scholarly journals The Adapted Program as the Main Tool of Modeling the Educational Environment of Students with Disabilities in the System of Secondary Vocational Education

2021 ◽  
pp. 14-18
Author(s):  
Nadezhda Petrovna Polyakova ◽  
Olga Leonidovna Bogatyreva
Keyword(s):  
Vocational Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Vocational Training ◽  
Educational Program ◽  
Main Tool ◽  
Educational Programs ◽  
Special Educational Needs ◽  
Secondary Vocational Education ◽  
Limited Health

Introduction. The problems of inclusive education in the system of secondary vocational education have recently become particularly relevant due to the increasing number of students with limited health opportunities and disabilities. Therefore, there is an urgent need to find the best ways to build an educational route for students of these categories. Such an educational trajectory should not only include special conditions that ensure the satisfaction of the special educational needs of such students, but also be aimed at mastering the professional competencies necessary for a modern competitive individual in the labor market. The main tool for implementing the inclusive model of education should be considered an adapted educational program of secondary vocational education. However, the implementation mechanism of this normative document still continues to raise many questions and difficulties. That is why this study was conducted, which involved teachers and masters of vocational training in the system of secondary vocational education, aimed at identifying the difficulties that arise in the implementation of adapted educational programs. The obtained results demonstrated the ambiguity of the current situation in the field of building and implementing an inclusive model in the system of secondary vocational education and allowed us to offer the authors possible solutions to these situations.

scholarly journals Application of statistical methods in studying personality of people with disabilities

2020 ◽  
pp. 27-37
Author(s):  
Tatyana Petrovna Budyakova ◽  
Galina Viktorovna Baturkina
Keyword(s):  
Qualitative Methods ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Small Sample ◽  
Special Educational Needs ◽  
Test Analysis ◽  
Wide Range ◽  
The Subject ◽  
Limited Health ◽  
Quantitative And Qualitative Methods

The subject of this research is the question of balance in application of quantitative and qualitative methods of research in studying the problems of inclusive education and personality with special educational needs. The goal is to demonstrate that the use of qualitative methods gives objective results even on the small sample of persons under test. The novelty consists in proving the fact that qualitative methods of research have substantial priority in examination of inclusive problems of inclusive personality. The conducted empirical research illustrated that it is possible to effectively identify coping strategies for the students with limited health conditions as well as normotypical, using the autobiographical method on the small sample of persons under test. Analysis of the problems of inclusive education oriented towards considering inclusive needs of the students with disabilities can be efficiently realized using the methods that do not suggest studying the large array of information and wide range of participants of the research. The absence of quantitative data processing in qualitative research of inclusive education is not considered a shortcoming of such research.  

School geography in the curriculum and inclusive education in Germany, Finland, Denmark

2020 ◽  
Vol 61 (12) ◽  
pp. 166-169
Author(s):  
Nigar Mehman Guliyeva ◽  
◽  
Rovshana Ikram Ahmadova ◽  
Keyword(s):  
Key Words ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
Educational Programs ◽  
System Level ◽  
Education Systems ◽  
Level Of Education ◽  
Limited Health ◽  
Geography Textbook

A number of countries have specially designed educational programs for both healthy and students with disabilities. Differences in the education systems of countries reveal differences in the teaching of geography and the application of inclusive education. This article provides information on the geography curriculum, syllabus, lesson hours, textbooks in Finland, Germany and Denmark’s secondary schools, and compares them with Azerbaijani schools. At the same time, the general content and differences of inclusive education in those countries are reflected. Key words: curriculum, geography textbook, education system, level of education,inclusive education, Limited Health Opportunities.

THE PRINCIPLES OF SELECTION OF THE CONTENT OF DESIGN EDUCATION FOR THE COMPETENCE-BASED TRAINING OF STUDENTS WITH DISABILITIES

2021 ◽  
Vol 53 (1) ◽  
pp. 89-99
Author(s):  
N. A. Eremina ◽  
Keyword(s):  
Vocational Education ◽  
Students With Disabilities ◽  
Design Education ◽  
Educational Process ◽  
Design Activity ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Sociocultural Environment ◽  
The Difference ◽  
Mixed Groups

The modern sociocultural environment puts forward requirements for ensuring equal opportunities for vocational education for active members of the society. The established requirements for the organization of the educational process in mixed groups, including normo-typical students and students with disabilities, indicate the need to search for new methodological approaches to ensure the successful implementation of vocational education. The article highlights the problem of choosing didactic components of practice-oriented content for teaching students with disabilities. The aim of the work was to identify the principles of new didactics, which make it possible to adapt the structure of basic design education to the special educational needs of students and to optimally organize educational activities in a mixed group without losing the quality of professional development and an increase in general competencies. The article provides some of the fundamental meanings of design practice, which make it possible to find permits for the introduction of inclusive methods in the system of special-purpose training programs. The approaches to the formulation of combined tasks are disclosed that allow the variability of equivalent design solutions of different levels of complexity. New approaches to the choice of methodological and didactic techniques were determined in the course of a pedagogical experiment, using elements of a longitudinal study. The author gives examples from the experience of training students in secondary vocational education in mixed groups, points out aspects that have a particular impact on the achievement of equal positive results by students, names the methods of formulating practical tasks that minimize the difference in time spent by students with different abilities. The conclusion about a sufficient basis for the chosen direction of methodological and didactic support was made on the basis of signs of positive dynamics of mastering the techniques of project design activity by students with disabilities.

scholarly journals Socio-psychological barriers in higher inclusive education

2019 ◽  
Vol 70 ◽  
pp. 10012
Author(s):  
Marina Skuratovskaya ◽  
Inna Volodina ◽  
Larisa Kobrina ◽  
Nadezhda Manohina
Keyword(s):  
Vocational Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Self Esteem ◽  
Value Orientations ◽  
Psychological Characteristics ◽  
Self Identity ◽  
Independent Life ◽  
The University ◽  
The Relationship

Higher education is one of the conditions of independent life for disabled people, a condition of their social and labor rehabilitation. Health problems are not the only serious obstacles to vocational education. No less important are the barriers in the educational environment of the University and barriers in relationships with others. It is noted that most of the difficulties in the learning process of students with disabilities are associated with their psychological characteristics - the presence of negative experiences and attitudes, the level of self-esteem, the features of life orientations. Depending on the severity of psychological characteristics, different variants of the relationship of students with disabilities with other students are possible: from full integration to disintegration and opposition behavior. It was suggested that the nature of the relationship and especially value-semantic readiness for vocational education in higher inclusive education can largely determine the prospects of personal and professional development of students with disabilities. An empirical study of peculiarities of value orientations of students with disabilities (N = 50) and students without disabilities (N = 50) was conducted using the technique of G. N. Kuznetsova on the General self-identity, self-esteem scale of Rosenberg and test of life-meaningful orientations D. A. Leontiev.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

Use and Impact of COACH with Students who are Deaf-Blind

1995 ◽  
Vol 20 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Ruth E. Dennis ◽  
Chigee J. Cloninger
Keyword(s):  
Public Schools ◽  
General Education ◽  
Observational Data ◽  
Inclusive Education ◽  
Educational Program ◽  
Educational Programs ◽  
Life Outcomes ◽  
Program Components

The purpose of this study was to evaluate the use and impact of COACH (Choosing Options and Accommodations for Children: A Guide to Planning Inclusive Education) with 30 students with deaf-blindness who attended general education classes in public schools. Interview and observational data were analyzed qualitatively while document data were analyzed quantitatively. The findings and discussion centered around five evaluation questions: (a) How do people use COACH? (b) Does the use of COACH result in educational program components referenced to valued life outcomes identified by parents and/or students? (c) How do educational programs developed using COACH differ from those developed prior to its use? (d) In what ways did the use of COACH effect relationships between parents and professionals? and (e) In what ways did the use of COACH effect valued life outcomes for students? Implications for planning in general education settings are discussed.

scholarly journals Implementation of Special Educational Needs of Students with Disabilities in the Interdepartmental Model of Inclusive Education

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
I. R. Myasnikov
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Structural Level ◽  
Special Educational Needs ◽  
Functional Level ◽  
Holistic View ◽  
Persons With Disabilities ◽  
Professional Career ◽  
Full Implementation

Introduction. The article presents the organizational basis for identifying and implementing the special educational needs of students with disabilities in the interdepartmental model of inclusive education. The full implementation of special educational needs (OOP) in the development of vocational education by students with disabilities and disabilities plays a key role for subsequent professional activity. In the inclusive model of the implementation of the OOP of students with disabilities and disabilities, different departmental structures participate, which should effectively interact with each other. Therefore, taking into account the levels of interaction between organizational structures and various activities when identifying and implementing OOP provides a holistic view of the functioning system, and, if necessary, allows for a more targeted impact on the problem links of the model.Materials and Methods. The paper uses the method of content analysis and systematization of scientific and methodological literature, normative legal acts that determine the direction of the organization of the educational environment in the implementation of the OOP of persons with disabilities and disabilities.Results. In the formed interdepartmental model of inclusive education, two levels are considered: the structural level, which is described from the point of view of interaction between state executive authorities and their subordinate organizations, and the functional level, in which the process of forming and implementing the OOP at various stages of the rehabilitation, educational and professional route of students with disabilities and disabilities takes place.Discussion and Conclusions. When considering the procedure for the formation and implementation of the OOP at the functional level of the interdepartmental model, the importance of implementing such processes as career guidance, psychological correction, interaction with non-profit and volunteer organizations, the formation of a professional career, and interaction with the employer is emphasized. The need for unity and interaction of all elements of the model under consideration is emphasized, which will ensure the full implementation of the PLO of persons with disabilities and disabilities and achieve the final result – professional and social integration.

scholarly journals DIGITAL PLATFORM AS A CONDITION FOR IMPLEMENTING ADVANCED PROFESSIONAL TRAINING PROGRAMS

2021 ◽  
pp. 24-30
Author(s):  
Виктор Геннадьевич Лысенко
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Training Programs ◽  
Educational Environment ◽  
Advanced Training ◽  
Training Center ◽  
Digital Platform ◽  
Secondary Vocational Education ◽  
The Creation ◽  
Advanced Vocational Training

Введение. Современные вызовы системе среднего профессионального образования связаны, в первую очередь, с созданием безопасной цифровой образовательной среды, с появлением новых форм и технологий обучения, переобучения, повышения квалификации специалистов, в том числе с использованием современных информационных систем, сервисов и баз данных (цифровой платформы). Учитывая вышеизложенное, актуальным и востребованным в современной социокультурной ситуации является создание цифровой платформы в условиях деятельности центра опережающей профессиональной подготовки. Цель – определить роль цифровой платформы в реализации программ опережающей подготовки специалистов. Материал и методы. Методологической основой исследования является идея опережения, получившая развитие и распространение в различных науках, в том числе в отечественной педагогике и психологии. Изучение лучшего мирового опыта международного движения WorldSkills, нормативно-правовых, стратегических документов развития профессионального образования и запросов работодателей способствовало систематизации и обобщению знаний в области цифровизации среднего профессионального образования. Результаты и обсуждение. Выполнение теоретических установок и концептуальных подходов к системе опережающей профессиональной подготовки, в том числе авторских, опыт Сибирского политехнического техникума, реализующего программы подготовки, переподготовки и повышения квалификации не только своих обучающихся, но и выпускников учреждений среднего профессионального образования, незанятого населения, лиц, потерявших работу, в условиях обострения социально-экономической ситуации, являются востребованными, особенно в сфере IT-технологий, связанных с трансформацией экономики и социальной сферы регионов. Представлены подходы коллектива центра опережающей профессиональной подготовки Сибирского политехнического техникума по решению первоочередных задач по моделированию цифровой платформы и использованию конструктора компетенций как необходимого условия, обеспечивающего слушателю индивидуальную образовательную траекторию обучения и дальнейшего профессионального развития. Заключение. Описаны первоначальные результаты работы центра опережающей профессиональной подготовки по созданию цифровой платформы, представляющие практическую значимость для руководителей профессиональных образовательных организаций, заинтересованных в подготовке высококвалифицированных специалистов, востребованных на региональном рынке труда. Introduction. Modern challenges that the system of secondary vocational education faces are associated, first of all, with the creation of a safe digital educational environment. New educational environment includes new forms and technologies of teaching, retraining, advanced training supported by modern information systems, services and databases (digital platforms). Therefore, the creation, operation and maintenance of the digital platform in the condition of the advanced vocational training center is relevant, and crucial in the modern socio-cultural situation. The aim of the work is the determination of the digital platform role in the implementation of program for specialist advanced vocational training. Material and methods. As the methodological basis serves the concept of advancing (keeping ahead), which was developed in various sciences, including Russian pedagogy and psychology and then spread all over the world. The study of the best world experience of the international movement Worldskills and regulatory, strategic documents referred to the development of vocational education, as well as the awareness of the employers’ needs, contributes to systematization and generalization of knowledge in the field of digitalization of secondary vocational education. Results and discussion. The implementation of theoretical objectives and conceptual provisions of the advanced vocational training system, including the authors’ contribution; the experience of the Siberian Polytechnic School reflected in its training, retraining and advanced training programs used for training students, graduates of secondary vocational education institutions, and the unemployed people who lost their jobs due to aggravated socio-economic situation. These are the main drives for designing a new digital platform able to ensure the transformation of the regional economy and social sphere. The article describes the approaches used by the staff of the advanced vocational training center of the Siberian Polytechnic College to solve the priority tasks concerning a digital platform modeling and application of the competence constructor that are employed as a prerequisite for providing the listener with an individual educational trajectory within their training and further professional development. Conclusion. Thus, the article presents the initial outcomes of the performance and activities of the advanced vocational training center aimed at creating a digital platform. The design and development of this platform is considered as practical significance for the heads and top managers of professional educational organizations who are interested in training highly qualified specialists being the most popular on the regional labor market.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

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