DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 6-10
Author(s):  
Kochesokova M.G. ◽  
Nogerova M.T. ◽  
Taukenova L.M. ◽  
Afaunova L.M.
Keyword(s):  
Experimental Model ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Future Teachers ◽  
Formative Experiment ◽  
Raising Children ◽  
Special Children ◽  
And Control

The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 73 ◽  
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

scholarly journals Основное содержание работы клубов психолого-педагогического сопровождения родителей, воспитывающих детей с ограниченными возможностями здоровья

2019 ◽  
Author(s):  
Olga Nikolaevna Tokareva
Keyword(s):  
Children With Disabilities ◽  
Social Adaptation ◽  
Parental Competence ◽  
Raising Children ◽  
Special Children

This article substantiates the idea of creating psychological clubs for parents raising children with disabilities who need psychological and pedagogical assistance. Considerable attention is paid to increasing parental competence in the matters of upbringing, development, and social adaptation of “special” children, through psychological and pedagogical education; attracting parents to cooperation, in terms of common approaches to raising and educating the child.

scholarly journals Anthropological providing educational services to children with special educational needs

2018 ◽  
Author(s):  
Igor Grygus ◽  
Olha Nagorna ◽  
Anzhela Nogas ◽  
Walery Zukow
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Institutions ◽  
Educational Services ◽  
Qualitative Composition ◽  
Rehabilitation Center ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Special Child

In pedagogical circles always having the discussion concerning the effectiveness, feasibility of one or another form of training. A difficult issue is the differentiation of the psycho-medico-pedagogical commissions on the selection of programs and learning, educational institution. Thus, the actual research of the education of children with special educational needs on the example of educational institutions of Rivne.Research objective: to study the formation of the system of education for children with special educational needs. Research objectives: 1. To conduct a systems analysis of the scientific literature on the topic of research. 2. Examine the network of inclusive schools in Rivne. 3. Analyze the provision of educational services to children with disabilities in Rovno educational and rehabilitation center "Special Child". 4. Synthesize statistical information and reveal the dynamics of qualitative and quantitative nosology of children with disabilities in schools.Research methods: theoretical analysis of literary sources, summarizing statistical data of educational institutions of city Rivne. Analysis of the changes of the quantitative and qualitative composition of the inclusive class allows you to infer that children with special educational needs enrolled in inclusive classrooms for nosology violations observed a certain imbalance. So, the advantage for inclusive education is given to students with cognitive and reports violations. Almost twice smaller number of children in violation of the locomotor and hearing. Significantly fewer students with disorders and mental retardation. Not specified such diagnoses as an autistic spectrum disorder and down syndrome. Obviously, these were incorporate into the category of violations.Data analysis allows us to draw conclusions that the implementation of the State programme concerning the staffing system of inclusive education is effective, but does not provide the full needs of schools in all members of the interdisciplinary team of rehabilitation support a child with special educational needs. In particular, not all educational institutions are equipped properly to ensure the needs of the child and the implementation of a full-fledged correction support; not organized by specialized facilities, inadequate rehabilitation equipment, special furniture for pupils with impaired function of the musculoskeletal system; missing tiflocorrection means, tiflopedagog; the physical therapist is not available in all schools.Conclusions. The analysis of this problem leads to the following conclusions: in the scientific and methodical sources analyzed the effectiveness and usefulness of various forms of educational services for children with special needs. Analysis of inclusive classes shows positive dynamics of this process and increase the number of pupils with impaired psychophysical development in secondary schools.Experience of the Rivne training and rehabilitation center "Special Child" and confirms that as a result of the implementation of inclusive education in school has increased the number of children with complex disabilities development, accompanied by intellectual retardation and existing disabilities. Therefore, special educational institutions should be multiprofile that will provide your child with special educational needs education and obtaining proper corrective rehabilitation support.Due to the focused State policy implementation of the inclusion in the General space training and re-training of teachers contributed to the increase in the number of pupils with special educational needs, allowed to expand as the quantitative and qualitative composition inclusive classes.Prospects of the further researches. There is an objective need for further study of the entire complex of issues related to the implementation of the right to education of children with disabilities. In particular, no special educational institutions, with the possibility of teaching a child with disabilities in comprehensive school essential not making are the problem of ensuring the continuity of rehabilitation.

scholarly journals Psychological analysis of sociogram and biographical method for investigating parents of children with special educational needs

2020 ◽  
Vol 11 (2) ◽  
pp. 114-120
Author(s):  
Bohdana Andreyko ◽  
Iryna Subashkevych
Keyword(s):  
Family Relationships ◽  
Educational Needs ◽  
Scientific Data ◽  
Emotional States ◽  
Special Educational Needs ◽  
Raising Children ◽  
Symbiotic Relationships ◽  
Psychological Analysis ◽  
Scientific Results ◽  
Special Children

Aim. In order to provide psychological counselling, it is necessary to properly diagnose and study the psycho-emotional states, psychological makers of parents raising children with special educational needs (SEN). Methods. In the diagnostic and practical work with parents of children with SEN, we used the text analysis method and the biographical method (including projective techniques lifeline, my autobiography), which combine diagnostic and psychotherapeutic scientific results. Family sociogram technique (Eidemiller, 2002) and its modified version (Tkachova, 2014) are used to study interpersonal family relationships and the nature of communication. The article analyses the scientific data and approaches to the study of problems faced by parents, arising from the condition of their child; emotional states of parents raising a child with SEN; stage of experience of the birth of their child. Results. Intervention is focused on the present and future. If the experience of the past comes up, it is used for the benefit of achieving certain goals. An important result of the study to be worked on is that parents of special children mention only their family and children, but forget about their own wellbeing. Children with SEN are surrounded by care and love, parents seek symbiotic relationships with children trying to satisfy all their needs, protect from difficulties, offer boundless love and sometimes over-protection. Conclusion. Knowledge of psychological stages identified within the theory of grief helps professionals understand when and how it is better to intervene in the situation taking into account the characteristics of a particular family and individual reactions.

scholarly journals Inclusion and Human Resources: Parents’ View and Professionals’ Opinions

2020 ◽  
Vol 17 (2) ◽  
pp. 67-78
Author(s):  
S.V. Alekhina ◽  
E.Y. Klochko ◽  
N.S. Avilocheva ◽  
O.A. Sedykh
Keyword(s):  
Human Resources ◽  
Inclusive Education ◽  
Teaching Staff ◽  
Home Education ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Disabled People ◽  
Priority Direction ◽  
The Russian Federation ◽  
Systematic Development

The article is devoted to the discussion of the results of a survey of parents of children with disabilities conducted by the “All-Russian Organization of Parents of Disabled Children and Disabled People over 18 Years of Age with Mental and Other Disabilities Who Need Representation of Their Interests” (VORDI). The authors discuss the problems that parents say — home education, lack of psychological and pedagogical assistance and special conditions at school, disagreement with the opinion of the psychological, medical and pedagogical commission. The key problem of the education system, in the opinion of the respondents and the authors of the article, is the absence or lack of training of teaching staff who could work in an inclusive education with students with special educational needs. The position is expressed about the need for systematic development of inclusive education resources, and above all human resources. The creation of regional resource centers for the development of inclusive education in the constituent entities of the Russian Federation, providing for retraining and advanced training of teachers, their methodological support, is seen as a priority direction of the state policy in the field of education.

scholarly journals VALUE-SEMANTIC ORIENTATIONS OF PARENTS RAISING CHILDREN WITH DISABILITIES WHEN CHOOSING AN INCLUSIVE FORM OF EDUCATION

2021 ◽  
pp. 30-35
Author(s):  
E. Indenbaum ◽  
Y. Lifanteva ◽  
A. Gostar
Keyword(s):  
Socioeconomic Status ◽  
Inclusive Education ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Reliable Data ◽  
Educational Organizations ◽  
Raising Children ◽  
The Family ◽  
Semantic Orientation ◽  
Inclusive Form

The article is dedicated to the assessment of the personal position of parents raising children with disabilities. Studying them becomes especially important if the family chooses inclusive education for their children. The article presents a comparative analysis of the personal positions of parents whose schoolchildren have mild or severe forms of developmental disorders. To obtain reliable data, a social portrait of the families participating in the study was compiled (the education of the parents, their occupation, the socioeconomic status of the family, etc.) was assessed. The value-semantic orientation of the parents, being one of the components of the personal position, was characterized. Their assessment was carried out according to such criteria as adequacy and balance (harmony). The following value-semantic orientation of the parents was revealed: adequate balanced, insufficiently adequate, unbalanced, inadequate. Depending on the identified orientation, recommendations were made for accompanying families raising children with disabilities in general educational organizations. 

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