scholarly journals THE EDUCATION PROCESS IMPLEMENTATION OF THE CHILD WITH SPECIAL EDUCATIONAL NEEDS IN THE INCLUSIVE SCHOOL ENVIRONMENT

2020 ◽  
pp. 241-245
Author(s):  
Danai Kokkali ◽  
M. O. Sokol
Keyword(s):  
School Environment ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Process Implementation ◽  
Inclusive School ◽  
Education Process

Inclusive school environment and mechanisms for the emergence of segregation barriers in school

2020 ◽  
pp. 1-9
Author(s):  
Nina Cebotaru
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Ongoing Debate ◽  
The World ◽  
Inclusive School ◽  
Educational Structures ◽  
Educational Inclusion

Both internationally and nationally there is an ongoing debate on the benefits of including children with special educational needs in the educational structures alongside their peers. School integration of children with special educational needs creates discussions, disputes, but it is a tendency throughout the world. Inclusive education encompasses this discussion and, in addition, the orientation towards quality and efficiency of the entire educational system, formal and non-formal. Some parents, specialists and even people with disabilities argue that a person who is prevented from participating with his or her peers in general schools is denied the fundamental right to education. Others, on the contrary, assert that by integrating into the general schools many children with special needs are not assured of meeting their needs. Therefore, these different opinions and circumstances have influenced the purpose of the present paper; that consists in the deeper study of awareness and practices in the field of educational inclusion of children with special educational needs (SEN) at school and community level.

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.

DEVELOPMENT OF FUNCTIONAL MATHEMATICAL LITERACY OF STUDENTS HAVING MODERATE SPECIAL EDUCATIONAL NEEDS: APPROACH OF PEDAGOGUES FROM VOCATIONAL REHABILITATION CENTRES

2015 ◽  
Vol 2 ◽  
pp. 31
Author(s):  
Ingrida Baranauskienė ◽  
Laima Tomėnienė
Keyword(s):  
Young People ◽  
Vocational Rehabilitation ◽  
Vocational Training ◽  
Educational Needs ◽  
Vocational Schools ◽  
Special Educational Needs ◽  
Mathematical Literacy ◽  
Education Process

The article deals with the approach of pedagogues from vocational rehabilitation centres towards the importance of the development of functional mathematical literacy for vocational training of students having moderate special educational needs. It has been attempted to reveal the expression of the abilities of functional mathematical literacy of young people having moderate special educational needs, its importance for vocational training, to discuss the possibilities of the improvement of the education process of mathematics in a heterogeneous classroom, where students with moderate special educational needs learn. 124 pedagogues from Lithuanian vocational training centres and vocational schools who teach young people having moderate and severe special educational needs have participated in the research.

scholarly journals Development and evaluation of the effectiveness of an individual educational route for a younger student with disabilities

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Elena Kolosova
Keyword(s):  
General Education ◽  
School Environment ◽  
Informal Education ◽  
Structured Interview ◽  
Educational Environment ◽  
Necessary Condition ◽  
Special Educational Needs ◽  
First Case ◽  
Inclusive School

In this article existing approaches to the development and implementation of an individual educational route for a younger student in an inclusive school environment were analyzed. This work was carried out as part of the dissertation research. The author presents the results of a comparative analysis of regulatory and pedagogical literature, revealing the content of such concepts as individual educational trajectory, educational environment, educational space, individual educational route, and individual curriculum. The contradictions between modern scientific ideas about the essence of an individual path in education for normatively developing children and its reduction in inclusive practice to a consolidated plan of correctional and developmental work are revealed. If in the first case, the role of the student is characterized by subjectivity, the goals of individualization of education are associated with the identification and implementation of the cognitive interests and inclinations of the child, and the role of the teacher is to provide pedagogical support and facilitation, to promote educational ideas, trials, then in the situation of developing an individual educational route for a student with disabilities of health in the center of attention is his nosology. The "route" here represents the stages of the correctional and developmental work of specialists, which is a necessary condition for the child's life, his development, but not the only tool for the individualization of education, understood as the process and result of building a person's image through the development of culture in ways that are adequate for him, at a pace and choice of content... The article proposes the author's interpretation of the concept of an individual educational route for a child with disabilities, identifies the structural components, highlights the participants contributing to its formation. As the basic resources of the variable educational environment, based on this environment an individual educational route is designed, it is proposed to consider the spheres of additional and informal education. The author presents a semi-structured interview as a pedagogical tool that allows you to design an individual educational route and evaluate its effectiveness within the framework of an anthropological approach to education. The proposed semi-structured interview as a pedagogical toolkit is intended for use in group work with the inclusion of a family raising a child with disabilities, a teacher of additional education, and other members of the inclusive community. The results and conclusions of the article, the described stages of the semi-structured interview can be used in the work of psychological and pedagogical councils of general education schools that implement educational programs for children with special educational needs.

scholarly journals Trait Emotional Intelligence of Teachers Working in Special Education Schools

2021 ◽  
Author(s):  
Simas Garbenis ◽  
Keyword(s):  
Special Education ◽  
Emotional Intelligence ◽  
Social Interactions ◽  
School Environment ◽  
Educational Needs ◽  
Trait Emotional Intelligence ◽  
Special Educational Needs ◽  
Significant Research ◽  
High Level ◽  
Emotionally Intelligent

Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.

scholarly journals ¿CÓMO PERCIBEN LA DIVERSIDAD LOS FUTUROS MAESTROS DE EDUCACIÓN INFANTIL?

2016 ◽  
Vol 3 (1) ◽  
pp. 99
Author(s):  
Yésica Teijeiro Boo ◽  
María J. Fluza Asorey
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Process ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Santiago De Compostela ◽  
Childhood Education ◽  
Special Needs Education ◽  
Inclusive School ◽  
School Concept

Abstract:HOW DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION PERCEIVE THE DIVERSITY?This work reports a research process that is being developed with students of the course “Inclusive School and Special Needs Education”, taught in the 2nd year of the Early Childhood Education Degree in the Lugo branch of the University of Santiago de Compostela. This project aims to study the knowledge and preconceptions that these students have about Inclusion and Special Educational Needs (SEN), and their beliefs regarding different disabilities. Despite not having definitive data, the present results show the need to work in the training of teachers in order to banish false beliefs about diversity and thus ensure that the inclusive school concept is a reality in the hands of future professionals in education.Keywords: Inclusive School, Diversity, Special Educational Needs, Early Childhood Education Degree.Resumen:El presente trabajo da cuenta de una investigación en proceso que se está desarrollando con alumnado de la materia de Escuela Inclusiva y Necesidades Educativas Especiales que se imparte en el 2º curso del Grado de Maestro y Maestra de Educación Infantil, en el campus de Lugo de la Universidad de Santiago de Compostela. Con este proyecto se pretende estudiar los conocimientos y las ideas previas que este alumnado tiene acerca de la Inclusión y las Necesidades Educativas Especiales (NEE), además de sus creencias en relación a las diferentes discapacidades. A pesar de no contar con los datos definitivos, los resultados actuales muestran la necesidad de trabajar en la formación de los maestros con el fin de desterrar falsas creencias con respecto a la diversidad y así garantizar que el concepto escuela inclusiva sea una realidad en manos de los futuros profesionales de la educación.Palabras clave: Escuela Inclusiva, Diversidad, Necesidades Educativas Especiales, Grado en Educación Infantil.

scholarly journals The competences of young teachers in education of pupils with special educational needs

2020 ◽  
Vol 22 (10) ◽  
pp. 139-160
Author(s):  
J. Slowik ◽  
M. Peskova ◽  
O. V. Shatunova ◽  
E. V. Bartus
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School Environment ◽  
Educational Needs ◽  
Practical Significance ◽  
Special Educational Needs ◽  
Modern Development ◽  
Open Coding ◽  
Expert Support ◽  
Young Teachers

Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.

When is the Integration of Students with Special Educational Needs Successful? - A Good Practice Example - School N.O. Brasov, Romania

2018 ◽  
Vol 5 (2) ◽  
pp. 91-98
Author(s):  
Mihaela Voinea ◽  
Ioana Roxana Topala ◽  
Alina Oana Bota
Keyword(s):  
School Culture ◽  
School Leadership ◽  
School Environment ◽  
Primary Schools ◽  
Research Question ◽  
Good Practice ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teachers Perceptions

Abstract The issue of integrating children with special educational needs in mainstream school is still debatable.However, there are situations where the integration of children with special educational needs is successful and all those involved are satisfied. What are the factors that contribute to achieving true integration? Is it about a certain school environment or some teachers? Is it about parent involvement or school leadership? To answer the research question of this study, we have raised the hypothesis that school culture (values, teachers’ perceptions on integration, leadership) determines the success of integration.The goal of this study is to analyse the educational actors’ perceptions (students, teachers, managers and parents) and the school culture which promotes human diversity.The study in question was embedded in a constructivist-interpretivist paradigm, which employed both quantitative and qualitative methods for data collection.A questionnaire regarding students’ and teachers' perceptions on integration and focus-groups were used. A case study of a primary school (School N.O. from Brasov) was conducted.A number of 100 participants were included in the study, teachers, parents and students from primary schools of Brasov.One of the main conclusions of the research is that the integration of children with special educational needs depends on several factors: from the school culture that promotes social values such as tolerance, respect for difference, etc. to teachers directly involved in integration activities and parents who accept and understand the benefits of integration for all children.

scholarly journals Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers

Dela ◽  
2016 ◽  
pp. 89-122
Author(s):  
Tatjana Resnik Planinc ◽  
Karmen Kolnik
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Teachers ◽  
Ability To Work ◽  
The Past ◽  
Teaching Standards ◽  
Rapid Changes ◽  
Inclusive School ◽  
Excessive Number

In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.

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