scholarly journals Inclusive Education Importance and Problems for Students Social Integration

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Veronika V Derzhavina ◽  
Anastasia A. Nikitina ◽  
Alexandr L. Makarov Makarov ◽  
Olga F. Piralova ◽  
Alla A. Korzhanova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Social Mechanisms ◽  
Education Development ◽  
Pedagogical Strategies ◽  
The Social ◽  
Self Worth ◽  
Independent Life ◽  
Current Stage

The article relevance. Modern concepts of education development, recognition of the uniqueness and self-worth of human individuality have led to the search for ways to socialize individuals with disabilities, to the development of new pedagogical strategies aimed at developing ideas of independent life for this category of the population. The research purpose is to study the features and identify ways to improve the quality of inclusive education. Research methods: as a research method, we used a questionnaire survey as a method of collecting primary information, which allows us to identify various aspects related to the problems of formation and perception of inclusive education by participants in the educational process. Research results: the article describes the peculiarity of the current stage of inclusive education development, analyzes the social mechanisms for improving the quality of inclusive education.

scholarly journals The Development of the School’s Economical Education in Ukraine (the end of the 20th- the beginning of the 21th centuries)

2019 ◽  
pp. 70-86
Author(s):  
Iryna Zhorova
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Economic Education ◽  
Educational Process ◽  
Education Development ◽  
The Social ◽  
Economic Profile ◽  
High Level ◽  
Economic Competence

The article clarifies the main tendencies of the school economic education development in Ukraine from the end of the 20th to the beginning of the 21st century. The stages of the economic disciplines’ implementation in the educational process of secondary education establishments are revealed as: the first stage (it was between 1991 – 1993) was a period of the search of content, forms and methods of teaching economics; the second stage (between 1994-2000) was the period of formation and updating of the school economic education content; the third stage (2001-2004) was the period of mass introduction of economy in general educational establishments; the fourth stage (since 2005) was the period of the formation of continuous economic education. It was revealed that the socio-political and socio-economic changes taken place in the early 1990s with the proclamation of Ukraine’s independence actualized the issue of providing the high level of the younger generation economic competence. That is why, since the middle of the 90’s, the optional classes in economics are opened in schools, and later ‒ the economics and entrepreneurship classes. In the process of the research it has been found out that the beginning of the 21st century was marked by the adoption of a number of state acts proclaiming general trends in the development of education in Ukraine and identified the peculiarities of school educational management including economic (the inclusion of economic education in the invariant and variation part of the curriculum, introduction of the economic profile of the social and humanitarian direction, the expansion and differentiation of the content of economic education, the improvement of the quality of personnel and logistics of teaching disciplines and economic direction). It is emphasized that the quality of secondary education is ensured through the implementation of the invariant and variation parts of the curriculum. The corresponding disciplines are presented as those that form the students’ outlook, economic culture and entrepreneurship. It was indicated that a positive step towards the reforming of secondary education was the introduction of profile education in secondary schools, which included the economic profile of the social and humanitarian direction. It was stated that at the beginning of the XXI century, in the conditions of permanent changes in society, integration into the world educational space, a school economic education also sustains a constant modernization on the way of upgrading the content and finding the effective forms of the students’ economic competence development.

scholarly journals Inclusion in Ukraine: first implementation experience in expert’s assessments

2020 ◽  
Vol 75 (4) ◽  
pp. 113-124
Author(s):  
О. М. Dikova-Favorska ◽  
Keyword(s):  
Secondary Education ◽  
Soviet Union ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Traditional System ◽  
The Soviet Union ◽  
The Social ◽  
Independent Life ◽  
Definition Of

The article considers the situation of inclusive education implementation in general secondary education institutions of Ukraine, which should provide quality education to all applicants. Providing quality and accessible education, including secondary education, realises every individual’s right full, economically independent life through obtaining an education, and the profession later on. This will allow one to become a complete actor in all social processes; it will help overcome social exclusion. The author specifies the definition of exclusion and outlines social groups of excluded, which are represented not only by people with health problems but also by those who find themselves in difficult life circumstances, such as migration, resettlement, and being in a new socio-cultural environment, etc. Special attention is paid to the social group of talented children who require particular professional sensitivity. Paper emphases the peculiarities of the organisation of education of children with disabilities according to the traditional system, which was inherited from the Soviet Union, and forms the idea of changing approaches to the special children’s educational process. The situation regarding the real state of implementing inclusive technology, which was massively initiated in educational institutions of general secondary education, is outlined. The results of expert interviews are analysed, which allows the author to determine the achievements in implementing the concept of inclusion in the educational process; the first challenges faced by direct participants in the inclusive educational process, the main risks and expectations of managers in education. Recommendations for optimising the educational process based on the inclusion are offered.

SYMBOLIC STRUGGLE FOR POLICY IMPLEMENTATION OF «ACTIVE AGING» IN THE RUSSIAN SOCIAL AND LABOR SPHERE

2021 ◽  
pp. 1050-1059
Author(s):  
И. Л. Сизова ◽  
Н. С. Орлова
Keyword(s):  
The Elderly ◽  
Work Behavior ◽  
Special Importance ◽  
Active Aging ◽  
Social Mechanisms ◽  
Structured Interviews ◽  
Aging Policy ◽  
Assistance Programs ◽  
The Social

В статье рассматриваются социальные процессы, сопровождающие реализацию политики «активного долголетия» в российской социальнотрудовой сфере. В первом разделе статьи кратко представляются основы концепции «активного долголетия» и обсуждаются возможные социальные механизмы ее применения. Особое место здесь отводится анализу социальных прав, которые формируют основу для разных моделей развития общественного благосостояния и качества жизни населения. Во втором разделе на базе парадигмы конструктивизма в социальных науках и теории символической власти П. Бурдьё предлагается авторский вариант изучения структур восприятия и оценивания населением реализованных государственных реформ. В третьем разделе представлены результаты эмпирического анализа серии полуструктурированных интервью с основными субъектами социально-трудовой сферы и текстов обращений граждан в органы государственной власти. В заключение интерпретируется символическая борьба вокруг восприятия политики «активного долголетия» в России. Авторы приходят к выводу о том, что ожидается новый всплеск программ социальной помощи пожилым и рост пассивности в их трудовом поведении. The article examines the social processes accompanying implementation of the policy «active aging» in the Russian social and labor spheres. The basic concepts of «active aging» are briefl y introduced and possible social mechanisms of its application are discussed in the first section of the article. Special importance is given to the analysis of social rights which form the basis for different models of the development of public welfare and the population’s quality of life. In the second section, author’s version of studying the perception and assessment structures by the population of the implemented reforms of the State are proposed on the basis of the paradigm of constructivism in the social sciences and the theory of symbolic power by P. Bourdieu. In the third section the results of an empirical analysis of a set of semi-structured interviews with the main subjects of the social and labor spheres and the texts of citizens’ appeals to government bodies are presented. In conclusion, the symbolic struggle around the perception of the «active aging» policy in Russia is interpreted. The authors conclude that a new surge in social assistance programs for the elderly and an increase in passivity in their work behavior are expected.

scholarly journals The Ideas of Shift as Of Education Development Quality in the Writings of Meile Luksiene

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 163-175
Author(s):  
Jovita Brindzaitė ◽  
Ramutė Bruzgelevičienė
Keyword(s):  
Empirical Study ◽  
Education Reform ◽  
Scientific Literature ◽  
Educational Process ◽  
Education Quality ◽  
Theoretical Research ◽  
Quality Of Education ◽  
Scientific Quality ◽  
Education Development

The article examines the ideas of educational shift relevant to the quality of education developed during the Lithuanian Education Reform as formulated by Meile Luksiene in her writings. The research is based on an analysis of scientific literature concerning the concepts of shift and quality, regulating educational documents as well as an empirical study, i.e. the data collected from a qualitative analysis of the scientist’s writings. The problem of the research: how are the ideas formulated by M. Luksiene relevant to the education development quality? The object of the research: shift as a prerequisite for a new education quality as expressed in the writings of M.  Luksiene. The goal of the research: to emphasize the significance of M. Luksiene’s ideas of shift oriented towards the quality of education. Having performed the research tasks, which include presenting theoretical research presumptions on the basis of analysis of scientific literature and educational documents, comparing the concepts of shift and presumed education development quality as formulated by M. Luksiene to those developed on the theoretical level, exhibiting M.  Luksienes’s shift ideas oriented towards the education quality on conceptual, personal, organizational and governmental levels by means of an empirical study, comparing the presumed education quality in M.  Luksiene’s writings to the content of present concerted education quality examining the vigor of M.  Luksiene’s ideas, the authors draw the following conclusions: The concept of shift modeled by M. Luksiene in her writings on educational issues is close to the theoretical one formulated by scientists, i.e. to that of a shift during a confrontation between two social powers, stages of a shift, the concept of a shift as of a long-lasting process, perspectives of a shift. The presumed education development quality implied by M. Luksiene in her writings is close to the theoretical quality concept formulated by scientists in terms of integral parts of holistic quality, i.e. the quality of primary conditions, educational process and, partly, of consequences, where consequences is understood as cultural maturity of a nation and society. The quality of results is mentioned indirectly, whereas the surplus value, an integral part of holistic quality, is not directly discussed. The presumed education development quality implied in M. Luksiene’s writings is closely related to the theoretical scientific quality concept expressed in terms of greater humanistic values, such as relation to an individual, as well as of civil, social values, and partly of the ethical values of public service. The economic values related to education quality are not directly approached. Basically all education quality subcategories defined in M. Luksiene’s writings have their equivalents in the present concerted criteria for school self-evaluation, which allows maintaining that the content of education development quality modeled by M. Luksiene and the one created at present are akin. It has been noted that the main value based educational principles, by means of which education quality can be expressed and which were emphasized by M. Luksiene, i.e. those related to humanity, democracy, nationality and renewal, have only been maintained in the regulating educational documents of independent Lithuania irregularly. The closeness of the presumed education development quality content modeled by M. Luksiene in her writings to modern concerted education quality criteria indicate, that the scientist’s ideas are relevant in the present stage of Education Reform.

On the Use of Speech Technologies to Achieve Inclusive Education for People with Intellectual Disabilities

2013 ◽  
pp. 163-174
Author(s):  
Ana Pérez Pérez ◽  
Zoraida Callejas Carrión ◽  
Ramón López-Cózar Delgado ◽  
David Griol Barres
Keyword(s):  
Quality Of Life ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Language Disorders ◽  
The Social ◽  
Educational Integration ◽  
People With Intellectual Disabilities ◽  
Speech And Language Disorders

New technologies have demonstrated a great potential to improve the social, labour, and educational integration of people with special needs. That is why there is a special interest of academia and industry to develop tools to assist this people, improving their autonomy and quality of life. Usually, intellectual disabilities are linked with speech and language disorders. In this chapter, the authors present a review on the efforts directed towards designing and developing speech technologies adapted to people with intellectual disabilities. Also, they describe the work they have conducted to study how to gather speech resources, which can be used to build speech-based systems that help them to communicate more effectively.

scholarly journals DE QUEM É A RESPONSABILIDADE PELO FRACASSO ESCOLAR?

polemica ◽  
2018 ◽  
Vol 18 (3) ◽  
pp. 054-072
Author(s):  
Simoni Jacomini de Souza ◽  
Karina Barreto da Silva
Keyword(s):  
Professional Practice ◽  
Educational Process ◽  
School Evaluation ◽  
Educational Work ◽  
Pedagogical Strategies ◽  
School Work ◽  
Teachers And Students ◽  
Education And Law ◽  
Coordination Team

Resumo: O presente estudo se constitui de uma reflexão sobre o percurso desenvolvido por professores e alunos de cinco turmas do 6º ano do Ensino Fundamental de BH, no ano de 2017. A partir da discussão dos processos avaliativos e estratégias pedagógicas desenvolvidas pelos professores, buscou-se problematizar o trabalho escolar efetivamente realizado, tendo em vista a necessidade de identificar aspectos que incidem sobre a qualidade do processo educativo. Foi feita a análise dos parâmetros de aprovação e reprovação adotados pelos professores, bem como dos elementos que subsidiaram a decisão do Colegiado Escolar sobre o futuro escolar dos alunos selecionados, confrontando-os com as observações da equipe de coordenação pedagógica. Fundamentando-se nas contribuições de Bernard Charlot, Miguel Arroyo e Maria Helena Souza Patto sobre o fracasso escolar e nas discussões desenvolvidas por Cipriano Luckesi, Philippe Perrenoud e Edgar Morin acerca dos processos de avaliação escolar e da complexidade do processo educativo, espera-se despertar inquietações e explicitar os limites das diferenças ideológicas percebidas no trabalho educativo e contribuir para a construção de uma proposta de trabalho que explicite as diferenças e se comprometa profundamente com a reflexão crítica sobre a própria prática. Os resultados demonstram que a prática profissional ainda está calcada em vícios históricos e culturais que excluem os segmentos mais vulnerabilizados da sociedade e denunciam a irracionalidade de um sistema excludente, classificador, opressor e individualista, contrapondo-se ao discurso da universalização do ensino e do direito a uma educação pública de qualidade.Palavras-chave: Avaliação escolar. Complexidade. Prática profissional.Abstract: The present study consists of a reflection on the course developed by teachers and students of five groups of the 6th grade of BH Elementary School in the year 2017. From the discussion of the evaluation processes and pedagogical strategies developed by the teachers, to problematize the adequacy of the school work effectively carried out, considering the need to identify aspects that affect the quality of the educational process. The analysis of the approval and disapproval parameters adopted by the teachers, as well as the elements that subsidized the decision of the School Collegiate about the students' school future, were compared with the observations of the pedagogical coordination team. Based on the contributions of Bernard Charlot, Miguel Arroyo and Maria Helena Souza Patto on school failure and in the discussions developed by Cipriano Luckesi, Philippe Perrenoud and Edgar Morin on school evaluation processes and the complexity of the educational process, it is expected to arouse uneasiness and to explain the limits of the ideological differences perceived in the educational work and to contribute to the construction of a proposal of work that explains the differences and is deeply committed to the critical reflection on the practice itself. The results show that professional practice is still based on historical and cultural vices that exclude the most vulnerable segments of society and denounce the irrationality of an exclusionary, classifying, oppressive and individualistic system, in opposition to the discourse of universalization of education and law to a quality public educationKeywords: School evaluation. Complexity. Practice.

scholarly journals Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

2019 ◽  
Vol 62 ◽  
pp. 12002
Author(s):  
M.A. Isaikina ◽  
E.A. Maksimova ◽  
E.V. Martynova ◽  
N.V. Shelyakhina
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Modern Society ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Living Standard ◽  
Special Role ◽  
Education Development ◽  
Inclusive Approach

The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

Education for All or for Some? International Principles and Practice

1995 ◽  
Vol 19 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Civil Rights ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Good Practice ◽  
Educational Process ◽  
Educational Facilities ◽  
Local Schools ◽  
The World ◽  
People With Intellectual Disabilities

It is axiomatic that people with intellectual disabilities have the same human and civil rights to education as other citizens and that they must therefore have the same opportunities to attend their local schools and educational facilities. This is a fine vision. But it is far from the reality experienced by the majority of people with intellectual disabilities across the world.No country in the world has reason to be satisfied with the quality of the educational facilities which it provides for people with intellectual disabilities. But enough examples of good practice exist in different countries to make it possible for all of us to reappraise ways in which a higher quality of inclusive education and schooling could be provided for people with intellectual disabilities and the contribution that we can make personally and professionally to that process.In the field of intellectual disabilities, we need to define education in very broad terms as anything which systematically promotes learning and development. Defined in this way, education is a lifelong process which neither begins nor ends with schooling. Similarly, it is carried out by many people who are not teachers. Parents are at the heart of this process from the outset. The years spent at school are clearly of vital importance but they are only one element of the educational process. There is a sense in which all work with people with intellectual disabilities is educational, whatever the setting, in so far as it helps them to learn and to develop knowledge, skills and understanding.

scholarly journals ВПЛИВ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ ФАХІВЦЯ СОЦІАЛЬНОЇ РОБОТИ

2018 ◽  
Vol 66 (4) ◽  
pp. 93 ◽  
Author(s):  
Valentyna V. Balakhtar
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Information And Communication Technologies ◽  
Human Person ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Education Development ◽  
The Social ◽  
Information And Communication

The problem of forming the competence of a specialist in social work has always been a complex issue that needs to be addressed as rapidly as possible. At present there is a growing demand for specialists in the social sphere, characterized by a clearly defined professional focus, high intellectual level, creativity, the ability to constant development and improvement, analyze the problems of vulnerable population groups, plan the work of both social workers and the social service in general, dedication to human, national ideas etc. The provision of quality education for prospective specialists in social work in Ukraine requires the revision of methods and forms, principles and approaches to their training. The article justifies the necessity of using the information and communication technologies in the educational process, as modern social workers should have a competitive advantage in the labor market, be able to respond efficiently to the problems in the human-human system relying on their own ability to communicate and cooperate with various categories of population, and at the same time striving to achieve a holistic development of one's own personality and professional activity, acquire competences, skills, professionalism. Nowadays the human person, with their essential nature and subjectivity is the highest objective of society. The introduction of information and communication technologies into the training promotes the development of professional competences of the future social workers and is an arms-length process of education development. Prospective trends of using information and communication technologies are determined as following: they can be both the object of study and the means of instructions. The results of a survey among specialists in social work on obtaining practical-oriented knowledge and skills have been presented.

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