THE CHALLENGES OF TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 115-122
Author(s):  
Elena N. Gur'yanova ◽  
Keyword(s):  
Learned Helplessness ◽  
Educational Needs ◽  
Point Of View ◽  
Teaching Staff ◽  
Technical Equipment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Formal Approach ◽  
Program Compliance ◽  
Special Health

A modern university answering the challenges of the society does not remain aloof to introduce certain inclusive practices. Currently, the legislation of the Russian Federation clearly distinguishes between the concepts of “Disability”, “Special health opportunities “and” Special educational needs”. However, there is a demand to combine all three terms into one, that is “Special educational needs”. The author considers this substitution to be unlawful. The article attempts to analyze each term from the point of view of prospects for each group of students to get higher education, taking into account the peculiarities of their psychophysical development. In addition, the author reviews some difficulties (insufficient technical equipment of the classrooms, learned helplessness of students, lack of knowledge about various nosological groups of disabled people, etc.) and ways to overcome these and other problems such as development of an adapted educational program, compliance with the principles of health conservation, psychological readiness of the teaching staff to work with such students. The author draws the conclusion that only training of teachers and the creation of a special educational space, the inadmissibility of a formal approach to the integration of students with special educational needs can contribute to the successful provision of their right to education.

scholarly journals The Teachers' Opinion about Online Learning Process for Children with Special Educational Needs

Educatia 21 ◽  
2021 ◽  
pp. 152-157
Author(s):  
Pavelina Pîrciu ◽  
◽  
Lavinia-Maria Nițulescu ◽  
Gianina-Cătălina Clavac-Prodan ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Virtual Space ◽  
Teaching Staff ◽  
Online Environment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Functional Variants ◽  
Short Span

Communication in the online environment represents a real evolution for the whole society, hence for the educational system but because the whole change took place in a short span of time, the education has faced an unencountered challenge up to now. Component of the informational society, the educational dynamic and open system promotes nowadays ways of achieving the instructional educational process, offering to the teacher a multitude of organisational and functional variants. However, in the case of children with special educational needs, there are many barriers in the way of achieving their right to education in the virtual space. The present study consisted of achieving an inquiry-based questionnaire, applied to the teaching staff who works in inclusive education centres and to those who have students with different deficiencies and special educational needs in their class. The results of the study highlight both the difficulties and the opportunities of achieving a didactic activity in the online environment for students with special educational needs.

The importance of peer-support for teaching staff when including children with special educational needs

2011 ◽  
Vol 33 (2) ◽  
pp. 167-184 ◽  
Author(s):  
Christopher Boyle ◽  
Keith Topping ◽  
Divya Jindal-Snape ◽  
Brahm Norwich
Keyword(s):  
Peer Support ◽  
Educational Needs ◽  
Teaching Staff ◽  
Special Educational Needs

scholarly journals Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers

Pedagogika ◽  
2019 ◽  
Vol 136 (4) ◽  
pp. 141-152
Author(s):  
Agata Augustinovič
Keyword(s):  
General Education ◽  
Science Teachers ◽  
Natural Science ◽  
Educational Needs ◽  
Point Of View ◽  
Learning Motivation ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Nature Study ◽  
Ethics Code

The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.

scholarly journals La Identificación Del Conocimiento Y Actitudes Del Profesorado Hacia Inclusión De Los Alumnos Con Necesidades Educativas Especiales

2016 ◽  
Vol 12 (7) ◽  
pp. 64
Author(s):  
David Pérez-Jorge ◽  
Olga María Alegre de la Rosa ◽  
María del Carmen Rodríguez-Jiménez ◽  
Yolanda Márquez-Domínguez ◽  
Milagros de la Rosa Hormiga
Keyword(s):  
Content Validity ◽  
Educational Needs ◽  
Point Of View ◽  
Underlying Structure ◽  
Theoretical Point ◽  
Special Educational Needs ◽  
Knowledge And Attitudes ◽  
Knowledge And Attitude ◽  
Key Dimensions ◽  
Different Levels

This article describes the development and evaluation of a tool to assess knowledge and attitudes of teachers towards inclusion of students with special educational needs (SEN). A questionnaire on attitudes of teachers towards these students was designed paying attention to three different levels: knowledge and attitude towards disability, organization of the educational response created to help students with SEN, and professional skills to adequately respond to the SEN students. The suitability of the instrument was assessed takng into account its content validity, reliability and underlying structure. Six different key dimensions, related to the investigations that have been carried out so far, were analyzed. These dimensions justified, from their theoretical point of view, their value.

scholarly journals Tolerance as a dominant social partnershih of intellectual education subjects

2019 ◽  
Vol 65 (2) ◽  
pp. 362-367
Author(s):  
Zhanna Shinkaryova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Effective Interaction ◽  
Age Groups ◽  
Educational Needs ◽  
Point Of View ◽  
Practical Implementation ◽  
Special Role ◽  
Special Educational Needs ◽  
Social Partnership

The article stresses the necessity of forming a tolerant attitude towards others in order to ensure effective interaction of all subjects of inclusive education, namely: pedagogical staff; children (both with special needs and ordinary pupils); parents, or persons who replace them. A comparative analysis of the content load of the concepts of «inclusive education» and «tolerance» is made. The ideology of social partnership and the establishment of «social peace» are defined. The compromise, as the leading method of solving social conflicts within the framework of social partnership, is emphasized. It has been determined that cooperation of all subjects in the context of inclusive education should be based on universal values, mutual respect and tolerance. It is proved that social partnership is a pledge of non-conflict tolerant interaction of children with special needs and their environment. The special role of the teacher from the point of view of tolerance is outlined, and the importance of possessing the technology of tolerant communication. It is emphasized that personal example and favorable environment help to establish and practical implementation of the value of tolerance. It is proved that one of the conditions for inclusion of a child in inclusive education is the ability of parents to consciously perceive the child’s condition, to be able to work with teachers, acting as their active assistants. It is stressed that the problem of education of tolerance for people with special educational needs should unite specialists of different directions and levels: philosophers, psychologists, teachers, managers, etc.; The representatives of different age groups are no exception. Tolerance, as the key value of the individual, has to become the dominant social partnership of all subjects of inclusive education, the uniting solution for a brick for the full development of children with special educational needs.

scholarly journals Actitudes del profesorado de conservatorio sobre la integración educativa: un análisis exploratorio

2014 ◽  
Vol 18 (1) ◽  
pp. 47
Author(s):  
Leandro Navas Martínez Navas Martínez ◽  
Ana Isabel Castillo Martínez
Keyword(s):  
Educational Needs ◽  
Second Order ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Musical Education

RESUMENLos objetivos de este estudio son conocer las actitudes del profesorado de Conservatorio ante los Alumnos con Necesidades Educativas Especiales (a.c.n.e.e.) y ante la integración, así como establecer posibles parámetros que fundamenten tales actitudes. Docentes de Conservatorio (n = 42) con una edad media de 34,7 años (σ = 7,24), responden a un cuestionario de actitudes (Mula et al., 2002) abreviado y reformulado según los fines perseguidos. Se realizan análisis factoriales cuyos resultados muestran que hay 3 factores de segundo orden subyacentes a las actitudes de los profesores y que suponen una polarización de las actitudes ante la integración (actitud negativa y posición positiva).ABSTRACTWe think it is essential to bf the attitudes of teaching staff towards students with special educational needs and their integration in musical education, and how to establish parameters in which we can base those attitudes. 42 teaching staff of the Conservatory (n = 42) with an average age of 34,7 years old (σ = 7,24), answer an attitudes questionnaire (Mula et al., 2002) abbreviated and reformulated according to the goals pursved. Factorial analyses are carried out with results that show 3 factors of second order related to the attitudes of the teachers which imply a positive position about the integration, and a negative position towards it.

scholarly journals The attitudine of the typical students towards the inclusion of their colleagues with special educational needs in mass education

Educatia 21 ◽  
2020 ◽  
pp. 21-27
Author(s):  
Nicoleta Raluca Lupu
Keyword(s):  
Special Needs ◽  
Quantitative Research ◽  
Educational Needs ◽  
Teaching Staff ◽  
Mass Education ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Educational Implications ◽  
Teachers Attitudes

he present article is a quantitative research which responds to the following question: what is the attitude of the typical students towards the inclusion of their colleagues with special needs. The attitudes of typical students were measured using a scale designed for this purpose. The results showed a positive attitude towards inclusion. The attitude was also influenced by factors such as gender. Through the paper "Educational Implications of Game in Students with Special Educational Needs from Inclusive Schools", a new way of inclusion was suggested, the inclusion through game addressed to the whole community. The key groups involved in the inclusion process and the proposed objectives for each target group are thus presented: teaching staff: 1) identifying teachers' attitudes towards the integration of the students with special needs in mass education, 2) changing the teachers' attitudes through games; students with special educational needs: 1) designing and testing some forms of support through game; the parents of typical students: 1) identifying the attitudes towards the integration of students with special needs in mass education; typical students: 1) identifying the attitude towards the integration of students with special educational needs in mass education

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 193-198
Author(s):  
B. Baimenova ◽  
◽  
S. Zhubakova ◽  
B. Kiyassova ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Disorders ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Professional Activities ◽  
Pedagogical Competence ◽  
High Level

The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.

scholarly journals Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs

2021 ◽  
Vol 84 (4) ◽  
pp. 19-25
Author(s):  
B.D. Kairbekova ◽  
◽  
A.T. Tashimova ◽  
A.T. Kabbasova ◽  
A.U. Mukhamedzhanova ◽  
...  
Keyword(s):  
Secondary Education ◽  
Vocational Education ◽  
Digital Media ◽  
Inclusive Education ◽  
School System ◽  
Educational Needs ◽  
Educational Process ◽  
Main Issue ◽  
Teaching Staff ◽  
Special Educational Needs

Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necessary reforms in the field of inclusive education in Kazakhstan have a humanistic orientation. Special attention is paid to the education of these children. Monitoring of education reforms in Kazakhstan has revealed persistent negative trends in the physical and mental health of children of all ages. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Purpose: to use the experience of special and integrated education as a technological experience of psychological and pedagogical support of participants in the inclusive educational process. Methods: we used technological maps (created by a teacher for a student), methods of cooperation and methods of joint group learning, methods of mutual learning, method of psychological comfort, methods of teaching social skills, adaptive technologies, accessible digital media, additional communication technologies, technologies for special training and development techniques and methods of "barrier-free environment" ramps, single-storey schools, the introduction of sign language translators, etc. The results, their significance: Our research has shown at the moment that there is also a positive attitude towards access to education for children with special educational needs who have difficulties with motor skills, as well as hearing, speech or vision. The analysis showed that children with musculoskeletal disorders find quick contact with the environment (12,4 %), as well as children with intellectual disabilities - with mental retardation (12,9 %). Hearing and visual impairments are rare among respondents (9,1 %), more children with external impairments (40.5). Thus, 70% of respondents learned about the problem of disability of their children. Only a third of the students at the school had experience and access to communication with a disabled child, who, in our opinion, is not familiar with institutional constraints, especially in the education system.

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