scholarly journals ШКОЛЫ С РАЗНЫМ ИНДЕКСОМ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ: РЕЗУЛЬТАТЫ ИССЛЕДОВАНИЯ С ИСПОЛЬЗОВАНИЕМ ШКАЛЫ SACERS

2020 ◽  
Author(s):  
Elena Ivanova ◽  
Irina Vinogradova ◽  
Oksana Nesterova ◽  
Elizaveta Mayakova
Keyword(s):  
Extracurricular Activities ◽  
Quality Index ◽  
Educational Needs ◽  
Training And Development ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Creation ◽  
Educational Conditions

Введение. Проблема повышения качества образования актуализирует вопросы оценки и развития образовательных условий в образовательных организациях в целях обеспечения равных образовательных возможностей для всех обучающихся. Материал и методы. Исследование образовательной среды московских школ осуществлено с применением международной шкалы SACERS на рандомной выборке из 58 структурных подразделений образовательных комплексов, расположенных в восьми административных округах города Москвы. Результаты и обсуждение. Данные, полученные в ходе исследования образовательной среды, свидетельствуют о достаточном потенциале московских школ в плане взаимодействия между субъектами образовательного процесса, положительных тенденциях в обеспечении вариативности программ дополнительного образования и внеурочной деятельности, благоприятных условиях, созданных в системе московского образования в плане профессионального развития педагогов. При этом в московских образовательных учреждениях имеются ограничения в плане обеспечения необходимыми условиями обучения и развития обучающихся с особыми образовательными потребностями. Установлено, что школы разных районов Москвы и даже корпусов одного образовательного комплекса различаются в плане обеспечения равными образовательными условиями. Наибольшие различия выявлены в таких компонентах образовательной среды, как организация внеурочной деятельности, дополнительного образования и предметной среды для различных видов деятельности, создание условий для обучения и развития обучающихся с особыми образовательными потребностями. В школах с более высоким индексом качества образовательной среды имеются достаточно однородные образовательные условия, которые обеспечивают относительно равный доступ к качественному образованию в сравнении с группой структурных подразделений с менее высоким индексом качества образовательной среды. Заключение. Качество образовательной среды московских школ обеспечивается содержательными компонентами, связанными со взаимодействием участников образовательного процесса, организацией учебного процесса и созданием условий для профессионального развития педагогов. Различия в сравниваемых образовательных организациях, определяющие неоднородность образовательных условий, связаны с такими характеристиками, как вариативность или единообразие в использовании ресурсов, наличие ресурса или его активное использование, систематичность работы или фрагментарность, ориентация на нормы контроля.Introduction. The problem of improving the quality of education actualizes the issues of assessment and development of the educational conditions in educational organizations in order to ensure the equal educational opportunities for all students. Material and methods. We used the SACERS international scales for studying the educational environment in Moscow schools. Located in eight areas of Moscow 58 structural units of educational complexes (sample) took part in the survey. Results and discussion. Such items as interaction between the parents, the teachers and the administration of the school, the variability of the education programs and extracurricular activities, good conditions for the professional teachers’ development showed the great result. At the same time, there are some confines in providing the necessary conditions for training and development for the students with special educational needs. It was established that schools differ in providing equal educational conditions. The greatest differences are in such components of the educational environment as the organization of extracurricular activities, additional education and the subject environment for various types of activities, the creation of conditions for training and development of the students with special educational needs. Schools with a higher quality index of the educational environment have homogeneous educational conditions that provide relatively equal access to the quality education in comparison with the group of schools with a lower quality index of the educational environment. Conclusion. The quality of the educational environment in Moscow schools achieved in the participants’ interaction in the educational process, the organization of the educational process and the creation of the conditions for the professional development for teachers.

scholarly journals QUALITY OF THE SECONDARY SCHOOL EDUCATIONAL ENVIRONMENT: A COMPARATIVE STUDY USING THE SACERS RATING SCALE

2021 ◽  
pp. 5-17
Author(s):  
Elena Vladimirovna Ivanova ◽  
Irina Anatolyevna Vinogradova ◽  
Oksana Valeryevna Nesterova
Keyword(s):  
Quality Index ◽  
Rating Scale ◽  
Educational Environment ◽  
Educational Process ◽  
Quality Education ◽  
Educational Activity ◽  
Quality Of Education ◽  
Process Conditions ◽  
Educational Conditions

The quality of education is the main priority in most states’ policy, and Russia is no exception. Russia pays much attention to the accessibility of quality education for all citizens regardless of their place of residence and social status. The quality of education is considered a complex characteristic of educational activity and students’ training. We will consider it within the framework of this article in the context of the assessment and development of the school educational environment. The quality of the educational environment is provided by the following factors: content components relating to the interaction between participants of an educational relationship; organization of the educational process; conditions for professional staff growth and comfortable environment for exceptional children. The study using the SACERS rating scale revealed that schools in different districts of the metropolitan area differ in terms of providing students with equal conditions in their educational environment. The most significant differences were revealed in the following components of the educational environment: the creation of organizational conditions for extracurricular activities and additional education; interior solutions to ensure privacy, the comfort of communication, and motor activity; conditions for the learning and development of students with special educational needs. The study showed that schools with a higher quality index of the educational environment have quite homogeneous educational conditions. They provide relatively equal access to quality education compared to a group of structural units with a lower quality index. The differences in the compared educational organizations specifying the heterogeneity of educational conditions are related to characteristics such as the variability or uniformity in the use of resources, resource availability or its active use, whether it is a systematic or fragmented working process, and the focus on control norms or development.

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 ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals Neuropsychological Support of Education and Creative Activity of Primary School Age Children with Special Educational Needs

2021 ◽  
Vol 12 (3) ◽  
pp. 105-126
Author(s):  
Larysa Sushchenko ◽  
Liudmyla Lysohor ◽  
Olena Pavlyk ◽  
Oksana Shvets ◽  
Myroslava Kulesha-Liubinets ◽  
...  
Keyword(s):  
Primary School ◽  
Emotional Disorders ◽  
Extracurricular Activities ◽  
Educational Needs ◽  
Educational Process ◽  
School Age Children ◽  
School Age ◽  
Psychomotor Skills ◽  
Special Educational Needs ◽  
Primary School Age

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

scholarly journals CHARACTERISTICS OF THE CONTENT OF PEDAGOGICAL CONDITIONS FOR EDUCATION OF PHYSICAL QUALITIES OF EDUCATIONAL SUBJECTS "SCHOOL-SECTION" IN THE PROCESS OF EXTRACURRICULAR WORK FROM PHYSICAL EDUCATION

2019 ◽  
pp. 31-35
Author(s):  
Tetyana Рolulyashchenko ◽  
Yuri Рolulyashchenko
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Educational Environment ◽  
Educational Process ◽  
Extracurricular Activity ◽  
The Creation ◽  
Basic School ◽  
Educational Potential

Content of pedagogical conditions of education of physical qualities of subjects of the educational space, "School-Section" in the process of extra- curricular work on physical education. The article deals with topical issues related to the creation of certain pedagogical conditions that promote the upbringing of physical qualities of pupils of the school. The concept of the "condition" in the scientific sources is revealed. The importance of creating certain pedagogical conditions is proved, as a qualitative organization of the educational process on physical education of the children of the school depends on them. The pedagogical conditions that allow to consider extracurricular activity of students of the basic school as the activity having significant educational potential for solving modern problems of physical education in institutions of general secondary education, as well as for development of physical qualities of students, namely: creation of a single educational space "School - Section ", aimed at uniting the educational potential of the subjects of the educational environment for the organization of extracurricular classes on cycling sports and the education of the physical qualities of the pupils of the school; raising the level of pedagogical skill of the trainer-teacher; scientific and methodical provision of the process of raising the physical qualities of cyclists; organization of psychological and pedagogical support for students of the main school in the process of extracurricular activities in cycling.

scholarly journals About the professional competence of special education teachers

2021 ◽  
Author(s):  
Gulbanu S. Ashimkhanova ◽  
◽  
Akbota N. Autaeva ◽  
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Raising Children ◽  
Special Knowledge

In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.

scholarly journals Use of information and communication technologies in the conditions of inclusive educational environment

2021 ◽  
Vol 9 (1) ◽  
pp. 66-77
Author(s):  
Liliia Mykolaivna Potapiuk ◽  
◽  
Oksana Vitaliivna Dymarchuk ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
National Standards ◽  
Educational Resources ◽  
Special Educational Needs ◽  
Information And Communication ◽  
E Learning

The development of the information society involves the use of new pedagogical technologies and appropriate teaching methods. In this regard, information and communication technologies (ICT) have become the most suitable tool that can help people with different learning requirements to exercise their right to education, employment, social life and leisure, as well as access to information. The use of new technologies in education should enhance independence, integration, and equal opportunities for all. Thus, the problem of effective use of digital technologies in the process of organizing the educational process of people with special educational needs is relevant. The aim of the work was to analyze the features of the use of electronic educational resources in an inclusive educational environment. To do this, we used the method of analysis of special pedagogical literature and national standards. The article highlights the need to use electronic educational resources adapted for people with special educational needs in higher education institutions. Based on the analysis of scientific works and national standards of Ukraine, the use of conceptual and terminological apparatus is specified, as well as the main qualities and provisions for the development of EER for people with special needs are identified. Attention is also drawn to the fact that electronic educational resources require compliance with additional requirements. Accordingly, there is a problem of developing quality EER that could meet the individual needs of all individuals. The authors also draw attention to the difficulties and their causes that arise during the organization of e-learning for participants in the educational process (teachers, students, parents). It is substantiated that distance learning technologies provide equal rights for education and future profession to persons with special educational needs, which is especially relevant during a pandemic. It is determined that the main effectiveness of the use of distance technologies for training people with SEN depends on the methods and models of distance learning, and analyzed its main stages. Significant success of distance education in an inclusive educational environment depends on the means and interaction of participants in the educational process. The practical experience of using the Moodle distance platform in the process of organizing e-learning for people with special educational needs is summarized.

scholarly journals DIDACTIC CONDITIONS OF ICT USE IN THE INCLUSIVE ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 62-70
Author(s):  
Irina Yesikova
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs

The article highlights the concept of inclusive educational environment, describes its features and relevance of active use of distance learning in an inclusive educational environment of general secondary education. The main didactic conditions for the introduction of information and communication technologies in the inclusive educational process are the use of various educational approaches taking into account the individual characteristics of students, their temperament, ability to learn materials and the availability of logistics. Based on the study of advanced pedagogical experience and generalization of scientific and pedagogical works the basic actual ICT, for the organization of educational process in the inclusive environment are allocated. The use of ICT as a means of supporting inclusive education for compensatory, communication and didactic purposes is described. The main types of ICT that should be used as a means of supporting inclusive education are revealed. An overview of modern ICT tools that should be used in an inclusive environment for didactic purposes and describes their functionality as specially designed software for educational purposes. The focus is on distance education of children with special educational needs, interactive educational environment - "Virtual Classroom", a free project of the Ministry of Education and Science of Ukraine "All-Ukrainian School Online" and All-Ukrainian Free School Educational Network "Diary.ua". It is established that the introduction of ICT in an inclusive educational environment as a didactic tool diversifies and expands the range of traditional tools and resources, provides children with special educational needs to have free access to quality education, social adaptation and confidence, especially in the pandemic era. and quarantine restrictions. It is indicated that a promising direction to continue research on the outlined problem is the creation and adaptation of software and methodological complexes of distance learning for people with disabilities.

Problems and prospects for the development of inclusive education in Ukraine

2021 ◽  
Author(s):  
L. Kryloshanska ◽  
V. Undir
Keyword(s):  
Inclusive Education ◽  
Physical Disabilities ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Transport Infrastructure ◽  
Educational Services ◽  
Healthy Children ◽  
Special Educational Needs ◽  
School Year

Problem setting. The modern world is characterized by rapid changes towards democracy, which have a positive impact on the humanitarian component of society. Education reforms are affected by many negative factors, including unstable political and economic situation in the country, and 2020 introduced the concept of “pandemic learning” into the educational process, which certainly did not improve the overall situation. However, despite these problems in the field of education, the issue of involvement of children with mental and physical disabilities into the educational environment of Ukraine remains extremely important. This trend of integration of children with mental and physical disabilities into the educational environment is relevant around the world, but in Ukraine attention has been paid and appropriate steps has been taken to improve the critical educational situation for this category of children only in the last few years. Also, the Association Agreement with the EU, which came into force in 2017, prompted the government to take certain steps for political, economic, social and cultural reforming of all spheres of life that affect the quality of provision and receipt of educational services. Recent research and publications analysis. Elaboration of theoretical and methodical basics of inclusive education can be found in the works by: N. Bastun, S. Bohdanova, L. Zdanevych, T. Zubarieva, E. Ketrysh, T. Kozhekina, K. Kolchenko, O. Kuzmina, T. Kuchai, N. Lalak, O. Lesher, O. Martynova, G. Onykovych, M. Semago, N. Semago, I. Smirnova, N. Sofiy, M. Tomchuk, N. Shmatko, O. Yarska-Smirnova, etc.Highlighting previously unsettled parts of the general problem. Analysis of current legislation and scientific literature allows us to conclude that inclusive education in Ukraine opens up great opportunities for children/people with special educational needs, but is not explored fully. These sources emphasize that creation of optimal conditions for qualitative education for children with mental and physical disabilities has its social, economic and psychological characteristics and problems, which are quite complex and require further research and development. That is why there is a need to work systematically and purposefully on introduction of inclusive process in educational institutions to implement the right to education of every citizen of Ukraine. Paper main body. The article considers specific features of introduction of inclusive education in Ukraine in the context of European integration. Dynamics of implementation of inclusive education in the context of education system reform is analyzed. Components of preparation to implementation of the inclusion process both for teachers and for children with special educational needs and main problems of the educational environment were considered. Conclusions of the research and prospects for further studies. Analysis of development of inclusive education in Ukraine indicates a positive trend in the number of children with special educational needs enrolled in comprehensive schools, as indicated by the dynamics from 2720 pupils in the 2015 – 2016 school year to 18643 pupils in the 2019 – 2020 school year. Opening of 638 inclusive resource centers is an important step towards introduction of inclusive education not only in big cities but also in the regions. However, existing economic (ensuring architectural accessibility of interiors, accessibility of appropriate transport and transport infrastructure for children/persons with mental and physical disabilities, campuses, sports and cultural facilities, dormitories, etc.) and social (complex process of socialization both for children with special educational needs (as well as their family members) and for relatively healthy children; change of psychological and value attitudes of teachers and increase of their professional competencies in an inclusive form of education, etc.) problems are complicated by partial or complete distance learning during a pandemic, and solving these problems will facilitate the reception of educational services by the specified category of citizens of Ukraine.

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