scholarly journals THE SPECIALIST QUALITIES OF IMPLEMENTING AN ART EDUCATION CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS FROM THE TEACHERS’ STANDPOINT / DAILINIO UGDYMO PROGRAMOS REALIZAVIMO SPECIALIŲJŲ POREIKIŲ UGDYTINIAMS YPATUMAI PEDAGOGŲ POŽIŪRIU

2017 ◽  
Vol 1 (35) ◽  
pp. 39
Author(s):  
Asta Vaitkevičienė ◽  
Ona Jokubauskienė
Keyword(s):  
Special Needs ◽  
Art Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Education Curriculum ◽  
Self Confidence ◽  
Art Activities

<p>The article deals with the qualities required in implementing an art education curriculum for learners with special needs. There are few studies disclosing how teachers approach an art education curriculum with learners who have special educational needs. Therefore, it is relevant to investigate how teachers understand<br />and think about the purpose of art education for learners with special needs, and how they assess such activities provided in the art education curriculum. It is concluded that through implementing an art education curriculum for children with special needs, teachers must understand the purpose of art education and are convinced that the creative activities of learners with special needs stimulate their imagination, develop creativity and enhance self-confidence. During art education activities teachers are ready to take into account pupils’ individual abilities and differentiate tasks. Teachers understand the role of art education in the development of the personality of learners with special needs but controversially? Clarify, why is it controversial? assess the trends of art activities.</p><p>Straipsnyje analizuojamos dailinio ugdymo programos realizavimo ypatybės specialiųjų poreikių ugdytiniams. Pabrėžiama, kad tyrimų, atskleidžiančių pedagogų požiūrį į meninio ugdymo programų turinį specialiųjų ugdymosi poreikių ugdytiniams yra labai nedaug, todėl aktualu tirti, kaip pedagogai supranta meninio ugdymo paskirtį specialiųjų poreikių ugdytiniams bei ką jie mano ir kaip vertina dailės ugdymo programoje numatytas veiklos su specialiųjų poreikių ugdytiniais kryptis. Išvadose teigiama, kad realizuodami meninio ugdymo programą specialiųjų poreikių vaikams pedagogai suvokia meninio ugdymo paskirtį, yra įsitikinę, jog specialiųjų poreikių ugdytinių kūrybinė veikla skatina jų vaizduotę, plėtoja kūrybingumą, stiprina pasitikėjimą savimi. Meninio ugdymo veikloje pedagogai yra pasiruošę atsižvelgti į individualius mokinių gebėjimus ir skirti diferencijuotas užduotis. Pedagogai supranta meninio ugdymo vaidmenį specialiųjų poreikių ugdytinio asmenybės raidai, tačiau prieštaringai vertina dailės veiklos kryptis.</p>

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

Inclusive and Special Education Services in Rural Settings

2020 ◽  
Author(s):  
Jayanthi Narayan ◽  
Nibedita Patnaik
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Rural And Remote ◽  
Remote Areas ◽  
Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

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 CHILDREN WITH SPECIAL EDUCATIONAL NEEDS — EQUALS AMONG EQUAL

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Lesia Prokhorenko ◽  
Nataliia Yarmola
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
State Pedagogical ◽  
Service Training ◽  
Educational Sciences

The 7th International Congress on Special Pedagogy and Psychology “Children with Special Needs: from Equal Rights to Equal Opportunities” was held offline and online on October 7-8, 2021. The event organisers were Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine and State Institution “South Ukrainian National Pedagogical University named after K.D. Ushynsky”.The annual event initiated by Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine became traditional and is held in different regions of Ukraine. The previous congresses were held at the leading teacher training universities (Sumy Makarenko State Pedagogical University, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Borys Grinchenko Kyiv University, Hryhorii Skovoroda University in Pereiaslav, T.H. Shevchenko National University “Chernihiv Colehium”, Municipal Institution of Higher Education «Khortytsia National Educational and Rehabilitational Academy» of Zaporizhzhia Regional Council) and showed great interest due to active participation of the educational community. Within one or two days participants had the opportunity to get acquainted with the research results on urgent problems of special psychology and pedagogy, to take part in a number of round tables, seminars and workshops, which is crucial for representatives of the practice.Key congress themes were: education of children with special needs: international experience, Ukrainian realities and prospects; inclusion in education: progress and challenges; innovations in the education of people with special needs: strategies and technologies of the New Ukrainian School; problems of continuity in education of persons with special needs: preschool institution — general secondary education institution — pre-university training — higher education institution; legislative and regulative provision of access to quality education of persons with special needs; distance education of people with special needs: organizational and pedagogical aspects; technologies for the development of children with special educational needs: diagnosis and early intervention; psychological and pedagogical support of children with special needs and their families in crisis situations; problems of socialization of persons with special needs in terms of systemic change; development of personal and professional competence of teachers: pre-service training, retraining, in-service training.

scholarly journals Formation of an inclusive educational environment of educational institutions

2020 ◽  
Vol 13 (32) ◽  
pp. 1-19
Author(s):  
Chupakhina V. Svitlana ◽  
Lopatynska A. Nataliia ◽  
Proskurniak Olena ◽  
Shevchuk Victoria ◽  
Kozibroda Larysa
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
European Countries ◽  
Educational Institutions ◽  
Special Role ◽  
Children With Special Needs ◽  
Special Educational Needs

An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.

scholarly journals Comparative Analysis of Inclusive Education in Germany and Sweden

2021 ◽  
Vol 18 (2) ◽  
pp. 90-99
Author(s):  
E.V. Tretyak
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Equal Access ◽  
Children With Special Needs ◽  
Access To Education ◽  
Special Educational Needs ◽  
The World

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

scholarly journals FORMATION OF STUDENTS’ TOLERANT ATTITUDE TO PEOPLE WITH SPECIAL NEEDS

2019 ◽  
Vol 6 (1) ◽  
pp. 60-66 ◽  
Author(s):  
NATALIIA MATVEIEVA
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Creative Work ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Moral Beliefs ◽  
Inner World ◽  
Educational Influence

The article substantiates the relevance of the problem of raising tolerance of younger schoolchildren to people with special educational needs. The analysis of the level of readiness of all members of the educational process for communication, co-stay, education with students with violations in development; specifics of educational influence on younger students on the formation of stable moral beliefs, cultivation of moral features and qualities, development of spirituality, appropriation of values which are essential and necessary in the context of the arrangement of the inclusive, and educational environment of the New Ukrainian School. The emphasis is placed on the need to include students without exception in various activities, organizing and conducting joint creative work, educational events and games for the purpose of disclosing the inner world of children, studying their peculiarities, and strengthening the children's friendship. It is emphasized that observance of a number of requirements can increase the efficiency of the process of raising tolerance towards children with special needs.

FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT

2020 ◽  
pp. 42-46
Author(s):  
L. Tokaruk
Keyword(s):  
Social Competence ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Technical Developments ◽  
Ict Tools ◽  
The Individual

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

scholarly journals MPROVEMENT OF THE CONTENT OF PROFESSIONAL ACTIVITY OF SPECIALISTS INCLUSIVE EDUCATIONAL INSTITUTIONS: THE OCCUPATIONAL THERAPY APPROACH

2020 ◽  
pp. 7-15
Author(s):  
Tetiana Skrypnyk
Keyword(s):  
Occupational Therapy ◽  
Special Needs ◽  
Educational Needs ◽  
Living Environment ◽  
Occupational Therapist ◽  
Educational Process ◽  
Professional Activity ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Therapy Approach

The article addresses the issue of the effectiveness of intervention strategies to prepare children with special educational needs for inclusive learning. It was determined that the occupational therapy approach takes into account a system of factors that can fundamentally improve the methodological foundations and practical guidelines for the activities of specialists in an inclusive environment. This system of factors covers interconnected components: 1) patterns of stages of sequential development of the child and creating a step-by-step intervention program; 2) modification of the child’s living environment so that it becomes stimulating and developing; 3) partnership of the occupational therapist with other IEP team members of, which provides for a joint determination of his needs, the formulation of SMART goals, its coordinated achievement, peer monitoring and appropriate adjustment of goals. We present in the article a comparative analysis of areas of responsibility and features of the occupational therapist and sensory therapist as a specialist, which partially duplicates the functions of an occupational therapist. The importance of distinguishing between them helps to determine the responsible position of the practices from the irresponsible one and to formulate guidelines for successful support of children with special needs. We have developed a model for creating the prerequisites for inclusive education for children with special needs, relying on the following criteria for an occupational therapy approach, such as systematic, resourceful, collegial, technological and evidence-based effectiveness. The scientific evidence of an occupational therapy approach is disclosed, as well as the technological aspect of the presented model of intervention in the direction of preparing a child with special educational needs for the educational process.

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