scholarly journals THE STATE OF PSYCHOLOGICAL READINESS OF PRIMARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION

2018 ◽  
Author(s):  
Natalia Kipichenko
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
The State ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Education

The article describes the state of psychological readiness of primary school teachers for the introduction of inclusion into the national education system. The 92,8% of pedagogical workers have been found to support the latest changes regarding inclusive education. The above points testify to the humanistic orientation of teachers to the organization of educational process involving the children with special needs. They perceive and appreciate not only the positive qualities of the students, but the person as a whole, that is, respect their dignity, recognize the right to free access to education. At the same time, the desire to work with this category of children was revealed by only 6,98% of the respondents. Reasons that prevent teachers from perceiving educational reforms, lack of information about working with special children (87,21%), lack of understanding how and how to make individual programs for children with special educational needs and implement an algorithm for its implementation (94,77%). There is also a fear of preserving the life and health of such students (97,09%), as experience proves that children with emotional and intellectual disorders do not always control their actions and threaten not only their personal health and life, but also other children. Proposals have been developed to increase the teachers' readiness to work with children with special educational needs. It is important to clearly identify the category of children with special educational needs that are able to integrate into society and minimize the individual curriculum. The future teachers need to know articles of the Law "On Education", which define the requirements for inclusive classes. It is necessary to hold trainings, master classes, consultations, round tables, webinars on problems of inclusive education for teachers. It's important to involve in the development of individual programs for children with special educational needs of defectologists, speech therapists, special correctional teacher.

scholarly journals TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

Attitudes of Preschool and Primary School Teachers for Inclusion of Children with Special Educational Needs in Motor Education

2020 ◽  
Vol 8 (1) ◽  
pp. 55-65
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Inclusive Education ◽  
Physical Disabilities ◽  
Primary Teachers ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes Toward Teaching

The purpose of this article is to explore the attitudes of preschool and primary school teachers in the inclusive education of children with special educational needs in physical education. The study involved 120 preschool teachers and 100 primary teachers. They completed a modified and adapted version of the Kudláček “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE”questionnaire. The results show that respondents' attitudes towards the inclusion of children with special educational needs in motor education are rather positive. Teachers who have experience in inclusive physical education feel more prepared and more confident in their competence to exercise it, with more inclusive attitudes. On the other hand, older participants and those with more pedagogical experience have less pronounced and less positive inclusive attitudes.

scholarly journals DIDACTIC CONDITIONS OF ICT USE IN THE INCLUSIVE ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 62-70
Author(s):  
Irina Yesikova
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs

The article highlights the concept of inclusive educational environment, describes its features and relevance of active use of distance learning in an inclusive educational environment of general secondary education. The main didactic conditions for the introduction of information and communication technologies in the inclusive educational process are the use of various educational approaches taking into account the individual characteristics of students, their temperament, ability to learn materials and the availability of logistics. Based on the study of advanced pedagogical experience and generalization of scientific and pedagogical works the basic actual ICT, for the organization of educational process in the inclusive environment are allocated. The use of ICT as a means of supporting inclusive education for compensatory, communication and didactic purposes is described. The main types of ICT that should be used as a means of supporting inclusive education are revealed. An overview of modern ICT tools that should be used in an inclusive environment for didactic purposes and describes their functionality as specially designed software for educational purposes. The focus is on distance education of children with special educational needs, interactive educational environment - "Virtual Classroom", a free project of the Ministry of Education and Science of Ukraine "All-Ukrainian School Online" and All-Ukrainian Free School Educational Network "Diary.ua". It is established that the introduction of ICT in an inclusive educational environment as a didactic tool diversifies and expands the range of traditional tools and resources, provides children with special educational needs to have free access to quality education, social adaptation and confidence, especially in the pandemic era. and quarantine restrictions. It is indicated that a promising direction to continue research on the outlined problem is the creation and adaptation of software and methodological complexes of distance learning for people with disabilities.

scholarly journals Psychological and pedagogical support for junior schoolchildren with special educational needs in the inclusive space of educational organizations

2020 ◽  
pp. 68-78
Author(s):  
D. Yu. Skryabinа ◽  
V. V. Bazhenova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Educational Needs ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Junior Students

The inclusion of children with special educational needs in the environment of normally developing peers leads to the need for changes in the educational process and the provision of psychological and pedagogical support for this category of children throughout the entire period of education. Particular attention should be paid to the psychological and pedagogical support of primary school children with special educational needs since it is in this age period when the process of adaptation to new conditions and new social status takes place. The article deals with the concept of “psychological and pedagogical support”, the principles of inclusive education, provides forms of organization of psychological support for junior students with special educational needs in the inclusive space of the educational organization, considers the specifics of the activities of the subjects of the educational process in the framework of the support.

scholarly journals Professional Samples in the Training Process of Primary School Teachers for Working with Inclusion

2018 ◽  
Vol 10 (1) ◽  
pp. 116-126
Author(s):  
Z.Y. Bruk ◽  
I.V. Patrusheva ◽  
L.V. Fedina
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Personal Responsibility ◽  
Educational Process ◽  
Training Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Reflection ◽  
Special Children ◽  
Teachers Training

The article presents the results of professional sample as one of the conditions of practice-oriented learning. The samples were carried out during the approbation of the project which is aimed at the improving of future teacher's training through strengthening of the practical orientation in the context of inclusive education. The authors describe the content and mechanism of a professional sample in the real teaching and educational process by the implementation of the module "Theoretical and methodological foundations of inclusive education". The authors came to the conclusion that the use of professional samples in the system of future teachers training can significantly increase the indicators of methodical readiness of students. Nevertheless, the competences of diagnosing the teaching and educational process, the ability to conduct observations are not sufficiently formed. The use of the professional samples method in the educational process helps to connect theory and the practical activity of the teacher in the context of inclusive education, to develop the competence of making informed and effective decisions, to form the experience of interaction with special children, and to develop personal responsibility and the ability to self-reflection.

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 PRIMARY SCHOOL TEACHERS’ COMPONENTS, CRITERIA, INDICATORS AND READINESS LEVELS TO THE PROFESSIONAL ACTIVITIES IN THE CONDITIONS OF INCLUSIVE EDUCATION

2020 ◽  
pp. 164-170
Author(s):  
Tamila DZHAMAN ◽  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Order ◽  
Cognitive Activity ◽  
Experimental Studies ◽  
Educational Activity ◽  
Professional Activity ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers

Introduction. Scientific research is dedi- cated to the relevant pedagogical problem - readiness diagnostic of primary school teachers to educational activ- ity in the conditions of inclusive education. The problem is considered as existence of contradictions between social order on preparation of competent teacher, that is able to organize coeducation of children with the special educational needs and children with normal development as well as in the noncompliance with the requirements of the level of readiness of primary school teachers and insufficient educational-methodological and diagnostic provision of this process. The goal of this article is to separate the content-structural components of primary school teachers' readiness to the work in conditions of inclusive education, criteria, indicators and stages of teacher`s readiness to work in the conditions of inclusive education, that gives the opportunity to provide objective diagnostic. Stages of teachers` readiness are considered not only by degree of components readiness, criteria and indicators of its ap- pearance in professional activity, but also with taking into account the continuity and phasing of the process, gradu- al complication, expansion of spheres of activity, increas- ing the complexity of educational tasks in the professional context. On the basis of theoretical analysis and data generalization of experimental studies of my own pedagogical experience was founded, that teacher`s readiness to work in the inclusive education conditions is the unity of four components: motivational value, cognitive activity, personal reflective and communicative components. These components are realized by the motivational, axiological, cognitive-procedural, reflective and evaluative and communicative criteria. The same amount of indicators were selected for each component to optimize the process of diagnostics. According to the criteria, such stages of teachers` training for educational activity in the inclusive education conditions were separated: height, intermediate, middle and low.

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