scholarly journals ADMINISTRATIVE AND LEGAL REGULATION OF INCLUSIVE EDUCATION IN PRESCHOOL EDUCATION INSTITUTIONS AND SECONDARY EDUCATION INSTITUTIONS IN UKRAINE

2021 ◽  
pp. 122-137
Author(s):  
O. Yu. Kryvoruchko ◽  
M. S. Shevchenko
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Comparative Method ◽  
Research Work ◽  
Preschool Education ◽  
Legal Regulation ◽  
Educational Needs ◽  
Administrative Law ◽  
Special Educational Needs ◽  
Number Of Children

The article is devoted to the issues of improving the administrative and legal regulation of inclusive education in institutions of preschool education and secondary education instituions in Ukraine. Addressing this topic is certainly relevant due to the fact that, firstly, inclusive education is a new institution for Ukrainian society and a real challenge for children, teachers and the legislator. Secondly, in the science of domestic administrative law there is no comprehensive study of Ukrainian sources of law in the field of inclusive education, which would also fully identify the challenges of this field. Thirdly, administrative and legal acts in the field of inclusive education, unfortunately, do not correspond to reality, have gaps in both the field of law and in the field of pedagogy. The authors set themselves the following tasks: to analyze the sources of law governing relations arising in the field of inclusive education in Ukraine; highlight the current challenges of the inclusive education in Ukraine and make suggestions on ways to overcome them. The methodology of this article includes: the method of analysis and synthesis, the systemic and functional approach, the historical method, abstraction, the comparative method, explanations, research interviews, modeling and forecasting methods. So, the authors of the article translated and studied the legislation of the State of Israel as a progressive country in the field of inclusion. To achieve the main goal of the research it was also conducted a survey among the heads of educational institutions in the city of Odessa, where currently inclusive groups or classes are functioning. This has identified challenges such as gaps in the most legally established procedure for opening inclusive groups and classes; providing schools and kindergartens with assistants who should help educators /teachers and children with special educational needs; the question of the number of children with special educational needs in a group or class and the nature of nosologies. Having studied each of the challenges in detail, the authors proposed appropriate changes and additions to the current legislation, which are detailed in the comparative tables. The conclusions of the article can be used both in research work for the further development of Ukrainian administrative law and in national lawmaking by making appropriate changes to Ukrainian legislation and the adoption of relevant legal acts regulating important issues in the field of inclusive education.

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 Implementation of an individual educational route in inclusive practice

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.

scholarly journals Legal mechanism for ensuring the right to inclusive education in the context of the COVID-19 pandemic in Ukraine and the United States

2021 ◽  
pp. 66-71
Author(s):  
T.V. Shlapko ◽  
O.P Sokolenko
Keyword(s):  
United States ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
The United States ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Right

The article investigates to the study of legal framework securing the right to inclusive education of inclusive education in the context of the COVID-19 pandemic. The authors of the article analyze the statistics of the effectiveness of distance learning to study the state of the organization in general secondary education distance learning in quarantine, introduced to prevent the spread of acute respiratory disease COVID-19 in Ukraine and the United States. It is proved that children with special educational needs need an individual approach to the organization of inclusive distance learning. At the same, time it is necessary to consider features of each child. The authors of the article pay considerable attention to the characteristics of the recommendations of the Ministry of Education and Science of Ukraine on the organization of the educational process in general secondary education institutions during quarantine by the way of distance education. From the analysis of the recommendations it can be concluded that the main burden during the organization and use of distance learning technologies will fall on the teacher's assistant and student's assistant. In addition, the article examines the features of the educational process with the help of a team of psychological and pedagogical support of a child with special educational needs during quarantine. The article examines the features of inclusive education in different areas of the epidemic level of danger: green, yellow, orange and red. The authors also pay considerable attention to the study of the implementation of inclusive learning using distance education technologies during the pandemic COVID-19, in particular the problem of involving children with special educational needs in the educational process at home. The article contains recommendations for improving the quality of education during the COVID-19 pandemic.

scholarly journals DIDACTIC CONDITIONS OF ICT USE IN THE INCLUSIVE ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 62-70
Author(s):  
Irina Yesikova
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs

The article highlights the concept of inclusive educational environment, describes its features and relevance of active use of distance learning in an inclusive educational environment of general secondary education. The main didactic conditions for the introduction of information and communication technologies in the inclusive educational process are the use of various educational approaches taking into account the individual characteristics of students, their temperament, ability to learn materials and the availability of logistics. Based on the study of advanced pedagogical experience and generalization of scientific and pedagogical works the basic actual ICT, for the organization of educational process in the inclusive environment are allocated. The use of ICT as a means of supporting inclusive education for compensatory, communication and didactic purposes is described. The main types of ICT that should be used as a means of supporting inclusive education are revealed. An overview of modern ICT tools that should be used in an inclusive environment for didactic purposes and describes their functionality as specially designed software for educational purposes. The focus is on distance education of children with special educational needs, interactive educational environment - "Virtual Classroom", a free project of the Ministry of Education and Science of Ukraine "All-Ukrainian School Online" and All-Ukrainian Free School Educational Network "Diary.ua". It is established that the introduction of ICT in an inclusive educational environment as a didactic tool diversifies and expands the range of traditional tools and resources, provides children with special educational needs to have free access to quality education, social adaptation and confidence, especially in the pandemic era. and quarantine restrictions. It is indicated that a promising direction to continue research on the outlined problem is the creation and adaptation of software and methodological complexes of distance learning for people with disabilities.

scholarly journals Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs

2021 ◽  
Vol 84 (4) ◽  
pp. 19-25
Author(s):  
B.D. Kairbekova ◽  
◽  
A.T. Tashimova ◽  
A.T. Kabbasova ◽  
A.U. Mukhamedzhanova ◽  
...  
Keyword(s):  
Secondary Education ◽  
Vocational Education ◽  
Digital Media ◽  
Inclusive Education ◽  
School System ◽  
Educational Needs ◽  
Educational Process ◽  
Main Issue ◽  
Teaching Staff ◽  
Special Educational Needs

Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necessary reforms in the field of inclusive education in Kazakhstan have a humanistic orientation. Special attention is paid to the education of these children. Monitoring of education reforms in Kazakhstan has revealed persistent negative trends in the physical and mental health of children of all ages. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Purpose: to use the experience of special and integrated education as a technological experience of psychological and pedagogical support of participants in the inclusive educational process. Methods: we used technological maps (created by a teacher for a student), methods of cooperation and methods of joint group learning, methods of mutual learning, method of psychological comfort, methods of teaching social skills, adaptive technologies, accessible digital media, additional communication technologies, technologies for special training and development techniques and methods of "barrier-free environment" ramps, single-storey schools, the introduction of sign language translators, etc. The results, their significance: Our research has shown at the moment that there is also a positive attitude towards access to education for children with special educational needs who have difficulties with motor skills, as well as hearing, speech or vision. The analysis showed that children with musculoskeletal disorders find quick contact with the environment (12,4 %), as well as children with intellectual disabilities - with mental retardation (12,9 %). Hearing and visual impairments are rare among respondents (9,1 %), more children with external impairments (40.5). Thus, 70% of respondents learned about the problem of disability of their children. Only a third of the students at the school had experience and access to communication with a disabled child, who, in our opinion, is not familiar with institutional constraints, especially in the education system.

scholarly journals A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION

2018 ◽  
pp. 154-161
Author(s):  
Magdalen Pleskura
Keyword(s):  
Inclusive Education ◽  
Positive Reinforcement ◽  
Behavioral Therapy ◽  
Preschool Education ◽  
Educational Needs ◽  
Individual Development ◽  
Special Educational Needs ◽  
Wide Range ◽  
Self Service ◽  
Pedagogical Research

The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.

scholarly journals Inclusive education in Kazakhstan: analysis of the organizing process and the possibility of its further development

2021 ◽  
pp. 89-109
Author(s):  
M. B. Turlubekova ◽  
R. O. Bugubayeva
Keyword(s):  
Time Series ◽  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Educational Needs ◽  
Quality Data ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Trend Model ◽  
Further Development

The purpose of the study is to analyze the process of organization and the possibility of using inclusive education in Kazakhstan on the basis of the identified forecast values.The methodological basis of the study is a system of various techniques that make up a set of methods, mechanisms, principles, and measures to improve the effectiveness of the use of tools for improving inclusive education, which are a necessary condition for the further development of the education system.Research methods. The following methods were used in the study:- theoretical, which include: theoretical analysis of the research of domestic and foreign scientists in the field of inclusive education; analysis of legislative and regulatory documents on the implementation of inclusive education and education in general;- methods of high-quality data processing;- methods of mathematical and statistical processing.Methods of mathematical modeling and forecasting were used in the processing and systematization of data. A trend model was constructed using the least squares method, which allowed us to prove the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear trend and to make a forecast for 2021-2023.The conclusions and results of the study were presented using a graphical method of presenting the results obtained.The methods used for the study of economic phenomena and the processing of primary information in their entirety allow us to ensure the reliability of the analysis and the validity of the conclusions.The originality / value of the research. The study is based on the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear development trend, and if this is proved by the author in the course of the study, it will be possible to make a forecast for 2021-2023.Findings. The author determined the forecast values of the indicator "The total number of children with special educational needs covered by inclusive education" for 2021-2023, as a result of which:1) according to the Irwin criterion, it was found that the original time series does not contain anomalous observations;2) using the criterion of "ascending" and "descending" series, it was determined that the time series under consideration contains a trend component;3) as a result of data approximation, a trend model was obtained;4) the quality of the resulting model was evaluated in two ways: checking the adequacy and evaluating the accuracy of the model.5) predicted values of the share of educational organizations (the share of state preschool organizations, the share of state general education schools, the share of state technical and vocational education (TVE) organizations) that have created conditions for inclusive education for 2021-2023 have been determined.As a result of the study, the author analyzed the trends in the development of inclusive education in Kazakhstan, which showed that the promotion and development of access to inclusive education, social integration and non – discriminatory treatment of persons with special educational needs is relevant. In this regard, there is an urgent need to review the concept of inclusive education at the national level and conduct empirical research on the integration of children from vulnerable groups into the general education system of Kazakhstan in order to fully cover children with special educational needs with inclusive education.

scholarly journals Forms Organization of Work With People With Special Educational Needs in China

2021 ◽  
pp. 96-109
Author(s):  
Zeng Guanghai
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Observation System ◽  
Special Educational Needs

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

scholarly journals Possibilities of Inclusive Education for Students With Special Educational Needs

2018 ◽  
Vol 3 (2) ◽  
pp. 21
Author(s):  
Jana Kožárová
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Whole Child ◽  
Special Educational Needs ◽  
Paper Briefly ◽  
Number Of Children ◽  
Psychosocial Conditions ◽  
Spectrum Disorders ◽  
Educational Need ◽  
Children First

There are approximately 800 million young children worldwide affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. Conservative estimates state that dyslexia, a learning disability that impedes a person’s ability to read, affects approximately 6 percent of Europe’s population, whilst the prevalence of autistic spectrum disorders is also estimated to be higher than previously thought. Children with SEN frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Children with SEN are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including-personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child. Presented paper briefly introduces different categories of special educational needs and subsequently describies inclusive education as a concept potentially successful for their academic and vocational performance.

scholarly journals MANAGEMENT OF GENERAL SECONDARY EDUCATIONAL INSTITUTION WITH INCLUSIVE LEARNING UNDER CONDITIONS OF NEW UKRAINIAN SCHOOL

2019 ◽  
Author(s):  
Alla Panchenko ◽  
Nataliia Kravchuk
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Education System ◽  
Education Institution ◽  
Educational Needs ◽  
Integral Model ◽  
Experimental Program ◽  
Special Educational Needs ◽  
Rights Of The Child ◽  
Inclusive Learning

The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.

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