽  
Primary Data ◽  
Extracurricular Activity ◽  
Children With Special Needs ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Secondary Data Sources

AbstrakPenelitian ini dilakukan dengan tujuan untuk mengetahui tingkat kemandirian anak berkebutuhan khusus yang ada di lembaga SLB YPAC Pangkalpinang melalui implementasi kegiatan ekstrakurikuler ketrampilan. Tujuan dalam penelitian ini adalah untuk mengetahui pelaksanaan kegiatan ekstrakurikuler ketrampilan serta untuk mengetahui tingkat kemandirian anak. Metode yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif dengan sumber data penelitian yang terdiri dari sumber data primer dan sumber data sekunder. Tehnik pengumpulan data yang digunakan yaitu melalui observasi, wawancara, dan dokumentasi.  SLB YPAC Pangkalpinang membuat beberapa kegiatan ekstrakurikuler antara lain: membatik, memasak, merias wajah, membuat kerajinan tangan dari bahan-bahan bekas, dan membuat keranjang hantaran pernikahan. egiatan ekstrakurikuler yang dilaksanakan di SLB YPAC Pangkalpinang mulai tingkat SDLB sampai SMALB. Harapan dari pihak sekolah adalah dengan diberikannya kegiatan ekstrakurikuler ini, maka anak berkebutuhan khusus di SLB YPAC Pangkalpinang akan memiliki bekal ketrampilan setelah mereka lulus dan dapat mandiri dengan mengembangkan ketrampilan yang sudah mereka miliki. Abstract           This research was conducted with the aim to find out the level of independence of children with special needs in the YPAC Pangkalpinang SLB institution through the implementation of skills extracurricular activities. The purpose of this study was to determine the implementation of extracurricular skills and to determine the level of independence of children. The method used in this research is a qualitative descriptive approach with research data sources consisting of primary data sources and secondary data sources. Data collection techniques used are through observation, interviews, and documentation. SLB YPAC Pangkalpinang made several extracurricular activities including: making batik, cooking, putting on makeup, making handicrafts from used materials, and making wedding delivery baskets. Extracurricular activities carried out at SLB YPAC Pangkalpinang from SDLB to SMALB levels. The expectation from the school is that by providing this extracurricular activity, children with special needs in SLB YPAC Pangkalpinang will have the provision of skills after they graduate and can be independent by developing the skills they already have. 

scholarly journals On the issue of additional education for children with special healthcare needs and disabilities in the system of lifelong inclusive education

2019 ◽  
Vol 70 ◽  
pp. 10009
Author(s):  
Elena Medvedeva ◽  
Oksana Prikhodko ◽  
Zhanna Zhuravleva ◽  
Anna Pavlova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Natural Science ◽  
Developmental Disorders ◽  
Regional Studies ◽  
Children With Special Needs ◽  
Pedagogical Training ◽  
Healthcare Needs ◽  
Additional Education ◽  
Technical Studies

This article is devoted to one of the most important tasks in the education of children with special healthcare needs (CSHCN) and disabilities to ensure the access to additional learning in various fields: artistic education, natural science, social and pedagogical training, sports and cultural branch, tourist and regional studies, technical studies. The issues of creating special conditions (material, technical, organizational, personnel, curriculum and methodological ones) in institutions of additional education are considered. Two options for organizing additional education for children with special needs and disabilities are presented (in accordance with the criterion for the presence or absence of a conclusion of the Psychological, Medical and Pedagogical Commission − PMPC). Unresolved issues in the field of additional education of children with developmental disorders are described.

Backtalk: For many students, there’s nothing elective about electives

2021 ◽  
Vol 102 (7) ◽  
pp. 68-68
Author(s):  
Bay Collyns
Keyword(s):  
Social Skills ◽  
Special Needs ◽  
Extracurricular Activities ◽  
Academic Support ◽  
Children With Special Needs ◽  
Therapeutic Riding ◽  
Autistic Spectrum ◽  
Elective Courses ◽  
School Schedule

Bay Collyns, a former teacher, explains that her daughter’s experiences taught her how critically important elective activities can be for children with special needs. Because Collyns’s daughter was on the autistic spectrum and needed additional academic support, there was no time in her school schedule for elective courses. Collyns was fortunate to be able to provide her with opportunities outside school, such as therapeutic riding and art classes, where her daughter could strengthen her social skills, develop her talents, and take pride in her accomplishments. When educators debate the value of extracurricular activities, Collyns argues, they should keep in mind that for many students, such opportunities are just as essential as the academic core.

scholarly journals PSYCHOLOGICAL ISSUES OF LEARNING AND ADAPTATION OF CHILDREN WITH SPECIAL NEEDS

2017 ◽  
Vol 15 (3) ◽  
pp. 80-83
Author(s):  
NARINE STEPANYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Psychological Factors ◽  
Children With Special Needs ◽  
Psychological Issues ◽  
New Class ◽  
Learning And Adaptation

This article deals with the problems of learning and adaptation of children with the special needs. In the article, we examine the features of adaptation and emotional sphere of children that was integrated into a new class. Similarly, we examine those psychological factors that promote or prevent to adaptation and organization of studies of children with special needs in the premises of inclusive education.

scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

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