Online mediation in the socialization of children with disabilities: environmental conditions in the Arctic and the North of the Krasnoyarsk Territory

The development of online mediation in the Arctic and the Far North of the Krasnoyarsk Territory is necessary because of the increased level of conflict potential in educational institutions and the need to find the most effective methods for resolving conflicts, taking into account the needs of persons with disabilities. This article analyzes the problem of the development of mediation as a tool for resolving conflicts with the participation of children with disabilities, as well as adapting the mediation procedure to a digital format. A content analysis of Russian and foreign practices, demonstrated the insufficient development of inclusive education and the mediation process in our country. Monitoring of school mediation services in the Arctic and northern territories of the Krasnoyarsk Territory confirmed the formalized nature of school mediation services, the lack of training programs for mediators on the basis of higher educational institutions of the Arctic and northern territories, insufficient knowledge of methods of working with ‘special children and an emphasis on preventive measures. An interview was conducted on the organizational system of school mediation services, the identification of conflict-generating factors, ways of resolving conflicts, the readiness of mediation specialists to transition to a digital environment, the adaptation of the mediation procedure to the specific characteristics of children with disabilities and the need to develop a mediation procedure in connection with the natural-climatic factors of these territories. The practical benefit of the study is in promoting the implementation of mediation and online mediation practices in the educational system to resolve conflicts with the participation of children with disabilities, develop a humane attitude towards various categories of the population and establish favorable conditions for learning. The practical use of the research increases due to the scarcity of scientific developments in the field of inclusive education, an alternative and innovative mediation process in the Arctic and Northern territories of the Krasnoyarsk Territory.

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From Segregation to Equalization: The Polish Perspective

Journal of Contemporary Issues in Education ◽

10.20355/c5g59s ◽

2007 ◽

Vol 2 (1) ◽

Cited By ~ 2

Author(s):

Malgorzata Gil

Keyword(s):

Intellectual Disabilities ◽

Inclusive Education ◽

Educational System ◽

Children With Disabilities ◽

Educational Institutions ◽

Full Time ◽

Persons With Disabilities ◽

Select Group ◽

History Of ◽

Children And Young Adults

Previously in Poland, the segregation of children with disabilities was the norm. Recent changes to legislation entitled “Equalization of Opportunities for Persons with Disabilities” specifically address the education of persons with disabilities. States are required to recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities into integrated settings. The education of persons with disabilities should be an integral part of the educational system (United Nations, 1993). This article reports on the education of children with intellectual disabilities living in full-time care institutions and provides an analysis of assumptions underpinning inclusive education in Poland. Specifically, this paper will: (a) introduce the history of education for children with disabilities, (b) provide an analysis of current legislation from 1991 to 2003 addressing education for children with disabilities, and, (c) explore examples of how education was provided to a select group of institutionalized children and young adults. In spite of recent changes to educational policy and formal regulations within the educational system, students with intellectual disabilities continue to be segregated within educational institutions.

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Organization of inclusive physical education classes for persons with disabilities

SCIENTIFIC WORK ◽

10.36719/2663-4619/67/54-57 ◽

2021 ◽

Vol 67 (06) ◽

pp. 54-57

Author(s):

Zülfiyyə Asim qızı Yolçiyeva ◽

Keyword(s):

Physical Education ◽

Inclusive Education ◽

Children With Disabilities ◽

People With Disabilities ◽

The Body ◽

Social Model ◽

Teaching Methodology ◽

Main Task ◽

Persons With Disabilities ◽

The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

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Readiness for Training Disabled Students in Academic Staff of Universities

Psychological Science and Education ◽

10.17759/pse.2018230208 ◽

2018 ◽

Vol 23 (2) ◽

pp. 68-76 ◽

Cited By ~ 3

Author(s):

N.Y. Sorokin ◽

T.G. Lukovenko

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Academic Staff ◽

Educational Institutions ◽

Teaching Staff ◽

Persons With Disabilities ◽

Professional Self ◽

The University ◽

High Degree ◽

Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

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Education of students with disabilities in higher education

10.12737/textbook_5d36b4a8aacb22.47000857 ◽

2019 ◽

Author(s):

Екатерина Михальчи ◽

Ekaterina Mihal'chi

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Educational Programs ◽

Educational Process ◽

Educational Institutions ◽

Technical Equipment ◽

Persons With Disabilities ◽

Education Of Students ◽

Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

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Anthropological providing educational services to children with special educational needs

10.31219/osf.io/sc9n7 ◽

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.

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Progress in Education of Children With Disabilities in Zambia

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00034 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1820-1827

Author(s):

Muchinka Mbewe Peele ◽

Cindy Gill ◽

Sarah Wainscott

Keyword(s):

Inclusive Education ◽

Speech Therapy ◽

Children With Disabilities ◽

Speech Pathology ◽

Language Therapy ◽

Preparation Programs ◽

Persons With Disabilities ◽

Social Barriers ◽

University Preparation ◽

The Republic

Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

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SOCIAL PARTNERSHIP IN THE INCLUSIVE EDUCATIONAL FIELD AS A MECHANISM FOR INDIRECT STATE ADMINISTRATION

Journal of Public and Municipal Administration ◽

10.12737/13599 ◽

2015 ◽

Vol 4 (3) ◽

pp. 23-34

Author(s):

Панченко ◽

Olga Panchenko ◽

Парубина ◽

Valentina Parubina

Keyword(s):

Inclusive Education ◽

Disabled Persons ◽

Educational Institutions ◽

Sociological Research ◽

Institute Of Public Administration ◽

Persons With Disabilities ◽

Social Partnership ◽

State Administration ◽

The Social ◽

Efficiency And Effectiveness

The article examines social partnership in one of the most important areas of civil society - education. Inclusive education is an important factor in the integra-tion of disabled persons and persons with disabilities in society, and therefore, to ensure the efficiency and effectiveness of this process serves the task of state regu-lation. Social partnership businesses, educational institutions, NKO, educational and parent community is intended to carry out a part of the social function of the Institute of Public Administration. In the article on the material author of sociological research shows the main path and direction, as well as the problematic aspects of the organization of social partnership in the field of inclusive.

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Human Rights of Children with Disabilities in Israel - The Vision and the Reality

Disability Studies Quarterly ◽

10.18061/dsq.v29i1.172 ◽

2009 ◽

Vol 29 (1) ◽

Cited By ~ 4

Author(s):

Dina Feldman

Keyword(s):

Human Rights ◽

Inclusive Education ◽

Children With Disabilities ◽

Community Education ◽

Freedom Of Expression ◽

Equal Opportunities ◽

Font Size ◽

Basic Liberty ◽

Persons With Disabilities ◽

Rights Of The Child

<span style="font-size: 12pt; font-family: Arial; color: black;">The UN Convention on the Rights of the Child, from 1989, and the UN Convention on the Rights of Persons with Disabilities, from 2007, define a vision in which party States ensure the welfare of children with disabilities and their right to enjoy a full and respected life in the community, with their families, in conditions which meet their basic needs and ensure their ability to actualize their potential, enjoy basic liberty, freedom of expression, active and inclusive participation in the community life, based on equal opportunities. Approximately 8.7% of the children in Israel cope with functional challenges, disabilities or chronic diseases requiring constant intervention through medical or non medical care. The aim of the current article is to outline the international vision defined by the Conventions and the situation in Israel regarding the rights of children with disabilities to life, life with family in the community, education, health and accessibility – as legislated and as actually implemented. The article shows that Israel is committed to the international conventions and has invested much in legislation, budget and services for ensuring the social rights of children with disabilities in all areas of life. However Israel still faces the challenges of carrying out the paradigm shift towards the human rights model of disability in practice, by ensuring equal opportunities; by abolishing the poverty and discrimination of the geographical and social periphery; and by implementing inclusive education and accessible public areas and services to all.</span>

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Social Rehabilitation Practices of Inclusion In The Educational Process In Working With Children With Disabilities

Propósitos y Representaciones ◽

10.20511/pyr2021.v9nspe3.1188 ◽

2021 ◽

Vol 9 (SPE3) ◽

Author(s):

Maryna O. Vasylyeva-Khalatnykova ◽

Olena Chuiko ◽

Ivan S Bakhov ◽

Valentyna Ternopilska ◽

Nadiia Chernukha

Keyword(s):

Theoretical Analysis ◽

Inclusive Education ◽

Children With Disabilities ◽

Educational Process ◽

Educational Institutions ◽

Social Rehabilitation ◽

Ukrainian Society

Coming into being and development of inclusive education in contemporary Ukrainian society are analysed. The tasks of educational institutions in creating an inclusive space are defined, and the approaches to work with children with disabilities are identified. Works of foreign and domestic scholars and practitioners who studied the problems of inclusion of children with disabilities in the educational process and in the context of social rehabilitation activities are studied. Emphasis is placed on theoretical analysis of social rehabilitation practices of inclusion. A mechanism for implementing social rehabilitation practices of inclusion in the educational process of working with children with disabilities is suggested.

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The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

Studia Edukacyjne ◽

10.14746/se.2018.47.20 ◽

1970 ◽

pp. 329-342

Author(s):

Boubacar Sidi Diallo

Keyword(s):

Human Rights ◽

Students With Disabilities ◽

Inclusive Education ◽

Academic Progress ◽

Social Situation ◽

Quality Education ◽

Educational Institutions ◽

Right To Education ◽

Persons With Disabilities ◽

The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

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