scholarly journals Social Rehabilitation Practices of Inclusion In The Educational Process In Working With Children With Disabilities

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Maryna O. Vasylyeva-Khalatnykova ◽  
Olena Chuiko ◽  
Ivan S Bakhov ◽  
Valentyna Ternopilska ◽  
Nadiia Chernukha
Keyword(s):  
Theoretical Analysis ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Rehabilitation ◽  
Ukrainian Society

Coming into being and development of inclusive education in contemporary Ukrainian society are analysed. The tasks of educational institutions in creating an inclusive space are defined, and the approaches to work with children with disabilities are identified. Works of foreign and domestic scholars and practitioners who studied the problems of inclusion of children with disabilities in the educational process and in the context of social rehabilitation activities are studied. Emphasis is placed on theoretical analysis of social rehabilitation practices of inclusion. A mechanism for implementing social rehabilitation practices of inclusion in the educational process of working with children with disabilities is suggested.

scholarly journals GENERAL PRINCIPLES OF ACCESSIBILITY AND ADAPTATION OF CHILDREN WITH DISABILITIES UNDER THE CONDITIONS OF INCLUSIVE EDUCATION AT GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 5-12
Author(s):  
Margaryta Bespalko ◽  
Tetiana Kochubey ◽  
Nataliia Koliada
Keyword(s):  
Inclusive Education ◽  
Irreversible Process ◽  
Children With Disabilities ◽  
Educational Process ◽  
Educational Institutions ◽  
Education For All ◽  
Special Educational Needs ◽  
Pedagogical Innovation ◽  
Special Profile ◽  
New Forms Of Work

The article is devoted to the issue of adaptation under the conditions of inclusive education of children with disabilities in a unified educational space, which is an irreversible process at the present stage of the development of society and its humanistic values. It is established that the realization of these conditions requires breaking down some stereotypes and mastering new forms of work by all participants of the educational process.  It is revealed that the education of children with disabilities in the conditions of mass secondary educational institutions is an acute problem for the Ukrainian state, which is experiencing the stage of becoming an insufficient perception of pedagogical innovation not only by parents but also by the teachers themselves. The education of children with needs of physical and mental development correction is based on the principles of balanced pedagogy, focused on the needs of children, which requires a certain level of staffing of specialists of a special profile, means, and conditions for providing psychological and pedagogical assistance.  It is emphasized that inclusive education is useful for children with special educational needs (with disabilities) as well as for children with typical development, family members and society as a whole. It is established that the practice of "involving" children with disabilities should be an integral part of national plans to achieve education for all without restrictions, and the organization of conditions for the adaptation of children with disabilities – an integral part of the pedagogical strategy and, undoubtedly, a new social and economic policy. It is argued that this requires a pivotal reform of secondary schools.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

scholarly journals Inclusive educational environment in Zaporizhzhia region: results of pilot project implementation

2021 ◽  
Keyword(s):  
Inclusive Education ◽  
Social Worker ◽  
Education System ◽  
Children With Disabilities ◽  
Pilot Project ◽  
Educational Process ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
Social And Emotional ◽  
The Social

Social work in inclusive education is to create conditions for the educational process in which a child with a disability can acquire basic knowledge, skills, social interaction and feedback skills, receive psychological, socio-educational and, if necessary, legal support to meeting their needs. The role of the social worker in the school is leading and undisputed. But modernity requires constant improvement of skills and advanced training. The purpose of the social worker at school is to create a special environment among children. The feedback of a social worker is to overcome fears and prejudices, promote friendships, mutual respect and understanding among students, and improve the cognitive, motor, speech, social, and emotional development of children. The most pressing issue of today’s education system is inclusive education for children with disabilities in a single educational space. Each country has its own experience of special education for children and has gone through a different path from integration to inclusion. Today, in modern Ukraine, the education system is being transformed, the model of inclusive education is gaining wide significance and a new pattern of its development. Attempts to form an inclusive education system have not yet yielded significant results, which is manifested in the constant division of children into «normal majority» and «backward minority». In Ukraine, children with disabilities have long been isolated from their peers. Boarding schools or individual learning provide knowledge, but take away the opportunity to communicate, hinder the socialization of such pupils. This article provides a brief analysis of the pilot project, in accordance with the order of the Ministry of Education and Science dated 15.07.2016 № 836 «On conducting a scientific and pedagogical experiment «Development of an inclusive environment in the Zaporozhye region». Building an effective system of inclusive education in Ukraine is possible on the basis of the interaction of various factors, first of all, strengthening the financing of education, improving its regulatory support, improving the methodological and staffing of inclusive education. The results of the work can be used in further research on this problem.

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 Psychological Readiness of Educational Process Participants for Inclusive Education of Children with Disabilities

2019 ◽  
pp. 180-191
Author(s):  
Natalya A. Pershina ◽  
◽  
Yulia V. Kuzmina ◽  
Marina V. Shamardina ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process

scholarly journals ORGANIZATION OF WORK WITH PARENTS OF YOUNG CHILDREN WITH DISABILITIES TO PREVENT AND OVERCOME VIOLATIONS OF COGNITIVE DEVELOPMENT

2019 ◽  
pp. 8-15
Author(s):  
Veronika Yakel ◽  
Natalia Porubaeva ◽  
Ksenia Perogovskaya
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Musculoskeletal System ◽  
Children With Disabilities ◽  
Educational Process ◽  
Educational Institutions ◽  
Early Age ◽  
Skeletal System ◽  
Effective Work ◽  
Young Children With Disabilities

This article is devoted to the dissemination of experience of specialists of preschool educational institutions for children with disabilities: psychological and defectological services, the organization of effective work with parents of children of early age with disorders of the musculoskeletal system, including them in the work of DOU as a full-fledged, competent participants of educational process; the questions of increase of level of pedagogical and psychological literacy of parents in the sensorimotor and cognitive development of young children through practical methods and technologies in accordance with the requirements of the GEF TO the following categories preschoolers: children with disorders of the musculo-skeletal system

scholarly journals CURRENT STATE OF INCLUSIVE EDUCATION AND WAYS OF ITS IMPROVEMENT

2020 ◽  
Vol 66 (2) ◽  
pp. 49-54
Author(s):  
S.A. Uzakhbayeva ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Creative Process ◽  
Children With Disabilities ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Current State ◽  
Teacher Skills ◽  
Creative Contribution

The article examines the current state and problems of inclusive education in Kazakhstan, reveals the possibilities of inclusive education in the development of children with disabilities, suggests methods of psychological and pedagogical correction of professionally significant qualities of teacher skills necessary for working with children with special educational needs. Inclusive education requires constant creative contribution from everyone; all its participants (teachers, parents, children, administration, etc.) are involved in the creative process of education. For the successful implementation of inclusive education of children with special needs, changes in the education system itself are needed. The difficulty in solving the problem of working with children with disabilities is exacerbated by the professional incompetence of specialists of educational institutions, a lack of understanding in society of the possibilities of such children, who participate equally in society.

scholarly journals Teacher-student teamwork is the key to success in inclusive education

2021 ◽  
Author(s):  
Т.К. Осекова ◽  
К.А. Мадалиева
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Quality Education ◽  
Education For All ◽  
Access To Education ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
High Quality Education ◽  
Teacher Student

Авторы раскрывают основные проблемы и этапы становления инклюзивного образования, в которых возможность приобретения знаний доступна всем и особенно детям с ограниченными возможностями здоровья (ОВЗ), в Кыргызстане. Понятие «инклюзивное образование» определено как обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей. Дети с ОВЗ в обычной общеобразовательной школе могут не только получить качественное образование, но и успешно адаптироваться к жизни. Отражены принципы и факторы инклюзивного образования, которые включают в себя доступность школьного образования для всех детей. Для реализации инклюзивного образования нужно обратить внимание на создание соответствующих условий в обществе и образовательном процессе, подготовку педагогов, способных создавать и внедрять инклюзивную образовательную среду в образовательных организациях. The article reveals the main problems and stages of formation of inclusive education in which the opportunity to acquire knowledge is available to everyone, especially children with disabilities. The concept of «inclusive education» is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. Children with disabilities can not only get a high-quality education in a regular comprehensive school, but also successfully adapt to life. The principles and factors of inclusive education are reflected, with accessibility to school education for all children included. To implement inclusive education, attention should be paid to creating appropriate conditions both in society and educational process, as well as training teachers who are able to create and implement inclusive educational environment in educational organizations.

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