scholarly journals Implementation of Special Educational Needs of Students with Disabilities in the Interdepartmental Model of Inclusive Education

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
I. R. Myasnikov
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Structural Level ◽  
Special Educational Needs ◽  
Functional Level ◽  
Holistic View ◽  
Persons With Disabilities ◽  
Professional Career ◽  
Full Implementation

Introduction. The article presents the organizational basis for identifying and implementing the special educational needs of students with disabilities in the interdepartmental model of inclusive education. The full implementation of special educational needs (OOP) in the development of vocational education by students with disabilities and disabilities plays a key role for subsequent professional activity. In the inclusive model of the implementation of the OOP of students with disabilities and disabilities, different departmental structures participate, which should effectively interact with each other. Therefore, taking into account the levels of interaction between organizational structures and various activities when identifying and implementing OOP provides a holistic view of the functioning system, and, if necessary, allows for a more targeted impact on the problem links of the model.Materials and Methods. The paper uses the method of content analysis and systematization of scientific and methodological literature, normative legal acts that determine the direction of the organization of the educational environment in the implementation of the OOP of persons with disabilities and disabilities.Results. In the formed interdepartmental model of inclusive education, two levels are considered: the structural level, which is described from the point of view of interaction between state executive authorities and their subordinate organizations, and the functional level, in which the process of forming and implementing the OOP at various stages of the rehabilitation, educational and professional route of students with disabilities and disabilities takes place.Discussion and Conclusions. When considering the procedure for the formation and implementation of the OOP at the functional level of the interdepartmental model, the importance of implementing such processes as career guidance, psychological correction, interaction with non-profit and volunteer organizations, the formation of a professional career, and interaction with the employer is emphasized. The need for unity and interaction of all elements of the model under consideration is emphasized, which will ensure the full implementation of the PLO of persons with disabilities and disabilities and achieve the final result – professional and social integration.

scholarly journals Inclusive Vision Versus Special Education Reality

2020 ◽  
Vol 10 (9) ◽  
pp. 258
Author(s):  
James M. Kauffman ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Full Inclusion ◽  
Practical Reality ◽  
General Education Classrooms

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

scholarly journals Arts Education of Pupils with Special Educational Needs: Objectives and Principles

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 239-253
Author(s):  
Aldona Vilkelienė
Keyword(s):  
General Education ◽  
Art Education ◽  
Inclusive Education ◽  
Developmental Disorders ◽  
Educational Needs ◽  
Systematic Research ◽  
Special Educational Needs ◽  
Positive Interaction ◽  
Persons With Disabilities ◽  
Art Pedagogy

Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.

scholarly journals Formation of architectural and planning organization of general education schools with inclusive education

2019 ◽  
pp. 17-25
Author(s):  
V. Kutsevych
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Quality Education ◽  
Equal Access ◽  
Educational Institutions ◽  
General Assembly ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Un General Assembly

With the ratification of the United Nations Convention on the Rights of Persons with Disabilities (UN General Assembly Resolution 6/106, adopted at 61 session of the UN General Assembly, 2006), the Law of Ukraine No. 176-VI dated December 13, 2009 approved a number of legislative acts. Thus, the Convention on the Development of Inclusive Education, approved by the order of the Ministry of Education and Science of Ukraine dated 10.10.2010 No. 912 states that inclusive education is a complex process of ensuring equal access to quality education for children with special educational needs by organizing their education in general educational institutions based on the application of personally oriented teaching methods, taking into account the individual peculiarities of educational and cognitive activity of such children. The solution of the problem of organizing inclusive education in general educational institutions of Ukraine is aimed at fulfilling the provisions of the UN Convention on the Rights of Persons with Disabilities, which led to intensification of scientific research. In this direction, textbooks have been published, methodological recommendations have been developed, scientific articles have been published, defended dissertations. At the same time, in new school projects, investors and authors of general education institutions often do not envisage the organization of inclusive education, believing that children with special educational needs will not study in these institutions. First of all, we should note that in Ukraine society is not entirely prepared to solve the problem of organizing inclusive education in secondary schools. For example, not everyone knows that the formation of a class with inclusive education is carried out by the head of a comprehensive educational institution, taking into account educational needs of the population, provided that there is a necessary material and technical and methodological base, appropriate pedagogical staff and premises, in agreement with the relevant education management body. The article examines the issues of creating equal access for children with special educational needs to quality education by forming a comfortable architectural and planning organization of general educational institutions. Recommendations are given regarding the occupancy of classes with inclusive education, the parameters and areas of the main premises of schools are determined.

scholarly journals THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES

2020 ◽  
Vol 4 (4) ◽  
pp. 209-226
Author(s):  
GORDANA STANKOVSKA ◽  
IMRAN MEMEDI
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Right To Education ◽  
The Republic ◽  
The Right

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

scholarly journals Supporting school inclusion of students with disabilities and special educational needs - selected challenges and solutions

2021 ◽  
Vol 47 (3) ◽  
pp. 206-219
Author(s):  
Piotr Plichta
Keyword(s):  
Developmental Disabilities ◽  
School Violence ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
The Self ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Supporting Teachers

Nowadays, a fairly widely accepted idea regarding education is that schools should provide an inclusive environment. However, the process of inclusion cannot be accomplished spontaneously. If such a process is not actively supported, it may contribute to the growth of intolerance, stereotypes, exclusion and school violence. If inclusive education is to become more than merely a slogan, it is necessary to provide support to all involved, including teachers. In light of the research, the self-assessment of teachers’ competencies in educating students with developmental disabilities and special educational needs is relatively low. The article describes possible challenges in making schools more inclusive environments and proposes possible means of supporting teachers in selected areas of inclusion.

Assessing Special Educational Needs in Austria: Description of Labeling Practices and Their Evolution From 1996 to 2013

2015 ◽  
Vol 14 (3) ◽  
pp. 329-342 ◽  
Author(s):  
Susanne Schwab ◽  
Marco G. P. Hessels ◽  
Tanja Obendrauf ◽  
Mona C. Polanig ◽  
Lisa Wölflingseder
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Intervention ◽  
Special Education Teachers ◽  
Online Survey ◽  
Educational Needs ◽  
Diagnostic Process ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Education Assessment

Even if the label special educational needs (SEN) is similarly used in various countries for indicating students with disabilities, the practices and diagnostic criteria leading to this label vary widely. This study aims to clarify the diagnostic process in Austria that leads to labeling. A sample of 169 special needs teachers who regularly write SEN reports participated in the online survey. The survey questions were based on those of a study by Ansperger (1998), who questioned special education teachers writing such reports in 1995–1996. Results show that, although more and more standardized instruments are used, still quite several unstandardized assessments are reported. Little time is available for the assessments, and only few reports include information on future pedagogical/educational intervention. It is concluded that in inclusive education, assessment should be more oriented toward educational intervention to address the diversity in learning needs among students than at diagnosing disabilities.

scholarly journals THE CONCEPT OF PREPARING A FUTURE FOREIGN LANGUAGE TEACHER TO TEACH STUDENTS WITH DISABILITIES: STATE OF RESEARCH

2020 ◽  
Vol 1 (190) ◽  
pp. 169-172
Author(s):  
Nataliia Shcherba ◽  
Keyword(s):  
Foreign Language ◽  
Students With Disabilities ◽  
English Teachers ◽  
Educational Needs ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Inclusive Instruction ◽  
State Of Research

According to Convention on the Rights of Persons with Disabilities, Decree of Cabinet of Ministers of Ukraine «On ratification of organization procedure of inclusive instruction in secondary educational institutions» and the Law of Ukraine «On education», children with special educational needs have a right for decent education on equal terms with others. The main prerequisite to fulfill this requirement is the appropriate training of would-be mainstream school teachers and, in particular, foreign language ones. The article is aimed at finding out what training is currently performed and at conducting the analysis of its conceptual. As the research conducted revealed, since 2013, 14 Ukrainian universities have been providing their students with a module «Catering for special educational needs» as a part of a cross-curricular course the Methods of teaching foreign languages. According to the course curriculum, the module is supposed to include 18 hours and to be delivered on the basis of a content-outline recommended. But academics are supposed to choose sources and documents independently. The search for any conceptual bases of preparing would-be English teachers for working with learners with disability showed no results. Thus, the analysis of researches dedicated to the correspondent training of would-be teachers of other specialties was done. It revealed a number of conceptual ideas applicable in English teacher training. It allows us to offer a conceptual idea of preparing would-be English teachers for teaching learners with disability. The structural components of such training are: motivational (students should acquire humanistic values), content (they must learn information related to the education and assessment of children with disabilities), organizational (they have to master the skills and initial experience of teaching and correctional work) and of control and assessment (students should be able to assess the learning outcomes of students with disabilities in inclusive environment).

scholarly journals Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs

2019 ◽  
Vol 11 (3) ◽  
pp. 1-14 ◽  
Author(s):  
V.V. Rubtsov ◽  
S.V. Alekhina ◽  
A.V. Khaustov
Keyword(s):  
Continuing Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Adolescents And Adults ◽  
Tracking Model ◽  
Continuous Support

In the article the authors set a goal setting for the current consideration of the prerequisites of lifelong education and psychological and pedagogical support for people with special educational needs, the content of the concept of continuing education is determined. Presented are data from studies examining the attendance of educational institutions for children with disabilities, as well as information reflecting the intentions of parents to continue their education for children under 15 years of age, information about people with disabilities studying in vocational educational programs that emphasize the relevance of the continuing education of persons with disabilities, reflect a low the degree of readiness of parents to continue their education with children with disabilities, the need to build a system of continuous support I have children, adolescents and adults with disabilities in all regions of Russia, forming the basis for the continuity of personal educational path, the importance of developing a scientific approach to its study. Specific conditions for building a tracking model are defined. The experience of research and organization of continuous support of individuals with autism spectrum disorders is considered. It is concluded that it is necessary to discuss the topics of psychological and pedagogical support at the stage of obtaining a profession and employment. The value of unique practices in building an individual educational trajectory is noted.

scholarly journals IMPROVING THE ORGANIZATION OF INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: REFORM STEPS, INDICATORS OF IMPLEMENTATION

2020 ◽  
pp. 60-69
Author(s):  
Oksana Denysiuk ◽  
◽  
Nataliia Tytarenko ◽  
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Analytical Data ◽  
Educational Needs ◽  
The State ◽  
Educational Process ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Monitoring Study ◽  
Educational Indicators

The article considers the results of the all-Ukrainian monitoring study on the implementation of NUS in the context of inclusive education for children with special educational needs in general secondary education on the example of primary school, which for the second year implements the New Ukrainian School Concept. We consider the organization of inclusive education in general secondary education institutions through the prism of educational indicators developed by the researchers. The developed indicators record the state of the organization of inclusive education in general secondary education institutions. We chose the Convention on the Rights of Persons with Disabilities, adopted by the United Nations in 2006, as the basis for the development of indicators. The educational indicators presented in the article cover two areas of organization of the educational process in accordance with the needs of children with special educational needs: indicators of the organization of the educational process and indicators of the organization of educational activities. For the first direction, for example, the following indicators are proposed: the number of teacher assistants per child with special educational needs, for the second direction – the teacher’s willingness to work in the classroom with children with special educational needs. We form the first group of indicators from statistical data obtained from the State Statistics Service of Ukraine, the second group – from statistical and analytical data collected during monitoring studies. The results of the monitoring study are considered in the context of the educational indicators we have presented, which will allow education authorities to obtain objective information on a given issue and to make informed management decisions to improve the organization of inclusive education for children with special educational needs. Thus, it was found that the provisions of the Convention on the Rights of Persons with Disabilities have not yet been fully implemented in the educational process of general secondary education institutions. Both the provision of «smart accommodation» and quality education for children with special educational needs – these issues remain relevant and open today. And this in turn requires the organization of additional research on the organization of inclusive education in general secondary education institutions.

scholarly journals EVALUACIÓN DE LOS APRENDIZAJES EN ATENCIÓN DE LAS NECESIDADES EDUCATIVAS ESPECIALES DE ESTUDIANTES CON DISCAPACIDAD VISUAL, EN ASIGNATURAS PRÁCTICAS COMO LABORATORIOS Y GIRAS DE CAMPO. ASSESSMENT OF LEARNING IN ADDRESSING THE SPECIAL EDUCATIONAL NEEDS OF

2014 ◽  
Vol 5 (2) ◽  
pp. 38-67
Author(s):  
Magaly Rodríguez-Calvo
Keyword(s):  
Visual Impairment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Needs ◽  
Field Trips ◽  
Teaching Methodology ◽  
Audiovisual Material ◽  
Special Educational Needs ◽  
Assessment Of Learning

El presente artículo pretende dar a conocer la atención que se les ha brindado a  estudiantes con necesidades educativas especiales (con discapacidad visual) en la educación superior - Universidad Estatal a Distancia, ya que en los últimos años ha dado un énfasis en la educación inclusiva, por el incremento de estudiantes que han ingresado con alguna discapacidad.La Cátedra de Ciencias Naturales ha proporcionado a estudiantes con discapacidad visual adaptaciones de evaluación  formativa en asignaturas prácticas como laboratorios de biología y giras de campo, las cuales le ayuda al alumno a un mejor proceso de enseñanza y aprendizaje, tomando en cuenta diferentes estrategias metodológicas, tales como: entornos de aprendizaje adecuados, tutorías personalizadas, metodología de enseñanza adaptada, materiales adaptados, materiales audiovisuales, orientación y seguimiento.El propósito del estudio es que los estudiantes con discapacidad visual, a pesar de su discapacidad, logren desarrollar un pensamiento crítico, analítico, reflexivo que  alcance destrezas y habilidades para comprender mejor lo aprendido en la teoría y ejecutarlo en la práctica. Los hallazgos principales son a) los estudiantes con deficiencia visual presentan importantes dificultades para poder desarrollar adecuadamente actividades prácticas como laboratorios y giras de campo, b) el profesor tutor es especialista en contenidos, y no en necesidades educativas especiales, por lo que  tiene desconocimientos de cómo manejar adecuadamente la discapacidad y de cuáles serían las más adecuadas estrategias metodológicas a utilizar.  Se espera, con los resultados y conclusiones, lograr determinar cuáles son las soluciones para proponer una adecuada atención específica en los estudiantes con discapacidad que quieren llegar a tener un desarrollo personal, académico y social como futuro profesional.Palabras clave: necesidades educativas especiales, discapacidad, estudiantes con discapacidad visual, actividades prácticas, estrategias metodológicas, enseñanza y aprendizaje y educación.AbstractThis article seeks to highlight the attention that has been given to students with special educational needs (with visual impairment) in Higher Education – Universidad Estatal a Distancia, since in recent years it has been given an emphasis on inclusive education as a result of increased of students that have entered with some kind of disability.The Department of Natural Sciences has provided to students with visual impairment formative adaptation assessments in practical subjects such as biology labs and field trips, which helps the student to better teaching and learning processes, taking into account different methodological strategies such as: appropriate learning environments, personalized tutoring, adapted teaching methodology, adapted materials, audiovisual material, guidance and monitoring.The purpose of the study is that students with visual impairment, who despite their disabilities, achieve to develop a critical thinking, analytical, reflective that reach abilities and skills for a better understanding of what they have learned in theory and in are able to use it in the practice. The main findings are a) students with visual impairment  have significant difficulties to properly develop practical activities such as laboratories and field trips, b) the tutor is a specialist in content and not on special educational needs, so it lacks as how to handle properly the disability and what would be the most appropriate methodological strategies to use. It is expected, with the results and conclusions, to achieve which are the solutions to propose a specific and useful attention in students with disabilities, in order to have a personal, academic and social development as future professionals.Keywords: special educational needs, disability, students with visual impairment, practical activities, methodological strategies, teaching and learning and education.

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