scholarly journals Environment-based approach to the management of an institution of inclusive education

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 7-13
Author(s):  
Nataliia Сhernenko ◽  
Oksana Sakalіuk
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Structural Components ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
Questionnaire Method

The article focuses on the problems related to the management of an educational institution applying the environment-based approach under conditions of an inclusive education model. The purpose of the article is to characterise the environment-based approach as a basis for the implementation of inclusive education in establishments of general secondary education. To achieve the goals and objectives of the study, these theoretical and empirical methods were used (analysis, synthesis, generalisation and systematisation of the basic provisions for the implementation of the environment-based approach into the practice of management of educational institutions specialised in inclusive education; questionnaire method). It is emphasised that the application of the environment-based approach to the management of an institution of inclusive education involves the formation and development of an inclusive learning environment taking into account its structural components: spatial-objective, content-centred and methodological, communicative-organisational. Some problems in the practical implementation of the environment-based approach have been revealed: education managers encounter the primary problems that are related to the implementation of inclusive education into establishments of general secondary education; they concern the issues regarding the development and improvement of the main structural components of an inclusive learning environment. The importance of a step-by-step implementation of the environment-based approach to the management of an institution of inclusive education (the diagnosis and modelling of the environment, the production of educational results), which will help create an inclusive learning environment in which children with special educational needs will feel most comfortable. It is concluded that the environment-based approach represents the strategy of indirect management in education and considers the environment as a key means of solving management-related problems of transferring an educational institution into the mode of inclusive education functioning and developing teachers’ readiness to master and implement inclusive education.

scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

scholarly journals Forms Organization of Work With People With Special Educational Needs in China

2021 ◽  
pp. 96-109
Author(s):  
Zeng Guanghai
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Observation System ◽  
Special Educational Needs

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

scholarly journals ENSURING TRANSPARENCY AND INFORMATION OPENNESS OF GENERAL SECONDARY EDUCATION IN KYIV

2020 ◽  
pp. 123-141
Author(s):  
Iryna Lynova ◽  
Tatiana Pleshko
Keyword(s):  
Secondary Education ◽  
Annual Report ◽  
Educational Institution ◽  
Educational Process ◽  
Education Quality ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Tuition Fees ◽  
The City

The article offers consideration of the results of the analysis of the State Service for Education Quality in Kyiv of the sites of educational institutions of communal, state and private forms of ownership of the city of Kyiv in relation to their availability and occupancy on 21 indicators: charter of educational institution; licenses for educational activities; structure and governing bodies of the educational institution; staff in accordance with the license conditions; educational programs implemented in the educational institution and the list of educational components provided by the relevant educational program; service area assigned to the educational institution by its founder (for preschool and general secondary education institutions); licensed volume and actual number of students; language (languages) of the educational process; availability of vacant positions, procedure and conditions of the competition for their replacement (in case of its holding); material and technical support of the educational institution (according to the license conditions); results of monitoring the quality of education; annual report on the activities of the educational institution; admission rules; conditions of accessibility of the educational institution for training of persons with special educational needs; tuition fees for private schools); list of additional educational and other services, their cost, procedure for provision and payment; rules of conduct for students; a plan of measures aimed at preventing and combating bullying in the educational institution; the procedure for submitting and reviewing (with confidentiality) applications for cases of bullying (harassment) in an educational institution, response and responsibility of persons in an educational institution involved in bullying (harassment). The authors of the article developed 518 sites of schools of various forms of ownership: state and communal forms of ownership - 437, private - 81. On average, according to 21 indicators, 56% of schools publish the necessary information on the websites of general secondary education institutions. The authors hope that the comments and suggestions set out in the conclusions to the article will help schools to systematize information about their lives and prospects.

scholarly journals MANAGEMENT OF GENERAL SECONDARY EDUCATIONAL INSTITUTION WITH INCLUSIVE LEARNING UNDER CONDITIONS OF NEW UKRAINIAN SCHOOL

2019 ◽  
Author(s):  
Alla Panchenko ◽  
Nataliia Kravchuk
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Education System ◽  
Education Institution ◽  
Educational Needs ◽  
Integral Model ◽  
Experimental Program ◽  
Special Educational Needs ◽  
Rights Of The Child ◽  
Inclusive Learning

The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.

scholarly journals Inclusive culture – a key factor for success in inclusive education

2020 ◽  
pp. 123-129
Author(s):  
F. R. Yakubova
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institution ◽  
Modern Society ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Key Factor ◽  
Pedagogical Literature ◽  
Pedagogical Science

The article presents a theoretical analysis and generalization of General and special psychological and pedagogical literature on the problem of formation of inclusive culture among students of educational organizations. The key concept of „inclusive culture” is revealed on the basis of a theoretical review of scientific and methodological literature. The importance of the formation of inclusive culture in modern society is analyzed. A so-cially important problem of pedagogical science is the issue of teaching people with special educational needs in educational institutions. Co-education in an educational institution of conditionally healthy students and students with disabilities, or inclusive education is one of the effective forms of integration of people with disabilities into society.

scholarly journals SOCIAL INCLUSION IN MODERN EDUCATIONAL INSTITUTIONS

2021 ◽  
pp. 205-209
Author(s):  
L. POTAPIUK
Keyword(s):  
Inclusive Education ◽  
Social Inclusion ◽  
Professional Competence ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Process Efficiency ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Special Educational Needs

The article highlights the organizational issues of social inclusion in modern educational institutions, ensuring equal access to education without discrimination at all levels. The author argues that inclusive education guarantees every child the right to self-realization, socialization in society, promotes the disclosure of natural abilities, obtaining the necessary help and support from parents, peers, teachers, and professionals. It is necessary to create a new culture of acceptance and social inclusion so as to allow every individual to feel a part of the community and be recognized in society. Psychological and pedagogical support is perhaps the most important for stimulating the successful provision of inclusive education. Inclusive education provides an equality-based learning environment for children with mental and physical disabilities and their healthy peers. In the focus are the main aspects of psychological and pedagogical support: the creation of a tolerant attitude to students with disorders of psychophysical development, the favorable climate in an educational institution; involvement of every child in social processes, acceptance by teachers, peers, family, and understanding the special educational needs of everyone; providing a correctional and developmental component of inclusive education. The article considers the basic principles of correctional-pedagogical work in educational institutions, emphasizing the strengths and weaknesses of this activity. The author states that the quality of the educational process largely depends on the extent to which the potential opportunities for learning and development of each child, his/her individual characteristics are taken into account and realized. The professional competence of a teacher and its constant improvement in the changing conditions of inclusive education contribute greatly to the learning process efficiency. To ensure the principles implementation effectiveness, teachers ought to concentrate on the organization of correctional and developmental work. They have to develop a system of correctional, preventive, developmental tasks, promote the unity of diagnosis and corrective methods of psychological influence, taking into account age and individual characteristics, and active involvement of the immediate social environment. The study seeks out to identify the main problems that arise during the organization of inclusive education (shortcomings of the legal framework, funding, content of education, adaptation of secondary schools, lack of proper teachers' training, specialized textbooks, and various socio-psychological issues). The findings of the study argue that in today's rapidly changing conditions, the educational environment is not isolated from external and internal factors that can cause both positive results and generate destructive changes. A system of preventive measures is offered to ensure the successful implementation of social inclusion

scholarly journals CREATING SAFE EDUCATIONAL ENVIRONMENT IN EDUCATIONAL INSTITUTIONS THAT IMPLEMENT INCLUSIVE EDUCATION BY INTRODUCING SCHOOL MUTUAL UNDERTANDING SERVICE IN THEIR LEARNING PROCESS

2020 ◽  
pp. 47-58
Author(s):  
Natalia Luhinets ◽  
Iryna Pavlivska ◽  
Olha Safonova ◽  
Olha Skyba ◽  
Anna Shamardina
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Institutional Care ◽  
Legal Framework ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Effective Models ◽  
High Level

The article notes that in recent years Ukraine has identified new priorities for the development of its education system. Since 2018, the concept of the New Ukrainian School has been introduced in general secondary education institutions. There has been created an appropriate legal framework, and practical reforms in the field of education have begun, i.e. the Ukrainian school must change radically. One of the priorities of the state's development is inclusive education, which is one of the main factors in reforming the system of institutional care and upbringing of children in Ukraine. This means that in general educational institutions in classrooms different children will learn and interact together, including children with special educational needs. The goal of educational institutions is the all-round development of any child, creating conditions for the assimilation of effective models of behavior with peers, taking into account all the features of the development of each individual child. However, frequent occurrences of violence, bullying and a high level of conflict among peers do not allow schoolchildren to fully achieve their goals. The article considers the problems that students may face during the educational process in inclusive learing institutions; one of the issues is bullying in the children's community. The authors analyzed the legislation of Ukraine on combating bullying. They outlined the measures of preventive work of teachers to prevent bullying. As a result, the prevention of bullying in educational institutions contributes to the improvement of the microclimate in communities and the creation of a safe educational environment in educational institutions. The establishment of school services of mutual understanding and implementation of a restorative approach can improve the socio-psychological microclimate in school (or higher educational institution) communities, creating a safe environment for all participants of the educational process, because it is a well-established process of interaction between mediators, an efficient way of peacebuilding and nonviolent communication.

scholarly journals Inclusive Learning Environment for Pupils with Special Needs in General Educational Institution

2016 ◽  
Vol 2 (6) ◽  
pp. 148
Author(s):  
Marite Rozenfelde
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Institution ◽  
Value Orientation ◽  
Inclusive Learning ◽  
Learning Development ◽  
Education Process

<em>The paper is focused on the analysis of the role of education's environment in implementation of the inclusive education process for pupils with special needs: the most significant prerequisites for successful learning, development of pupils' interaction culture and value orientation are determined; options for the presence, participation in the learning process and ensuring of achievement for all included pupils with special needs are dealt with</em>

scholarly journals EDUCATIONAL WORKERS METHODOLOGICAL COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
V. Liubarets ◽  
H. Vasylieva
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Education Institution ◽  
Quality Education ◽  
School Life ◽  
Active Involvement ◽  
Inclusive Learning ◽  
Level Of Knowledge ◽  
General School ◽  
Scientific Achievements

The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.

Sign in / Sign up

Export Citation Format

Share Document