scholarly journals Technologization of the educational process in working with children with special educational needs

HUMANITARIUM ◽  
2020 ◽  
Vol 44 (2) ◽  
pp. 136-143
Author(s):  
Olena Khmelnitska ◽  
Larysa Tkachenko
Keyword(s):  
Information Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Activity ◽  
Special Educational Needs ◽  
Educational Materials ◽  
Basic Principles ◽  
New Information ◽  
Individual Support ◽  
Limited Health

The article deals with the educational technologies used in working with children with special educational needs, in particular, technology of individual support, joint teaching, new information technologies, technologies of adaptation and modification of educational materials, project technology, portfolio, technology of projective life. The possibilities of application of these technologies in the conditions of the inclusive class are analysed. The basic principles on which the special activity of persons with special educational needs is based are outlined. The main concepts of organization of educational and educational activity of children with special educational needs and limited health opportunities are described.It is revealed that the application of various technologies in working with children with inclusive educational needs contributes to the expansion of the outlook, the development of speech, the perception and thinking of students, the integration of the child into society, reduces primary disorders and prevents the emergence of secondary deviations of development, motivates and activates the cognitive processes of schoolchildren, creates conditions for the child's acquisition of vital competencies, etc.

Problems of Control by the Technique Creation of Quality Estimation of Electronic of Training in Realization Conditions of Competition Approach

2016 ◽  
pp. 543-558
Author(s):  
Alexander Usoltzev ◽  
Tamara Shamalo ◽  
Vera Scherbakova
Keyword(s):  
Information Technologies ◽  
Educational Process ◽  
General Algorithm ◽  
Educational Activity ◽  
Quality Estimation ◽  
Activity Increase ◽  
New Information

In this chapter the main contradictions and discrepancies which are available in pedagogical system are considered. Introduction of electronic tutorials and estimation doesn't lead to their disappearance, and causes new aspects at the new level. In difficult systems other, nonlinear regularities therefore efficiency of educational process doesn't increase linearly, in proportion to the used new information technologies work, it is necessary to consider that the assessment plays not only function of correlation (comparison of knowledge and abilities of the pupil his valuable orientations and they got experience of activity with some standards, levels), but also means of motivation. The assessment has to stimulate the pupil to further educational activity, increase his activity. Therefore we consider aspiration to a total objectivity of an assessment, finding of general algorithm for its definition not only senseless, but also harmful.

scholarly journals THE ABILITY OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS FOR SUCCESSFUL EDUCATIONAL ACTIVITIES AS AN INDICATOR OF THE PEDAGOGICAL REHABILITATION SYSTEM EFFICIENCY

2019 ◽  
pp. 148-158
Author(s):  
Yuliia Siliavina
Keyword(s):  
Secondary Education ◽  
Self Regulation ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Activity ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Educational Motivation ◽  
Rehabilitation System ◽  
System Effectiveness

The article deals with the problem of standardization for the markers of the pedagogical rehabilitation system effectiveness in a secondary education institution. The problem is essential for secondary education in Ukraine and establishing inclusive educational practice. Scientific explorations in this area demonstrate the diversity of analytical positions, the allocation of many essential characteristics given by researchers (students' self-education, willingness to behavior self-regulation, interest in learning, informational needs of students, awareness of their own resources, etc.). Those characteristics may correlate with educational and rehabilitation influences. Alongside with that there are also indirect characteristics of the pedagogical rehabilitation effectiveness, such as physical and mental health, emotional stability and others. The current state of the problem has led to the author's theoretical and empirical consideration of the successful educational activity phenomenon among the students with special educational needs. The ability for successful educational activity is an indicator of the pedagogical rehabilitation system effectiveness in secondary school institutions. The abilities for successful educational activities among students with special educational needs are considered by the author as a set of properties which characterize capabilities of children with special educational needs to learn the school curriculum in accordance with the requirements of state educational standards and, secondly, are the result of a dynamic system of rehabilitation educational measures applied in the institutions of secondary education. The theoretical reflection of the phenomenon allowed to distinguish four positions (motivational, cognitive, competence-based and reflexive) for its deeper comprehension and systematic measurement. The criteria for studying the researched indicator are: the level of student's educational motivation, the direction of educational motivation, the development of achievement motivation, the level of educational achievements, the level of students' information and self-educational competences, their ability to exercise personal and intellectual reflections. The research was based on the above-mentioned criterion and indicators and it revealed a significant influence of the pedagogical rehabilitation system on the studied characteristics. This allowed the author to suggest that the increase of the ability to succeed in learning among students with special needs is a standard for effective pedagogical rehabilitation of children with special educational needs in the inclusive educational process.

On-line testing as a new method of student knowledge evaluation

2018 ◽  
Vol 22 (2) ◽  
pp. 353-356
Author(s):  
V.P. Kovalchuk ◽  
I.M. Kovalenko ◽  
S.V. Kovalenko ◽  
V.M. Burkot ◽  
V.O. Kovalenko
Keyword(s):  
Information Technologies ◽  
English Language ◽  
Educational Process ◽  
Personality Testing ◽  
Online Testing ◽  
Training Time ◽  
Internet Resources ◽  
New Information ◽  
On Line ◽  
Use Of The Internet

Innovations change the world in all spheres of life, and education is not an exception. Modern requirements of time put us new challenges that require the use of new information technologies at all stages of the educational process in higher education institutions, in particular the use of the Internet. In addition, it has been noted that Internet resources increase motivation and contribute to the formation of a fully developed personality. Testing and evaluating students' knowledge and abilities is an integral part of the credit-module system. One of the forms of evaluation of the initial level of knowledge, consolidation and improvement of assimilation of information is testing. It should be noted that in a number of countries, testing has shifted traditional forms of control — oral and written exams and interviews. However, in Ukraine, educators remain adherents of a combination of testing and classical analysis of material. It allows the most efficient distribution of the training time of a practical class, 100% control of the knowledge and the effectiveness of mastering the material of all the students of the academic group. Technical progress stimulates the search for new variants and possibilities of testing, its various variations. One of the options that can help solve this problem was a smartphone. In order to facilitate the work of the teacher at the Department of Microbiology, an online testing system with the use of smartphones was introduced. Online testing is conducted among students with Ukrainian and English language training. With the Google Forms platform, the teacher creates a form which contains the student's records and tests. Students directly from the teacher get a link to fill out an online form directly at the lesson. For testing, a database containing standard KROK-1 licensed test tasks is used. The form can contain any number of test tasks that are in arbitrary order, as well as a changed order of distractors, which makes it impossible to write off. At the same time, all students are in the same conditions: all write one option. After submitting the form, the student receives a notification that his response is recorded. Re-linking is not possible. In turn, the teacher receives a message on the result of the test in the table — the ratio of correct answers to the total number of questions, as well as options for their answers. First and foremost, questions are displayed on which students gave the largest number of incorrect answers. This allows the topic to be considered in the process of discussion of the most difficult tasks from the students perspective, and in the future it will allow more efficiently to create forms for on-line tests and to focus on these issues.

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

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 ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

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.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

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

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 ◽  
Special Educational Needs ◽  
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.

scholarly journals Internet technologies in modern concept of English teaching (general and translation theory)

2019 ◽  
Vol 135 ◽  
pp. 01077
Author(s):  
Oksana Akay ◽  
Irina Tsarevskaia ◽  
Irina Shcherbakova ◽  
Natalia Krivtsova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Activity ◽  
Modern Concept ◽  
Educational Institutions ◽  
Professional Activity ◽  
Translation Theory ◽  
New Information

The problems of teaching a foreign language to students of non-linguistic higher educational institutions have changed radically. Besides the professional qualification, an expert has to possess the skills of free language proficiency as the means of business communication within the professional activity. Relevance of new information technologies’ use is dictated by the pedagogical needs for increasing the efficiency of the training developing, in particular, the need of the following skills’ formation: independent educational activity, research, creative approach for training, formations of critical thinking, new culture. The new information technologies in teaching a foreign language use is caused not only by aspiration to novelty, but by training at the info communication technologies base, which allows to realize a personally focused approach to the identity a student as the main conceptual direction of the 21st century formation.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

Differentiated Approach to Teaching Children with Special Educational Needs

2020 ◽  
Vol 8 (3) ◽  
pp. 30-36
Author(s):  
R. Markitanova
Keyword(s):  
Practical Experience ◽  
Educational Needs ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
School Of Education ◽  
Modern Education ◽  
Home Based ◽  
Approach To Teaching ◽  
Limited Health ◽  
Mixed Groups

The article discusses the urgent problem for the modern education system of conducting correctional and pedagogical work with different groups of students with limited health opportunities, which arose in connection with the implementation of adapted educational programs in educational institutions of the usual type. The models of correctional pedagogy, its content, methods and forms are analyzed, the practical experience of using a differentiated approach to organizing integrated correctional and developing classes in mixed groups of children with special educational needs is revealed. Based on a study conducted on the basis of the Home-Based School of Education № 381 in Moscow, the specific difficulties encountered by schoolchildren of the first and second grades with various health problems during training are described, and in accordance with this, the principles of their distribution into groups are determined.

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