PSYCHOLOGICAL AND PEDAGOGICAL BASIS OF CORRECTION AND EXCITABLE WORK WITH THE CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF THE TECHNOLOGICAL APPROACH

Personal Development ◽

Educational Process ◽

Social Adaptation ◽

Educational Work ◽

Development Technology ◽

Corrective and educational work is considered as a system of complex measures of psychological and pedagogical influence on various features of anomalous development of the individual as a whole, since each defect negatively affects not only a separate mental function, but also reduces the social adaptation of the child in all its manifestations. In the technological aspect, the correctional and educational process has its own specificity, depending on the particulars of the child and the chosen learning option for her. In general education, modern methods and technologies typical for the educational process of a secondary school can be effectively applied: technology of upbringing a successful person, collective creative affairs, personal development technology, training, interactive, information and communication technologies, etc. In the case of a complex defect in a child, or a combination of several defects, when training is conducted in a compensatory-adaptive or abolition variant, the leading advocates are medical correction and health-saving technologies. Separately allocated technologies which can be successfully applied at any type of training, for example, gaming and technologies of art therapy. The effectiveness of the correctional direction of education can be assessed by the following criteria: qualitative and quantitative easing of the structure of the defect; correction of defects and transition of corrected defects to positive opportunities of the child; conscious use of the children's experience; accumulation and positive change in personality properties.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE INCLUSIVE ENVIRONMENT OF THE EDUCATIONAL INSTITUTION

Collection of Scientific Papers of Uman State Pedagogical University ◽

10.31499/2307-4906.2.2021.236702 ◽

2021 ◽

pp. 172-181

Author(s):

Tetiana Motuz ◽

Liubov Pasichnyk ◽

Yana Baranets Yana

Keyword(s):

Information System ◽

Inclusive Education ◽

Personal Development ◽

Educational Institution ◽

Assistive Technologies ◽

Educational Process ◽

The article raises the issue of application of information and communication technologies in the inclusive environment of the educational institution. It is proved that such an environment is formed as a result of an individual adaptation of educational programs, as well as with the use in the educational process of information and communication technologies that allow the perception and transmission of educational information in an accessible form for all students. The purpose of the article is to substantiate the relevance and features of the use of information and communication technologies in an inclusive educational environment of the educational institution. In the process of scientific research we used the following research methods: analysis, synthesis, generalization, systematization. Results of the research. The key ways in which information and communication technologies can support educational opportunities for people with disabilities are as follows: determining the previous level of personal development (skills and abilities); providing assistance in personal development, forming new skills or updating existing ones; improving access to information; overcoming geographical or social isolation through digital communications; increase motivation and awareness of the benefits of information and communication technologies. It is determined that the main types of information and communication technology used to teach children with special educational needs are: standard technologies (for example, computers with built-in settings for people with special educational needs); available data formats, also known as alternative formats (for example, available HTML, say books DAISY system (Digital Accessibility Information System ‒ electronic accessible information system), as well as “low-tech” formats such as Braille; assistive technologies: hearing aids, screen readers, keyboards, etc. Assistive technologies are devices, products, equipment, software, or services designed to enhance, support, or improve the functionality of people with disabilities. Taking into account the didactic capabilities of information and communication technologies, as well as the needs and demands of inclusive education, three key functions that perform information and communication technologies in inclusive education are formulated: compensatory, didactic, communication. Necessary conditions for the introduction of information and communication technologies in the educational process are the availability of material and system-technical support, as well as the availability of appropriate professional competencies of teachers. Keywords: information and communication technologies, inclusive education, inclusive environment, audio lecture, audio simulator, compensatory function, standard technologies, auxiliary technologies.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

Educational Psychology in Polycultural Space ◽

10.24888/2073-8439-2021-53-1-66-75 ◽

2021 ◽

Vol 53 (1) ◽

pp. 66-75

Author(s):

O. A. Belyaeva ◽

Keyword(s):

General Education ◽

Inclusive Education ◽

School Environment ◽

Personal Characteristics ◽

Educational Needs ◽

Educational Environment ◽

Educational Process ◽

Social Significance ◽

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

INFORMATION TECHNOLOGY OPPORTUNITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS PREPARATORY TO SCHOOL

10.17770/sie2017vol3.2282 ◽

2017 ◽

Vol 3 ◽

pp. 81

Author(s):

Ilga Prudņikova ◽

Jekaterina Jankovska

Keyword(s):

Learning Environment ◽

Inclusive Education ◽

Professional Competence ◽

Educational Needs ◽

Educational Process ◽

Modern Learning ◽

Modern educational process is a qualitative condition in preparation of children with special educational needs for school. Information and communication technologies incorporation in the educational process is a requirement of modern learning environment. Preparation of children with special needs for school, inclusive education and individual approach is possible with innovative methods in the educational process in preschool. On one hand, information and communication technologies are learning environment improvement factors, as well as a challenging factor for teachers affecting teachers’ professional competence development.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN PREPARING FUTURE TEACHERS TO WORK WITH GIFTED CHILDREN

Information Technologies and Learning Tools ◽

10.33407/itlt.v86i6.4570 ◽

2021 ◽

Vol 86 (6) ◽

pp. 123-143

Author(s):

Olena P. Demchenko ◽

Natalia І. Lazarenko ◽

Liudmyla V. Liubchak

Keyword(s):

Personal Development ◽

Individual Characteristics ◽

Educational Process ◽

Educational Resources ◽

Gifted Children ◽

Future Teachers ◽

Online Services ◽

The article substantiates the importance of organizing special training of future specialists of psychological and pedagogical profile to work with gifted children. It is emphasized that such children belong to the modern «Alpha generation», whose personal development from the first years of life takes place in the digital space, as well as that the use of information and communication technologies is an important factor in the successful organization of distance learning in higher education in solving the problem of forming innovative, creative, competent teachers of gifted children in particular. It was found out that the communication potential and interactivity of ICT provides the subjects of the educational process opportunities for creative communication, exchange of information, cooperation in performing common tasks, increase interest, deepen knowledge about the phenomenon of giftedness and development of non-cognitive qualities needed for future educators with gifted children. The methodical features of conducting lectures-visualizations on pedagogical disciplines with the use of electronic presentations aimed at forming in future educators components of readiness to work with gifted children are presented. The importance of electronic educational resources in expanding students' knowledge about various aspects of working with gifted children is shown. The experience of creating a virtual teacher's site «Teaching creatively» is presented, in which it is integrated the capabilities of online services in accordance with the didactic purpose, taking into account the age and individual characteristics of gifted children. The teacher's virtual website «Teaching creatively» has a clear structure, its creation involves the use of online services that allow you to design interactive tasks, provide feedback, record educational videos and conduct research. The main conclusion of the study is that the use of information and communication technologies, electronic educational resources in terms of distance / blended learning significantly improves the quality of training of future teachers to work with gifted children.

METHODS OF DETERMINING THE INDIVIDUAL MOTOR PERFORMANCE OF YOUNG MALES IN THE PROCESS OF EXERCISE

Wiadomości Lekarskie ◽

10.36740/wlek202106125 ◽

2021 ◽

Vol 74 (6) ◽

pp. 1420-1427

Author(s):

Oleksii V. Tymoshenko ◽

Valery G. Arefiev ◽

Zhanna G. Domina ◽

Tetiana A. Malechko ◽

Nataliia P. Lymarenko ◽

...

Keyword(s):

Physical Education ◽

Motor Performance ◽

Educational Process ◽

Control Group ◽

Young Males ◽

The Individual ◽

Individual Motor

The aim: Is to develop, theoretically substantiate and experimentally test the effectiveness of the methods of determining the individual motor performance of 17-18 years old young males in the process of exercise. Materials and methods: The research was conducted at the Faculty of Physical Education, Sports and Health of the National Pedagogical Dragomanov University in 2019-2020. The research involved 17-18 years old male students during the 1st and the 2nd years of their education (n = 168). Two groups of students were formed: the experimental group (EG, n = 84), which consisted of the students who were engaged according to our developed methods of determining the individual motor performance of 17-18 years old young males in the process of exercise, and the control group (CG, n = 84), which consisted of the students who were engaged in classes on physical education according to the generally accepted methods without taking into account the standards of motor performance. Results: The relationship of motor performance with indicators of physical health, morphofunctional and mental features of young males is revealed, the computer program called “Activity for health” which reflects process of definition of individual standard of motor performance, creation of the individual program of training, the analysis and adjustment of the results of practical activities with the help of modern information and communication technologies is developed and introduced in the educational process. Determination of the level of motor performance shows that the young males of the EG showed significantly (p ≤ 0.05) better indicators than the young males of the CG. Conclusions: The obtained results allow asserting the effectiveness of the developed methods of determining the individual motor performance of 17-18 years old young males in the process of exercise with the use of information and communication technologies which have a positive effect on improving the psychophysical indicators of the students, which in turn increases their motor performance and motivation for physical education.

The efficiency in training and knowledge development to students by integrating the information and communication technologies in the lesson of ‘Around the world’

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v5i5.3681 ◽

2018 ◽

Vol 5 (5) ◽

pp. 85-90

Author(s):

Ekaterina Ivanova ◽

Julia Doncheva

Keyword(s):

Personal Development ◽

Educational Work ◽

Social Phenomena ◽

The Social ◽

The World ◽

The Republic ◽

Educational Degree

The publication analyzes the peculiar and dynamic educational work on the discipline ‘Around the world’, studied in the first and second grades of the initial educational degree in the Republic of Bulgaria. It is a continuation of the educational field ‘Around the world’ in the kindergarten. It takes into consideration the unique conditions in the personal development of the students with their specific experience and the degree of perception and understanding of the information about the objective reality, and their orientation in natural and social phenomena. Through its pedagogical impact on the subject, the teacher takes the life experiences of the children from his state of preschool and pre-theoretical fragmentation and unsystematisation to cognitive and intellectual readiness to master the social sciences at the middle course. The teacher motivates his activity to implement IT not only for teaching, but also for consolidation as well as for reverse connection-test.Keywords: Around the world, teacher, competencies, high technologies, trained.

СИНТЕТИЧНЕ НАВЧАЛЬНЕ СЕРЕДОВИЩЕ – КРОК ДО НОВОЇ ОСВІТИ

Information Technologies and Learning Tools ◽

10.33407/itlt.v60i4.1831 ◽

2017 ◽

Vol 60 (4) ◽

pp. 28

Author(s):

Olga P. Pinchuk ◽

Svitlana G. Lytvynova ◽

Oleksandr Yu. Burov

Keyword(s):

Learning Environment ◽

English Language ◽

Physical World ◽

Educational Process ◽

Game Based Learning ◽

Artificial Environment ◽

The article studies the problems of introducing a synthetic learning environment in the practice of education. The modern views on the essence of the learning environment and its new forms based on information and communication technologies are analyzed. Particular attention is paid to a range of issues that are united in the English-language publications as a "synthetic environment", which is considered in two aspects – artificial environment and synthetic as is formed due to the synthesis of the real physical world and the results of simulation and modeling. There are considered issues of trends in usage of game-based learning and modeling as cognitive technologies, as well as of social networks as a synthetic environment of social development. Conclusions are drawn: synthetic learning environment becomes an independent subject of learning through the expansion of its content and didactic power, transformation of the individual as a recipient of knowledge into the synthesizing element of the educational process in the metaverse.

Use of information and communication technologies in the conditions of inclusive educational environment

Engineering and Educational Technologies ◽

10.30929/2307-9770.2021.09.01.06 ◽

2021 ◽

Vol 9 (1) ◽

pp. 66-77

Author(s):

Liliia Mykolaivna Potapiuk ◽

◽

Oksana Vitaliivna Dymarchuk ◽

Keyword(s):

Educational Needs ◽

Educational Environment ◽

Educational Process ◽

National Standards ◽

Educational Resources ◽

E Learning

The development of the information society involves the use of new pedagogical technologies and appropriate teaching methods. In this regard, information and communication technologies (ICT) have become the most suitable tool that can help people with different learning requirements to exercise their right to education, employment, social life and leisure, as well as access to information. The use of new technologies in education should enhance independence, integration, and equal opportunities for all. Thus, the problem of effective use of digital technologies in the process of organizing the educational process of people with special educational needs is relevant. The aim of the work was to analyze the features of the use of electronic educational resources in an inclusive educational environment. To do this, we used the method of analysis of special pedagogical literature and national standards. The article highlights the need to use electronic educational resources adapted for people with special educational needs in higher education institutions. Based on the analysis of scientific works and national standards of Ukraine, the use of conceptual and terminological apparatus is specified, as well as the main qualities and provisions for the development of EER for people with special needs are identified. Attention is also drawn to the fact that electronic educational resources require compliance with additional requirements. Accordingly, there is a problem of developing quality EER that could meet the individual needs of all individuals. The authors also draw attention to the difficulties and their causes that arise during the organization of e-learning for participants in the educational process (teachers, students, parents). It is substantiated that distance learning technologies provide equal rights for education and future profession to persons with special educational needs, which is especially relevant during a pandemic. It is determined that the main effectiveness of the use of distance technologies for training people with SEN depends on the methods and models of distance learning, and analyzed its main stages. Significant success of distance education in an inclusive educational environment depends on the means and interaction of participants in the educational process. The practical experience of using the Moodle distance platform in the process of organizing e-learning for people with special educational needs is summarized.

PEDAGOGICAL POTENTIAL OF ELECTRONIC EDUCATIONAL TECHNOLOGIES IN THE INFORMATION SOCIETY

10.37539/psm299.2021.88.44.004 ◽

2021 ◽

Author(s):

Даниил Борисович Селюкин

Keyword(s):

Information Society ◽

Modern Society ◽

Educational Process ◽

Educational Technologies ◽

High Quality ◽

Theoretical Concepts ◽

Современному обществу необходимо качественное образовательное пространство, в котором реализуются цели образования, удовлетворяются интересы и потребности государства, социума и личности. Для решения данной задачи в образовательной системе необходимо осуществить интеграцию информационных и коммуникационных технологий с учётом теоретических концепций образовательного процесса. Modern society needs a high-quality educational space in which the goals of education are realized, the interests and needs of the state, society and the individual are satisfied. To solve this problem in the educational system, it is necessary to integrate information and communication technologies taking into account the theoretical concepts of the educational process.

PECULIARITIES OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHING IN HIGHER EDUCATION

Visnyk Taras Shevchenko National University of Kyiv Pedagogy ◽

10.17721/2415-3699.2018.7.16 ◽

2018 ◽

pp. 60-62

Author(s):

Nataliia Postoiuk

Keyword(s):

Information Technologies ◽

New Technologies ◽

Cognitive Activity ◽

Educational Process ◽

Educational Activity ◽

Educational Work ◽

Advantages And Disadvantages ◽

Providing information and communication technologies in Ukrainian education has been analyzed. The use of IСT is an important direction in improving the effectiveness of the educational and cognitive process and provides students with a more intense, dynamic, creative and intensive educational work. The steps of Ukrainian government in implementing information and communication technologies into education have been defined. The articles deals with some official documents that support the implementing of new information technologies in the educational process, which contributes to the intensification of the educational process, allows to use effectively the new technologies of teaching and control. Such documents as the Law of Ukraine "About the National Program of Informatization" and "About the Basic Principles of the Development of the Information Society in Ukraine for 2007-2015" have been considered. Conditions for increasing the cognitive activity of students with the help of information and communication technologies have been revealed, namely the availability of material and technical support, preparation of the teacher for the use of ICT, taking into account the psychophysiological abilities of the person. It has been stated that the intensification of educational activity depend on the possibilities of using information and communication technologies. Also the advantages and disadvantages of using ICT have been considered. It has been concluded that information and communication technologies are highly effective tools that allows to give plenty of information, can increase the speed of perception of knowledge and raise the process of training to a qualitatively higher level.