scholarly journals Formation of Communication Skills in Junior Schoolchildren with Intellectual Disabilities in the Conditions of Inclusive Education

2021 ◽  
Vol 12 (4) ◽  
pp. 329-345
Author(s):  
Svitlana Stebljuk ◽  
Yuliia Bondarenko ◽  
Kristina Torop ◽  
Nataliia Yarmola ◽  
Iryna Kuzava ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Communication Skills ◽  
Communicative Competence ◽  
Special Educational Needs ◽  
Communicative Interaction ◽  
Communicative Skills ◽  
Definition Of ◽  
Positive Motivation

The article deals with pedagogical and psycho-correctional means of ensuring communicative interaction of junior schoolchildren with disabilities (with mild and moderate mental retardation) in the context of inclusive education. Specifics of development of cognitive, emotional, personal-motivational, communicative and behavioural components of communication of a unique personality of a junior schoolchild under correctional and developmental influence and in the conditions of inclusive education are analysed. The definition of communication skills of children with special educational needs has been clarified. Systematic - neuropedagogical, competence, personality-oriented and communicative-activity approaches to consideration of methodical tools for formation of communicative skills in junior schoolchildren taking into account their special needs and individual capabilities are applied. A model of formation of communicative-personal potential in children with intellectual disabilities and correction of their communicative individual-psychological properties has been developed. The program on formation of communicative competence and providing positive motivation for communicative interaction among students with intellectual disabilities, taking into account neuropsychological and pedagogical recommendations, is substantiated.

Perspective Taking als Methode zur kommunikativen Kom­pe­tenz­entwicklung im Jurastudium

Rhetorik ◽  
2021 ◽  
Vol 40 (1) ◽  
pp. 31-46
Author(s):  
Theresa Gleiss ◽  
Olaf Kramer
Keyword(s):  
Communication Skills ◽  
Perspective Taking ◽  
Communicative Competence ◽  
Legal Education ◽  
Communicative Skills ◽  
Interdisciplinary Project ◽  
Everyday Work ◽  
The University

Abstract Although lawyers and judges often face communicative challenges in their everyday work, communicative skills are hardly trained in legal education. Based on the interdisciplinary project „Law and Rhetoric“ at the University of Tübingen, the paper highlights addressee-oriented communication and perspective-taking as central aspects of communicative competence. Through addressee orientation and the development of the ability to adopt perspectives, students are given the opportunity to think through communicative situations systematically and to anticipate communicative resistances. In contrast, the widespread focus on performance in the field of rhetorical key qualifications in legal educations only allows a restricted growth of communication skills and does not reach far enough.

The importance of oral exercises in courses of communicative skills

2017 ◽  
Vol 2 (4) ◽  
pp. 1-7 ◽  
Author(s):  
Наталья Башлуева ◽  
Natalya Bashlueva
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Communicative Competence ◽  
Communicative Skills ◽  
Conversational Skills ◽  
Internal Affairs ◽  
Everyday Communication

The article deals with the need for cadets to develop everyday communication skills in a foreign language in order to develop communicative competence and improve the efficiency of the process of training cadets of Russian Ministry of Internal Affairs. To achieve this goal, it is necessary to increase the knowledge of cadets and develop methodological techniques that ensure the development of conversational skills in the volume indicated in the program.

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.

Game communication technologies in inclusive education

2019 ◽  
Author(s):  
Светлана Гайченко ◽  
Svetlana Gaychenko
Keyword(s):  
Inclusive Education ◽  
Communication Skills ◽  
Communication Technologies ◽  
Self Control ◽  
Federal State ◽  
Speech Communication ◽  
Special Educational Needs ◽  
Educational Standard ◽  
Communicative Development ◽  
State Educational

This manual presents game technologies aimed at the development of communication skills in kindergarten and primary school in an inclusive education. The manual reflects the possibilities of gaming technologies that can serve as the basis for the communicative development of children with special educational needs and their readiness for speech communication. The manual contains a list of questions for self-control, situational tasks. The textbook is prepared in accordance with the Federal state educational standard of preschool and primary education.

scholarly journals FORMATION OF ENGLISH COMMUNICATIVE COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 210-212
Author(s):  
Inna Mishchuk ◽  
Victoria Yushak
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Skills ◽  
Knowing How ◽  
Classroom Activities ◽  
Language Knowledge ◽  
Communicative Approach ◽  
Higher Educational ◽  
Definition Of

Nowadays it is necessary to find effective techniques of teaching foreign languages. The article studies the ways of formation the English communicative competence of the Phylology students of higher educational establishments. Approaches to the definition of the notion of communicative competence, its contents and structure are considered. Communicative language teaching is understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. It is defined that the process of teaching students in higher educational establishments should be organized on the basis of the communicative approach: knowledge of English depends on the competence and ability to use it depending on the situation. It is stated that the communicative approach to learning increases the students’ motivation to acquire a foreign language and improves the efficiency of teaching. Communicative competence includes the following aspects of language knowledge: knowing how to use language for a range of different purposes / functions and vary the use of language according to the setting and the participants; knowing how to produce and understand different types of texts and how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies). The students want to master English to a higher level of accuracy and fluency to improve their further communicative skills in order to effectively carry out communication in the foreign language.

scholarly journals ON THE QUESTION OF ECOLOGIZATION OF THE EDUCATIONAL ENVIRONMENT IN INCLUSIVE INSTITUTIONS

2021 ◽  
pp. 140-145
Author(s):  
M. KONONOVA
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Professional Preparation ◽  
Educational Environment ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Definition Of

The article defines the role of pedagogical ecology in the system of educational practice in the conditions of inclusion. The term "inclusion", the concept of "greening", the definition of universal design in education and reasonable adaptation of school space are revealed. Problems and prospects of greening of the educational environment in the context of inclusive education are considered. Comparing the inclusive culture of our country and the Scandinavian countries, it is noted that the approach of Scandinavian cultures is more to ensure inclusiveness, inclusion in society. The conditions for the implementation of the principles of pedagogical ecology in inclusive education are determined. It is proved that the success of inclusive education largely depends on the professional competence of teachers, the reorganization of the system of professional training of future professionals. The features and level of readiness (according to the results of self-assessment in the interview) of future teachers for professional activity with children with special educational needs in the conditions of inclusion are studied. The positive attitude of students to the need for purposefully organized process of their professional preparation for work in inclusive educational institutions is recorded.

scholarly journals Corrective and Development Work of Teachers with Young Children With Disorders of Speech in the Process of Forming their Communicative Skills

2020 ◽  
Vol 7 (1) ◽  
pp. 64-70
Author(s):  
Nataliia Matveieva
Keyword(s):  
Communication Skills ◽  
Communicative Competence ◽  
Personality Development ◽  
Educational Institution ◽  
School Psychologist ◽  
Speech Disorders ◽  
Main Task ◽  
Speech Impairment ◽  
Communicative Skills ◽  
Speech Therapist

The article describes the peculiarities of the teacher's activity in the process of correction of speech disorders of younger students and their overall development. Various approaches of scientists to the content of communicative activity of a person are described, its components are defined, the stages and components of the process of formation of communicative skills of younger students with speech disorders are outlined. Emphasis is placed on the need to differentiate the concepts of “communicative competence”. The author states that the development of communication skills of younger students with speech impairment is the main task not only of speech therapist, school psychologist, but also of the team of specialists of the educational institution. It is substantiated that the development of communication, speaking and communication skills is one of the prerequisites for comprehensive personality development.

scholarly journals Teaching in Inclusive Schools: Pedagogical Standpoint While Working with Children with Mental Retardation

2021 ◽  
Vol 3 (1) ◽  
pp. 114-120
Author(s):  
Zabella Zohrabyan
Keyword(s):  
Mental Retardation ◽  
Inclusive Education ◽  
Review Paper ◽  
Educational Environment ◽  
Special Educational Needs ◽  
Educational Work ◽  
Inclusive Schools ◽  
Purpose Of Education ◽  
Inclusive School ◽  
Mentally Retarded Children

The purpose of education is the change anticipated in a person (or group of people) which is implemented by the use of specially planned educational actions, under the influence of activity. This justification becomes more sensitive when children with special educational needs, especially those with mental retardation find themselves in the new educational environment - in an inclusive school. This literature review paper aims to describe the issues of education in children with mental retardation in schools providing inclusive education. The study was conducted using literature on theoretical analytical methods. The results of the study showed the educational work for mentally retarded children in inclusive schools can be implemented if an optimal educational environment is created, training for educators is held and a strong educational system is created.  

scholarly journals Simulation role play as a contact work with students and its role in their communicative skills development

2020 ◽  
Vol 210 ◽  
pp. 18087
Author(s):  
Anna Korochentseva ◽  
Evgenia Krasnova ◽  
Olga Moysova
Keyword(s):  
Communication Skills ◽  
Teaching Practice ◽  
Life Experience ◽  
Communicative Competence ◽  
Role Play ◽  
Educational Process ◽  
Communicative Skills ◽  
Psychological Training ◽  
Behavior Strategies ◽  
The University

The article describes the diagnostic and correctional possibilities of using simulation role play with University students. It should be noted, that simulation and a role play allows to immerse students in active controlled communication, where they can express themselves, learn about their hidden capabilities, and develop their skills necessary for more productive functioning as a group or individually. Such play should contain elements of modeling, construction, and transformation. Today, simulation role play offers great opportunities to work with any categories of students, and have a great practical use, as it provides an opportunity to master both verbal and non-verbal forms of communication in various situations, clearly demonstrating the ways and possibilities to apply in practice the knowledge gained. The study showed that the use of simulation role play in the educational process helps to increase significantly the communicative competence of students. Thanks to a 4 months’ simulation role play with students during their studies at the University, they have significantly increased their communication competence, formed new communication skills and communication behavior strategies, and decreased the indicators of "communicative clumsiness". The results suggest that simulation role play as a type of socio-psychological training can be actively used in teaching practice at the University for the development of students ' communication skills, as it involves dialogue, relying on life experience and feelings of younger generation. This is a form of specially organized communication, which may become necessary in the increasing distant "indirect interaction" in our lives through social networks and the Internet.

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