scholarly journals DEVELOPMENT OF CONTENTS FOR MASTER’S PROGRAM IN PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.A CHELNOKOVA ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Education Technology ◽  
Educational Standards ◽  
Master's Program ◽  
Educational Organization ◽  
Current Period ◽  
The World ◽  
Work Programs ◽  
Skilled Staff

The master’s educations is one of the novelties actively developing in the last decade. During the current period, the certain experience has been gained in masters’ training whose skill level shall be higher than bachelor’s and specialist’s one. In parallel with practical work, the researches on issues of the masters’ education are developing. Several directions of this research are presented in this article. This article is dedicated to psychological and pedagogical education. The article gives description for master’s education «Technology of inclusive education», it gives examples of the work programs developed in accordance with requirements of the educational standards for their studying results. The topic of work programs reflects the needs for competence-based development of modern professional in psychological and pedagogical educational profile. The article gives the general characteristics of specialists studying the master’s education programs. It justifies the need for psychological and pedagogical master’s educational profile selected by the author and her colleagues. Its relevancy is based on development of the inclusive education in this country and around the world, on the demand for the high-skilled staff to work under the circumstances of inclusion. The article justifies the relevancy of development of contents for educational program in connection of its result orientation. The article promoting the experience of the particular educational institution might be interesting to educational organization implementing the programs of psychological and pedagogical direction.

scholarly journals DEVELOPMENT OF A MODERN E-LEARNING SYSTEM IN THE UNIVERSITY

2020 ◽  
Vol 2 (1) ◽  
pp. 95-102
Author(s):  
V. M. Kukharenko ◽  
◽  
Keyword(s):  
High Efficiency ◽  
Educational Institution ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Educational Organization ◽  
The World ◽  
E Learning ◽  
The University ◽  
Distance Courses

This paper analyzes the world sources and considers the evolution of the e-learning system in the world, which are necessary for the formation of the e-learning system of the educational institution. The object of research is modern information pedagogical technologies that change the educational process. Subject of research – various educational technologies (distance, mixed, mobile, micro-) learning that influence the effectiveness of the educational process. The purpose is to identify the main elements that create the global e-learning system and to define the structure of the system for use in educational institutions. It is shown that in the first stage distance courses played the role of delivery of educational materials to the student. The development of web 2.0 technology and the advent of LMS have changed the way we learn. Pedagogical theories, the pedagogical instructional model ADDIE, and the use of Bloom's taxonomy allowed for student collaboration and active communication. The distance learning course is focused on achieving and measuring learning outcomes. In the third stage, all components of the world eLearning system are present: methodical, informational, technological, software and technical, personnel, regulatory, planning and development, monitoring and control. The components of the subsystems are variable in nature. Such a system is the basis for the strategy and tactics of the development of the e-learning system in the educational organization and its structural units. The most important is the planning and development subsystem, which defines the ways of development of the educational organization, the strategy and tactics of development of the e-learning system of the university, the required staff potential and the system of professional development of teachers. For its effective work it is necessary to have trained content curators who follow the most influential content curators of the world. Members of this team provide certification for distance courses in accordance with the organization standard. National Technical University "Kharkiv Polytechnic Institute" conducts systematic work in this area, conducts open distance courses for developers, tutors, content curators and experts for teachers of educational institutions of Ukraine. Developed distance courses that measure the competence of trained professionals ensure high efficiency of dual learning. More than 2,100 teachers of educational establishments of Ukraine have enrolled in the open distance courses, more than 320 teachers have successfully completed the courses.

scholarly journals MEDIA CENTERS IN THE WORLD AND UKRAINIAN REALIES

2018 ◽  
Author(s):  
Anastasiia Lytvynova
Keyword(s):  
Digital Media ◽  
Inclusive Education ◽  
Information Society ◽  
School Library ◽  
Educational Institution ◽  
Public Library ◽  
Internal Space ◽  
Media Centers ◽  
The World ◽  
Modern Information

Media centers are technologically advanced modern libraries with well-organized space for individual and mass work of users using traditional and digital media. Media centers appeared at the turn of ХХ і ХХІ centuries in France and have gained considerable popularity in many countries around the world. They also exist in Ukraine. This article is devoted to analysis of activities of media centers in Ukraine and in the world. As media centers develop rapidly in the European space, that is the experience, which is worth to implement in Ukraine. And this is the urgency of the given research. The objective of the study is to investigate and to compare development and activities of media centers in Ukraine and abroad, defining their role in the modern information society. After all, the media centers are also an opportunity to improve the work of libraries in Ukraine, to attract more new users and to create an attractive and functional internal space of existing libraries. The following methods were used to solve the tasks of the study: simulation, comparison, analytical and sociocommunication methods, and also the method of typification and systematization. Nowadays three types of media centers are expanded and developed in Ukraine: 1) as an updated form of a public library; 2) as a new type of school library, a component of inclusive education; 3) as an information and resource center of a higher educational institution. The research also identifies the role of media centers in the modern information society and develops a project for creation of a media center for Boris Grinchenko Kyiv University providing for access to multifunctional space through innovative technologies for students and university employees. The project stipulates improvement of the library’s activities and modernization of its space in general.

scholarly journals On the Issue of Assessing the Inclusive Process in an Educational Organization: a Pilot Study

2019 ◽  
Vol 11 (4) ◽  
pp. 121-132 ◽  
Author(s):  
S.V. Alekhina ◽  
Y.V. Melnik ◽  
E.V. Samsonova ◽  
A.Yu. Shemanov
Keyword(s):  
Content Analysis ◽  
Pilot Study ◽  
Inclusive Education ◽  
Educational Environment ◽  
The State ◽  
Inclusive Process ◽  
Educational Organization ◽  
Persons With Disabilities ◽  
World Community ◽  
The World

The orientation adopted by the world community towards the development of inclusive education requires the development of effective approaches to the assessment and development of inclusion that focus on national and regional specifics. The article presents the results of a pilot study of indicators of the state of the inclusive process by interviewing experts with subsequent content analysis. The possibility of applying an activity-based approach to creating an educational environment (V.V. Rubtsov, I.M. Ulanovskaya and others) as the basis for the implementation of inclusion in an educational organization is being investigated; indicators are proposed for assessing its inclusiveness on the basis of the activity approach with the addition of their value-based approach to assessing the educational environment (S.L. Bratchenko). The answers of the experts correspond to the prevailing understanding of inclusion in Russia (inclusion of persons with disabilities), and experts give priority to indicators of adaptation of individuals, rather than to the results of their mastering the program. The conclusion is drawn about the productivity of the activity approach to the development of inclusion in the educational organization and the compliance of the criteria developed for the inclusion of the educational environment based on the activity approach with the main domestic and foreign scientific developments on this issue.

scholarly journals Assessment of the effectiveness of the electronic educational environment “Moodle” by the cadets of the higher educational institution of the Ministry of Internal Affairs of Russia before and during the COVID-19 pandemic

2021 ◽  
Vol 18 (3) ◽  
pp. 212-226
Author(s):  
Egor A. Lopatin ◽  
Gennadiy S. Shkabin
Keyword(s):  
Distance Learning ◽  
Educational Institution ◽  
Educational Environment ◽  
Full Time ◽  
Electronic Information ◽  
Educational Organization ◽  
The World ◽  
Internal Affairs ◽  
Comparison Of The Results ◽  
Time Form

Problem and goal. The beginning of the COVID-19 coronavirus pandemic led to the widespread transition of universities in the country and around the world to distance learning. The analysis of available studies in Russia, South Africa, Switzerland and other countries of the world allowed to conclude that there are insufficient comparisons of assessments of the use of distance education technologies before the coronavirus pandemic and after its first waves. The article is devoted to the study of the problem of assessing the capabilities of the electronic information educational environment Moodle in the educational organization of the Ministry of Internal Affairs of Russia before and during COVID-19. Methodology. A comparison of the results of a survey among cadets of the Ryazan branch of the Vladimir Kikot Moscow University of the Ministry of Internal Affairs of Russia in 2017 and 2021 was made. Results. The empirical study revealed that after the first two waves of the pandemic and the gradual return to a more traditional full-time form of education among the cadets there are no those who rarely use the Moodle. The number of positive assessments of the effectiveness of using the Moodle and its impact on reducing the time spent on studying has increased. The article explains the identified request of students to improve the means of distance learning, in particular, in the direction of reducing complexity, increasing entertainment, reducing the time for checking materials. Conclusion. Working in an electronic information educational environment has become familiar to students, and they have come to realize the need to solve small problems. There is an ingrained understanding of the inevitability of introducing elements of distance learning into full-time education.

scholarly journals Сurrent trends in inclusive primary school

2020 ◽  
Vol 13 (32) ◽  
pp. 1-20
Author(s):  
SamoiIova Iryna ◽  
Havrylenko Tetiana ◽  
Kozynets V. Oleksandr ◽  
Popadych Olena ◽  
Bondarenko Yuliia
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Primary Schools ◽  
Educational Institution ◽  
European Countries ◽  
School Level ◽  
Primary School Children ◽  
Main Research ◽  
The World ◽  
Inclusive Pedagogy

Inclusive education is an important part of the general humanitarian attitude to create equal living conditions and self-realization of various members of society. It is important to diversify approaches to inclusive pedagogy. In particular, the need to take into account age differences in the education of children with disabilities, the need to distinguish inclusive tactics depending on the level of education, the requirement to systematize approaches to inclusive pedagogy from its first structural link and to potentially vocational education. In the system of inclusive education, the primary school occupies a prominent place as the first compulsory educational institution. Aim. The purpose of the article is to consider and analyze current trends in inclusive education in primary school. Methods and instruments. The main research methods are the analysis of the regulatory framework (international policy documents), processing of statistical data, study and generalization of recent publications on the topic with an emphasis on the experience of the leading European countries. Results and conclusion. It is established that the main trends in the development of inclusion at the primary school level are: a) shifting away from specialized schools and classes in favor of increasing inclusive classes; b) finding ways to overcome the inequality of funding for inclusive education in European countries and the inequality of the allocation of the budget that is allocated to the financing of inclusive education ( primary schools); c) active support of inclusive education by the world community, development of basic international documents and programs in order to standardize theoretical, practical and technical approaches to inclusion in primary school;  d) finding opportunities to engage in inclusive practices for skilled people with disabilities; e) search for methods of overcoming social and psychological barriers to inclusive education of primary school children; f) a structured approach to inclusive education in primary school; g) development of a single mechanism for initiating inclusive education and monitoring the implementation of the recommendation on inclusive education, determining its effectiveness.Perspectives. Further attention to the trends of inclusive education is quite relevant.We have to understand the current and future vectors of inclusive education in the world. Nowadays, inclusive education becomes a trend and a prerequisite for ensuring the principle of parity in the humanities, ensuring equal conditions for human development.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

THE ROLE OF SOCIAL PARTNERSHIP IN THE DEVELOPMENT OF INCLUSIVE EDUCATION

2020 ◽  
Vol 7 (3) ◽  
pp. 81-88
Author(s):  
Enakhon Nishanbaeva ◽  
◽  
Abdulla Abdukhalilov
Keyword(s):  
Inclusive Education ◽  
Social Partnership ◽  
World Community ◽  
The World

Today, one of the most urgent tasks of the world community is the development of inclusive education. It should be noted that social partnership is of great importance in the development of inclusive education. Through social partnership, it is possible to establish constructive relations between various interested groups in the field of inclusive education.

YOGAINTOCLASSROOM PRACTICES:NEED OF THEHOUR

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Jasmeet Bedi
Keyword(s):  
21St Century ◽  
Mental Stress ◽  
Growing Up ◽  
Educational Organization ◽  
Psychological Performance ◽  
The World ◽  
Teachers And Students ◽  
Classroom Studies ◽  
Day By Day

We are living in the world of 21st century which is known as the world of ‘Mental Stress’ in these circumstances, knowledge amplifies day by day. There is a knowledge explosion in the world, hence each and every person tries to get this knowledge by new andmost recent mediasand they also use it. In this direction there is a qualitative growing up in the person for in receipt of knowledge and its use by appreciative. In the same way, we notice the qualitative addition in the educational organization, teachers and students, which are going to get knowledge. In these circumstances teachers and students feel a perplexity. Learner or student of today is not only physically unhealthy but also mentally or emotionally. So it becomes duty or responsibility of a teacher to incorporate such practices in his classroom so that stress, tension, anxiety, frustration etc. of their students reduces which ultimately affect upon their academic as well as socio-psychological performance. The present paper throws light on benefits of yoga into classroom, studies conducted on the same, challenges before a teacher.

Children with Disabilities: Achievements, Prospects, and Challenges Ahead

2020 ◽  
pp. 593-613
Author(s):  
Maya Sabatello ◽  
Mary Frances Layden
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Final Section ◽  
Children With Disabilities ◽  
Vulnerable Groups ◽  
Disability Rights ◽  
The World ◽  
Child Friendly ◽  
State Of Affairs ◽  
Successes And Challenges

Children with disabilities are among the most vulnerable groups in the world—and a children’s rights approach is key for reversing historical wrongs and for promoting an inclusive future. To establish this argument, this chapter explores the state of affairs and legal protections for upholding the rights of children with disabilities. It critically examines major developments in the international framework that pertain to the rights of children with disabilities, and it considers some of the prime achievements—and challenges—that arise in the implementation of a child-friendly disability rights agenda. The chapter then zooms in on two particularly salient issues for children with disabilities, namely, inclusive education and deinstitutionalization, and highlights the successes and challenges ahead. The final section provides some concluding thoughts about the present and the prospect of upholding the human rights of children with disabilities.

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