scholarly journals Forms Organization of Work With People With Special Educational Needs in China

Author(s):  
Zeng Guanghai

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

2021 ◽  
pp. 66-71
Author(s):  
T.V. Shlapko ◽  
O.P Sokolenko

The article investigates to the study of legal framework securing the right to inclusive education of inclusive education in the context of the COVID-19 pandemic. The authors of the article analyze the statistics of the effectiveness of distance learning to study the state of the organization in general secondary education distance learning in quarantine, introduced to prevent the spread of acute respiratory disease COVID-19 in Ukraine and the United States. It is proved that children with special educational needs need an individual approach to the organization of inclusive distance learning. At the same, time it is necessary to consider features of each child. The authors of the article pay considerable attention to the characteristics of the recommendations of the Ministry of Education and Science of Ukraine on the organization of the educational process in general secondary education institutions during quarantine by the way of distance education. From the analysis of the recommendations it can be concluded that the main burden during the organization and use of distance learning technologies will fall on the teacher's assistant and student's assistant. In addition, the article examines the features of the educational process with the help of a team of psychological and pedagogical support of a child with special educational needs during quarantine. The article examines the features of inclusive education in different areas of the epidemic level of danger: green, yellow, orange and red. The authors also pay considerable attention to the study of the implementation of inclusive learning using distance education technologies during the pandemic COVID-19, in particular the problem of involving children with special educational needs in the educational process at home. The article contains recommendations for improving the quality of education during the COVID-19 pandemic.


Author(s):  
Irina Yesikova

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.


2021 ◽  
Vol 84 (4) ◽  
pp. 19-25
Author(s):  
B.D. Kairbekova ◽  
◽  
A.T. Tashimova ◽  
A.T. Kabbasova ◽  
A.U. Mukhamedzhanova ◽  
...  

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.


Osvitolohiya ◽  
2018 ◽  
pp. 101-107 ◽  
Author(s):  
Anatoliy Pedorych

The article reviews one of actual and debatable problems in modern education – inclusive education of children with special educational needs. Timeliness and relevance of the study at the moment of writing the scientific article has been justified. The purpose of the study is to reveal the separate issues of potential readiness of teachers of institutions of general secondary education of Chernihiv region for the introduction of inclusive education. Analysis was conducted for achievements of scientists, who studied different aspects of teachers’ readiness for professional activity and forming the professional competence within the inclusive education. Potential professional readiness of teachers at general secondary educational institutions was demonstrated via two main indicators: professional readiness and psychological readiness. It was found that level of emotional perception is higher than level of theoretical readiness to include children with special needs in educational process – not to mention the practical experience of work with such categories of students. The emphasis is on avoiding the risks during introduction of inclusive education in Ukraine (formal inclusion, «strong-willed inclination», «spontaneous», uncontrolled inclusion). Analysis was conducted for results of studying the teachers at general secondary educational institutions of Chernihiv region. Recommendations were provided on training and retraining of teachers at general secondary educational institutions – for their adequate preparation within realities of Ukrainian school. This is development and implementation of training discipline for students of higher pedagogical education, as part of their work with children having special educational needs. It also includes advanced training courses for teachers, regarding the peculiarities of work with children having special educational needs – within the framework of inclusive education.


Author(s):  
Alla Panchenko ◽  
Nataliia Kravchuk

The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.


Author(s):  
Oksana Denysiuk ◽  
◽  
Nataliia Tytarenko ◽  

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.


2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  

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.


Author(s):  
Tetyana Shapovalova

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.


2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko

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.


Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha

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.  


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