MPROVEMENT OF THE CONTENT OF PROFESSIONAL ACTIVITY OF SPECIALISTS INCLUSIVE EDUCATIONAL INSTITUTIONS: THE OCCUPATIONAL THERAPY APPROACH

Therapy Approach

The article addresses the issue of the effectiveness of intervention strategies to prepare children with special educational needs for inclusive learning. It was determined that the occupational therapy approach takes into account a system of factors that can fundamentally improve the methodological foundations and practical guidelines for the activities of specialists in an inclusive environment. This system of factors covers interconnected components: 1) patterns of stages of sequential development of the child and creating a step-by-step intervention program; 2) modification of the child’s living environment so that it becomes stimulating and developing; 3) partnership of the occupational therapist with other IEP team members of, which provides for a joint determination of his needs, the formulation of SMART goals, its coordinated achievement, peer monitoring and appropriate adjustment of goals. We present in the article a comparative analysis of areas of responsibility and features of the occupational therapist and sensory therapist as a specialist, which partially duplicates the functions of an occupational therapist. The importance of distinguishing between them helps to determine the responsible position of the practices from the irresponsible one and to formulate guidelines for successful support of children with special needs. We have developed a model for creating the prerequisites for inclusive education for children with special needs, relying on the following criteria for an occupational therapy approach, such as systematic, resourceful, collegial, technological and evidence-based effectiveness. The scientific evidence of an occupational therapy approach is disclosed, as well as the technological aspect of the presented model of intervention in the direction of preparing a child with special educational needs for the educational process.

Formation of an inclusive educational environment of educational institutions

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v13i32.14959 ◽

2020 ◽

Vol 13 (32) ◽

pp. 1-19

Author(s):

Chupakhina V. Svitlana ◽

Lopatynska A. Nataliia ◽

Proskurniak Olena ◽

Shevchuk Victoria ◽

Kozibroda Larysa

Keyword(s):

Learning Environment ◽

Special Needs ◽

Educational Needs ◽

Educational Environment ◽

Educational Process ◽

European Countries ◽

Educational Institutions ◽

Special Role ◽

Special Educational Needs

An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.

FORMATION OF STUDENTS’ TOLERANT ATTITUDE TO PEOPLE WITH SPECIAL NEEDS

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.6.1.60-66 ◽

2019 ◽

Vol 6 (1) ◽

pp. 60-66 ◽

Cited By ~ 1

Author(s):

NATALIIA MATVEIEVA

Keyword(s):

Special Needs ◽

Educational Needs ◽

Educational Environment ◽

Educational Process ◽

Creative Work ◽

Moral Beliefs ◽

Inner World ◽

Educational Influence

The article substantiates the relevance of the problem of raising tolerance of younger schoolchildren to people with special educational needs. The analysis of the level of readiness of all members of the educational process for communication, co-stay, education with students with violations in development; specifics of educational influence on younger students on the formation of stable moral beliefs, cultivation of moral features and qualities, development of spirituality, appropriation of values which are essential and necessary in the context of the arrangement of the inclusive, and educational environment of the New Ukrainian School. The emphasis is placed on the need to include students without exception in various activities, organizing and conducting joint creative work, educational events and games for the purpose of disclosing the inner world of children, studying their peculiarities, and strengthening the children's friendship. It is emphasized that observance of a number of requirements can increase the efficiency of the process of raising tolerance towards children with special needs.

FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT

Bulletin of Taras Shevchenko National University of Kyiv. Social work ◽

10.17721/2616-7786.2020/6-1/9 ◽

2020 ◽

pp. 42-46

Author(s):

L. Tokaruk

Keyword(s):

Social Competence ◽

Special Needs ◽

Inclusive Education ◽

Educational Needs ◽

Educational Process ◽

Technical Developments ◽

Ict Tools ◽

The Individual

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

Professional training of future music art teachers for inclusive education: theoretical and technological aspects

SHS Web of Conferences ◽

10.1051/shsconf/20207504006 ◽

2020 ◽

Vol 75 ◽

pp. 04006

Author(s):

Svetlana Sysoieva ◽

Natalia Ovcharenko ◽

Olga Chebotarenko

Keyword(s):

Inclusive Education ◽

Professional Training ◽

Art Teachers ◽

Educational Needs ◽

Educational Process ◽

Professional Activity ◽

Theoretical Understanding ◽

Actual Problem ◽

Technological Support

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

Inclusive and Special Education Services in Rural Settings

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1220 ◽

2020 ◽

Author(s):

Jayanthi Narayan ◽

Nibedita Patnaik

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Rural Areas ◽

Urban Areas ◽

Educational Needs ◽

Rural And Remote ◽

Remote Areas ◽

Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

Socialization of Young People with Special Educational Needs

Modern Economics ◽

10.31521/modecon.v25(2021)-15 ◽

2021 ◽

Vol 25 (1) ◽

pp. 98-104

Author(s):

Tеtiana Lunkina ◽

◽

Julia Sizonenko ◽

Keyword(s):

Higher Education ◽

Young People ◽

Special Needs ◽

Inclusive Education ◽

People With Disabilities ◽

Educational Needs ◽

Educational Process ◽

Quality Education ◽

Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

Implementation of an individual educational route in inclusive practice

SHS Web of Conferences ◽

10.1051/shsconf/20219801019 ◽

2021 ◽

Vol 98 ◽

pp. 01019

Author(s):

Oksana Titova ◽

Margarita Bratkova ◽

Olga Karanevskaya ◽

Elena Gravitskaya ◽

Irma Barbakadze

Keyword(s):

Special Education ◽

Special Needs ◽

Inclusive Education ◽

Educational Needs ◽

Educational Organization ◽

Number Of Children ◽

Advantages And Disadvantages ◽

Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

CHILDREN WITH SPECIAL EDUCATIONAL NEEDS — EQUALS AMONG EQUAL

Herald of the National Academy of Educational Sciences of Ukraine ◽

10.37472/2707-305x-2021-3-2-3-4 ◽

2021 ◽

Vol 3 (2) ◽

Author(s):

Lesia Prokhorenko ◽

Nataliia Yarmola

Keyword(s):

Higher Education ◽

Special Needs ◽

Professional Competence ◽

Education Institution ◽

Educational Needs ◽

State Pedagogical ◽

Service Training ◽

Educational Sciences

The 7th International Congress on Special Pedagogy and Psychology “Children with Special Needs: from Equal Rights to Equal Opportunities” was held offline and online on October 7-8, 2021. The event organisers were Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine and State Institution “South Ukrainian National Pedagogical University named after K.D. Ushynsky”.The annual event initiated by Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine became traditional and is held in different regions of Ukraine. The previous congresses were held at the leading teacher training universities (Sumy Makarenko State Pedagogical University, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Borys Grinchenko Kyiv University, Hryhorii Skovoroda University in Pereiaslav, T.H. Shevchenko National University “Chernihiv Colehium”, Municipal Institution of Higher Education «Khortytsia National Educational and Rehabilitational Academy» of Zaporizhzhia Regional Council) and showed great interest due to active participation of the educational community. Within one or two days participants had the opportunity to get acquainted with the research results on urgent problems of special psychology and pedagogy, to take part in a number of round tables, seminars and workshops, which is crucial for representatives of the practice.Key congress themes were: education of children with special needs: international experience, Ukrainian realities and prospects; inclusion in education: progress and challenges; innovations in the education of people with special needs: strategies and technologies of the New Ukrainian School; problems of continuity in education of persons with special needs: preschool institution — general secondary education institution — pre-university training — higher education institution; legislative and regulative provision of access to quality education of persons with special needs; distance education of people with special needs: organizational and pedagogical aspects; technologies for the development of children with special educational needs: diagnosis and early intervention; psychological and pedagogical support of children with special needs and their families in crisis situations; problems of socialization of persons with special needs in terms of systemic change; development of personal and professional competence of teachers: pre-service training, retraining, in-service training.

COMPLEX ADAPTATION OF THE METHODICAL SYSTEM OF TEACHING COMPUTER SCIENCE TO STUDENTS IN INCLUSIVE GROUPS

Academic Notes Series Pedagogical Science ◽

10.36550/2415-7988-2020-1-191-105-108 ◽

2020 ◽

Vol 1 (191) ◽

pp. 105-108

Author(s):

Оlena Kosovets ◽

◽

Keyword(s):

Computer Science ◽

Special Needs ◽

Inclusive Education ◽

Professional Education ◽

Professional Training ◽

Educational Needs ◽

Educational Process ◽

Diagnostic Methods ◽

Adaptive Competencies

In the article the author focuses on the problem of complex adaptation of the methodical system of teaching computer science to students in the conditions of inclusive education. The pedagogical experiment was conducted from 2013-2019. in four stages: theoretical-analytical, diagnostic-search, experimental and generalizing. At the theoretical and analytical stage of the pedagogical experiment, a theoretical analysis of scientific and methodological, psychological and pedagogical and educational literature on the research problem was conducted; actualization of the posed problems; Methods of theoretical and experimental research, as well as criteria and indicators of the formation of compensatory-adaptive competencies of students with special educational needs have been developed. At the diagnostic and search stage the analysis of components of methodical system of training of computer science in the course of professional training of pupils with special needs in inclusive classes is carried out, the empirical material is collected; diagnostic methods of research are developed and the statement check of pedagogical experiment is carried out. A list of compensatory-adaptive competencies that affect the quality of computer science studies by students with special educational needs has been formed. The purposes, the maintenance, methods, means and forms of the organization of educational process, a technique of their use in the course of training of computer science of pupils with special needs in establishments of professional education in the conditions of inclusion are investigated. Technical means and special software have been selected, a method of their use has been developed to support computer science education for students with visual impairments, students with hearing impairments and students with musculoskeletal disorders. At the experimental stage, the effectiveness of the adapted methodological system of teaching computer science to students of vocational education institutions in the conditions of inclusion was confirmed and a formative check of the pedagogical experiment was carried out. At the generalizing stage of pedagogical experiment it is substantiated that adaptation of components of methodical system of training of computer science of pupils with special educational needs according to values and principles of inclusive education, promotes formation and development of the creative personality, the skilled and competitive expert.

On the issue of teacher’s preparedness to inclusive education

Osvitolohiya ◽

10.28925/2226-3012.2018.7.101107 ◽

2018 ◽

pp. 101-107 ◽

Cited By ~ 1

Author(s):

Anatoliy Pedorych

Keyword(s):

Inclusive Education ◽

Professional Competence ◽

Practical Experience ◽

Educational Needs ◽

Educational Process ◽

Educational Institutions ◽

Professional Activity ◽

Scientific Article ◽

Emotional Perception

The article reviews one of actual and debatable problems in modern education – inclusive education of children with special educational needs. Timeliness and relevance of the study at the moment of writing the scientific article has been justified. The purpose of the study is to reveal the separate issues of potential readiness of teachers of institutions of general secondary education of Chernihiv region for the introduction of inclusive education. Analysis was conducted for achievements of scientists, who studied different aspects of teachers’ readiness for professional activity and forming the professional competence within the inclusive education. Potential professional readiness of teachers at general secondary educational institutions was demonstrated via two main indicators: professional readiness and psychological readiness. It was found that level of emotional perception is higher than level of theoretical readiness to include children with special needs in educational process – not to mention the practical experience of work with such categories of students. The emphasis is on avoiding the risks during introduction of inclusive education in Ukraine (formal inclusion, «strong-willed inclination», «spontaneous», uncontrolled inclusion). Analysis was conducted for results of studying the teachers at general secondary educational institutions of Chernihiv region. Recommendations were provided on training and retraining of teachers at general secondary educational institutions – for their adequate preparation within realities of Ukrainian school. This is development and implementation of training discipline for students of higher pedagogical education, as part of their work with children having special educational needs. It also includes advanced training courses for teachers, regarding the peculiarities of work with children having special educational needs – within the framework of inclusive education.