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 Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

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 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 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 Inclusion of Intellectually Disabled Children in Early Childhood Education in Hungary in the Light of the Law

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Krisztina Kovács
Keyword(s):  
Inclusive Education ◽  
Census Data ◽  
Professional Competence ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Intellectually Disabled ◽  
Number Of Children ◽  
The Disabled

The study commences with the introduction of the major Hungarian and international tendencies and the legal background of the inclusive education of children with special educational needs in Hungary, then it presents the strategies and tasks of kindergarten teachers in terms of the inclusive kindergarten education of intellectually disabled children, based on the results of our own empirical study. The actuality of the topic is demonstrated by the fact that, according to the statistical data, there is a large number of children with special educational needs in the mainstream kindergartens, which has an impact on the expectations in connection with the professional competence of the kindergarten teachers. According to the 2011 census data, 10% of the Hungarian population is intellectually disabled. The Central Statistics Bureau’s data published in 2018 shows that in 2016, 4.3% of the population belonged to the disabled population. From 2011 to 2016, the number of people with intellectual disabilities increased by 25% and it had exceeded 50,000 people.

scholarly journals Whole School SEND (WSS) Review: study protocol for a two-arm pragmatic parallel cluster randomised controlled trial in 160 English secondary schools

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Stephen Morris ◽  
Andrew Smith ◽  
Cathy Lewin ◽  
Peter Hick ◽  
Jordan Harrison
Keyword(s):  
School Change ◽  
English Language ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Whole School ◽  
Cluster Randomised ◽  
Educational Need ◽  
Randomised Controlled

Abstract Background The trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities. Methods We recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved. Discussion Pupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy. Trial registration ISRCTN registry ISRCTN11339306. Registered on 12 March 2020 (retrospectively registered).

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

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