PEDAGOGUE’S READINESS TO WORK IN THE CONDITIONS OF INCLUSIVE EDUCATION OF A GENERAL EDUCATIONAL INSTITUTION

2018 ◽  
Vol 1(8) (2018) ◽  
pp. 128-133
Author(s):  
Kateryna Hudz ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Institution

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

scholarly journals EDUCATIONAL WORKERS METHODOLOGICAL COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
V. Liubarets ◽  
H. Vasylieva
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Education Institution ◽  
Quality Education ◽  
School Life ◽  
Active Involvement ◽  
Inclusive Learning ◽  
Level Of Knowledge ◽  
General School ◽  
Scientific Achievements

The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.

scholarly journals Policies of pedagogical maintenance of students ready for a safe life in inclusive education

2020 ◽  
Vol 37 (64) ◽  
pp. 210-221
Author(s):  
Busygina Tatyana Alexandrovna ◽  
Aleksandr A. Korostelev ◽  
Elena I. Artemova ◽  
Larisa Aleksandrovna Kolyvanova ◽  
Tamara Mikhailovna Nosova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Vocational Training ◽  
Educational Institution ◽  
People With Disabilities ◽  
Modern Society ◽  
Educational Environment ◽  
Middle Level ◽  
Safe Life ◽  
The Social ◽  
Full Life

The article aimed to review some pedagogical policies for the inclusion and a safe life of people with disabilities. Training the preparation of people with disabilities and disabilities for a safe life is more effective within the framework of an accessible and organized educational environment in the educational institution, which guarantees the solution of professional problems in the training of future middle-level specialists. For a safe stay in society. Under the provision of people with health problems for a safe life, we consider the complex subjective property of a person with a disability, which manifests itself when it understands the dangers that have arisen in the educational environment and in various areas of life and we provide a way to overcome them. It is concluded that without an accessible and well-organized educational environment, it is impossible to achieve the result of establishing harmonious relationships between people with disabilities and the social environment that determine their greater disposition for a safe entry into society and a full life in modern society. Particular attention is paid in the process of vocational training for people with disabilities to individualization.

scholarly journals EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

2017 ◽  
Vol 3 ◽  
pp. 90
Author(s):  
Marite Rozenfelde
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Process ◽  
Student Diversity ◽  
Students With Special Needs ◽  
Support Team ◽  
Inclusive Policy ◽  
Social Pedagogue ◽  
Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION

2018 ◽  
pp. 71-76 ◽  
Author(s):  
Aleksey Yurevich KONOVALOV ◽  
Yuriy Nikolaevich KONOVALOV ◽  
Esedulla Mallaalievich OSMANOV
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Professional Education ◽  
Educational Institution ◽  
People With Disabilities ◽  
Disabled People ◽  
Education Development ◽  
Persons With Disabilities ◽  
Regional State ◽  
Adaptive Physical Education

The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.

scholarly journals MEDIA CENTERS IN THE WORLD AND UKRAINIAN REALIES

2018 ◽  
Author(s):  
Anastasiia Lytvynova
Keyword(s):  
Digital Media ◽  
Inclusive Education ◽  
Information Society ◽  
School Library ◽  
Educational Institution ◽  
Public Library ◽  
Internal Space ◽  
Media Centers ◽  
The World ◽  
Modern Information

Media centers are technologically advanced modern libraries with well-organized space for individual and mass work of users using traditional and digital media. Media centers appeared at the turn of ХХ і ХХІ centuries in France and have gained considerable popularity in many countries around the world. They also exist in Ukraine. This article is devoted to analysis of activities of media centers in Ukraine and in the world. As media centers develop rapidly in the European space, that is the experience, which is worth to implement in Ukraine. And this is the urgency of the given research. The objective of the study is to investigate and to compare development and activities of media centers in Ukraine and abroad, defining their role in the modern information society. After all, the media centers are also an opportunity to improve the work of libraries in Ukraine, to attract more new users and to create an attractive and functional internal space of existing libraries. The following methods were used to solve the tasks of the study: simulation, comparison, analytical and sociocommunication methods, and also the method of typification and systematization. Nowadays three types of media centers are expanded and developed in Ukraine: 1) as an updated form of a public library; 2) as a new type of school library, a component of inclusive education; 3) as an information and resource center of a higher educational institution. The research also identifies the role of media centers in the modern information society and develops a project for creation of a media center for Boris Grinchenko Kyiv University providing for access to multifunctional space through innovative technologies for students and university employees. The project stipulates improvement of the library’s activities and modernization of its space in general.

scholarly journals The readiness of pedagogical personnel to realize the inclusive education in general educational institution

2015 ◽  
Vol 2 ◽  
pp. 142
Author(s):  
Aija Kondrova ◽  
Rita Orska
Keyword(s):  
Inclusive Education ◽  
School Teacher ◽  
Educational Institution ◽  
Work Conditions ◽  
Comprehensive School ◽  
Educational Institutions ◽  
Academic Achievements ◽  
The Social ◽  
Culture Environment ◽  
Individual Needs

The dilemma between general pedagogical offer and individual needs of every student has been topical in all ages and now, too. An inclusive education now has been considered a new hope and a possible solution for the pedagogical dilemma – how to provide educational and development necessities of every child at comprehensive school. Teacher is a crucially essential person in the practice of inclusive education. The teachers mostly have to be professionally competent in order to reveal varied necessities, individual academic achievements, the social and culture environment, where these students live, of every student; and it provides an opportunity to find out how to facilitate academic achievements of every student most efficiently. The research reveals the work conditions of Latgale region teachers through the implementation of inclusive education at educational institutions of different level.

scholarly journals DEVELOPMENT OF CONTENTS FOR MASTER’S PROGRAM IN PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.A CHELNOKOVA ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Education Technology ◽  
Educational Standards ◽  
Master's Program ◽  
Educational Organization ◽  
Current Period ◽  
The World ◽  
Work Programs ◽  
Skilled Staff

The master’s educations is one of the novelties actively developing in the last decade. During the current period, the certain experience has been gained in masters’ training whose skill level shall be higher than bachelor’s and specialist’s one. In parallel with practical work, the researches on issues of the masters’ education are developing. Several directions of this research are presented in this article. This article is dedicated to psychological and pedagogical education. The article gives description for master’s education «Technology of inclusive education», it gives examples of the work programs developed in accordance with requirements of the educational standards for their studying results. The topic of work programs reflects the needs for competence-based development of modern professional in psychological and pedagogical educational profile. The article gives the general characteristics of specialists studying the master’s education programs. It justifies the need for psychological and pedagogical master’s educational profile selected by the author and her colleagues. Its relevancy is based on development of the inclusive education in this country and around the world, on the demand for the high-skilled staff to work under the circumstances of inclusion. The article justifies the relevancy of development of contents for educational program in connection of its result orientation. The article promoting the experience of the particular educational institution might be interesting to educational organization implementing the programs of psychological and pedagogical direction.

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

scholarly journals EFFECTIVENESS OF THE PENALTY SYSTEM IN THE CONTEMPORARY BULGARIAN SCHOOL

2019 ◽  
Vol 30 (2) ◽  
pp. 333-338
Author(s):  
Hristina Popova
Keyword(s):  
Inclusive Education ◽  
Social Order ◽  
Specific Activity ◽  
Educational Institution ◽  
Self Control ◽  
Transfer Of Knowledge ◽  
Teacher Student ◽  
Cultural Foundations ◽  
Penalty System ◽  
Role Of Parents

School is a professionally competent institution established predominantly for socializing. Its mission along with families is to form the whole personality of an individual. Through knowledge and professionalism the teachers are the main actors in the processes of socialization and education. The presence of incomplete families and due to the transformation of the family into an area of insecurity, their role is even greater. The fulfillment of the basic functions of the education depend to a large extent on the teachers’ skills, values and abilities. The educational institution is mostly associated with the transfer of knowledge, norms, values, building the cultural foundations of society. Moreover, it is also an effective place for achieving of social experience. In addition to its specific activity related to the learning process, school also performs its external function of preserving and maintaining social order. This function is largely implemented through providing school discipline and complying with the school penalty system in a fair way. To solve the problems related to the discipline, the contemporary Bulgarian school has to focus on the efforts in two directions: 1) Continuous skills improvement of the pedagogical specialists so that the educational contents are presented in an accessible and understandable language, in a way consistent with the age characteristics of the students and improvement of their skills in the class management. Teacher-student relationships need to be built on a partnership basis; 2) The active interaction with the parents as the main actors in the chain “family-school-society” is the second direction where our efforts have to be focused on. The role of parents is crucial in the adoption and support of school policies. Parents and teachers should become a model of honesty, respect, reputation, and self-control to educate and develop adequate behavioural patterns in children. Harmonizing the Bulgarian with the European school legislation is related to the adoption of different normative regulations. A step towards improving the framework and special legislation is the adopted Pre-school and School Education Act, the State Standard for Inclusive Education and the Inclusive Education Regulation. Their goal is to achieve a new and better condition of process of education. Logically, it also includes the whole penalty and encouragement system. The effectiveness of each of the regulated normative punishments is analyzed on the basis of deep interviews conducted by the author among Bulgarian teachers and psychologists.

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