scholarly journals Features of tolerance among schoolchildren in the context of inclusive education

2019 ◽  
Author(s):  
Lyudmila Sergeevna Frolova
Keyword(s):  
Secondary School ◽  
Moral Development ◽  
Moral Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Healthy Children ◽  
Tolerance Education ◽  
Younger Generation ◽  
Inclusive Schooling ◽  
Positive Effect

The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

scholarly journals Inclusive Education in the Context of Digitalization of Training Activity

2020 ◽  
Vol 7 (4) ◽  
pp. 92-98
Author(s):  
S.M. Makhmudova ◽  
I.V. Zenkevich
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Psychological Development ◽  
Educational Technologies ◽  
Healthy Children ◽  
Social Scientists ◽  
Training Activity ◽  
Special Children

Autism, defects in the physical and psychological development of children are not as rare as we would like them to be. However, the problem of raising and educating special children is as acute as the issues of teaching and educating ordinary healthy children. In Russian domestic pedagogy, the issue of inclusive education was explored by such social scientists as L.S. Vygotsky, S.V. Alekhina, A.D. Goneev, E.N. Kutepova, N. Ya. Semago, A.G. Asmolov and others. However, in recent years, in connection with the development of digital educational technologies, the issue of inclusive education of children with disabilities has had a new meaning connected with the demands of the society for the training of teachers who are ready to work in distance inclusive education.

scholarly journals The Willingness of Teachers of Educational Organization to Work with Children with Disabilities as a Key Factor of Success of an Inclusive Process

2016 ◽  
Vol 5 (2) ◽  
pp. 97-112 ◽  
Author(s):  
E.V. Samsonova ◽  
V. Melnikova
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Total Sample ◽  
Inclusive Process ◽  
Educational Organization ◽  
Special Child ◽  
Key Factor ◽  
Education Process

The article presents data from the study aimed at determining readiness of teachers to implement inclusive education. The study examines the personal characteristics and activity-readiness of teachers to include "special" child in inclusive education process. The study was conducted in secondary school number 547 in Moscow. The total sample presented the teachers of the two schools that are part of an educational complex. These studies lead to the following conclusions: 1) there is lack of informational readiness of teachers to work with children with disabilities; 2) only half of the teachers demonstrate an understanding of the values of inclusion; 3) only half of those teachers who understands the value of inclusion, are ready to implement it in their own practice; 4) those teachers who share the principles of inclusion, understand the need to change their work in the process of organizing a joint education of children with disabilities and age norm, they also understand the necessity for training in inclusive education.

scholarly journals Physical therapy of children with cerebral palsy in an inclusive class

2021 ◽  
pp. 26-29
Author(s):  
S. Volkova ◽  
G. Bilinska
Keyword(s):  
Cerebral Palsy ◽  
Physical Therapy ◽  
Secondary School ◽  
Inclusive Education ◽  
Motor Skills ◽  
First Grade ◽  
Gait Training ◽  
Fine Motor ◽  
Breathing Exercises ◽  
Positive Effect

The article demonstrates the possibility of teaching a child with cerebral palsy in an inclusive class of secondary school. The article substantiates the availability of inclusive classes in each school so that a child with special educational requirements can attend it at the place of residence. It is shown that inclusive education is an individualized system of teaching children with special needs in psychophysical development in a secondary school, which provides for the creation of an educational environment that would meet the needs and capabilities of the child regardless of its mental development. The article presents the methods of group and individual physical therapy classes. Group classes were held twice a week for 40 minutes and an additional 20 minutes for a child with cerebral palsy. Fitball exercises were used to reduce muscle spasticity and improve motor function. Passive exercises were used in the classes to increase the mobility of the joints. Duration is 7-15 minutes, number of repetitions - 8-10 times for each joint. Exercises were used to strengthen the child's muscular corset. Duration 5-10 minutes, number of repetitions - 8-10 times. Gymnastic exercises, exercises with sports equipment, exercises on fitball were also used. For the development of fine motor skills used games: "Lacing", "Mosaic", "Lego", "Beads" and others. Breathing exercises were used according to the method of A.N. Strelnokova (duration 5-7 minutes). Exercises for the performing household movements (dressing and taking off clothes, etc.) and gait training were also used. The article analyzes the results of adaptation of first grade children to school in comparison with those of a child with cerebral palsy.The article demonstrates the positive effect of physical therapy on the adaptation of a child with cerebral palsy in school. His motivation increased from 0.9 to 1.5 points.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

Children with Disabilities: Achievements, Prospects, and Challenges Ahead

2020 ◽  
pp. 593-613
Author(s):  
Maya Sabatello ◽  
Mary Frances Layden
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Final Section ◽  
Children With Disabilities ◽  
Vulnerable Groups ◽  
Disability Rights ◽  
The World ◽  
Child Friendly ◽  
State Of Affairs ◽  
Successes And Challenges

Children with disabilities are among the most vulnerable groups in the world—and a children’s rights approach is key for reversing historical wrongs and for promoting an inclusive future. To establish this argument, this chapter explores the state of affairs and legal protections for upholding the rights of children with disabilities. It critically examines major developments in the international framework that pertain to the rights of children with disabilities, and it considers some of the prime achievements—and challenges—that arise in the implementation of a child-friendly disability rights agenda. The chapter then zooms in on two particularly salient issues for children with disabilities, namely, inclusive education and deinstitutionalization, and highlights the successes and challenges ahead. The final section provides some concluding thoughts about the present and the prospect of upholding the human rights of children with disabilities.

Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti

2020 ◽  
pp. 273-289
Author(s):  
Donald DeVito ◽  
Gertrude Bien-Aime ◽  
Hannah Ehrli ◽  
Jamie Schumacher
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Small Population ◽  
Significant Loss ◽  
Community Music ◽  
Music Learning ◽  
Loss Of Life

Haiti has experienced a series of catastrophic natural disasters in recent decades, resulting in significant loss of life and long-term damage to infrastructure. One critical outcome of these disasters is that there are approximately 400,000 orphans in the small population of just over 10 million. Throughout Haiti, children with disabilities are often considered cursed, and thus are rejected by the community in which they live. Haitian children with disabilities need creative and educational activities that will help them grow, develop, enjoy their lives, and become accepted members of the community. This chapter on the Haitian Center for Inclusive Education presents a case study of social media engagement and music learning, with an emphasis on social justice that has contributed to sustainable efforts.

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

IT IS NECESSARY TO IMPROVE THE KAZAKH LANGUAGE PROGRAM IN SECONDARY SCHOOLS

2020 ◽  
Vol 72 (2) ◽  
pp. 47-51
Author(s):  
B. Kapalbek ◽  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Language Program ◽  
Younger Generation ◽  
New Generation

We have developed programs for new-generation textbooks and 12-year-old school textbooks in our secondary school up to now. They were never completed and now began to implement textbooks written according to the updated program. That is, since independence, we have seen many different reforms in secondary schools. In this regard, it is necessary to develop a program that meets modern requirements and promotes progressive, intellectual education of the younger generation. The article describes the requirements of the program aimed at educating a literate, educated, working generation in the interests of the nation, and shows the work on their implementation.

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