IMPLEMENTING INCLUSIVE EDUCATION ABROAD (ON THE EXAMPLE OF THE SCANDINAVIAN COUNTRIES)

Team Approach ◽

Social Origin ◽

Education Abroad ◽

Foreign Experience ◽

Educational Field

The article deals with the implementation of inclusive education in Ukraine in the context of its integration into the European educational space. The list of legislative and normative bases (international and national levels), which regulate this process, is given. The relevance of studying foreign experience on the research problem, primarily countries that are exemplary in the context of the realization of inclusion to the educational field, is substantiated. The article aims at revealing the peculiarities of the implementation of inclusive education in the Scandinavian countries (on the example of Finland, Sweden and Norway). Theoretical analysis of the problem of implementation of inclusive education in the Scandinavian countries is presented. In particular, the stages of origin and development of inclusion and inclusive education. The features of its implementation in today’s conditions are described. The general trends that characterize education systems in Finland, Norway and Sweden in the context of their inclusiveness are revealed: a) understanding the concept of “inclusion” in the broad sense, which takes into account various characteristics (gender, age, disability, place of residence, ethnic and social origin, etc.); b) partial or total deinstitutionalization of special education institutions and integration of all children into general educational institutions; c) a team approach to the realization of inclusive education, etc.Prospects for further scientific research, which relate to the study of foreign experience of the preparation of future teachers for working in the inclusive environment, are outlined. Keywords: inclusion; integration, inclusive education; democratization; educational institutions; children with special educational needs; foreign experience; Scandinavian countries.

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

Sustainability ◽

10.3390/su12198116 ◽

2020 ◽

Vol 12 (19) ◽

pp. 8116

Author(s):

María Graciela Badilla-Quintana ◽

Eileen Sepulveda-Valenzuela ◽

Margarita Salazar Arias

Keyword(s):

Academic Achievement ◽

Augmented Reality ◽

Inclusive Education ◽

Research Problem ◽

Educational Needs ◽

Constructivist Theory ◽

Sustainable Technology ◽

Classroom Diversity ◽

Cognitive Justice

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

Educational and legal aspects of activities of out-of-school educational institutions

10.24195/2617-6688-2020-2-18 ◽

2020 ◽

Vol 2020 (2 (131)) ◽

pp. 139-151

Author(s):

Оlena Ilchenko ◽

Alla Kobobel

Keyword(s):

Inclusive Education ◽

Education System ◽

Legal Aspects ◽

School Education ◽

Second Stage ◽

Third Stage ◽

Quantitative Indicators ◽

Out Of School

The article deals with the historical process of formation of educational and legal support for the activities of out-of-school educational institutions during the independence of Ukraine. Based on the formulated socio-cultural, cognitive, educational and legal criteria of the intensity of qualitative changes in the legislative and legal support of educational activities of out-of-school educational institutions, 3 main stages of this period were identified. The first stage (1991-1999) was characterised as a transition from the old Soviet to the new Ukrainian system of out-of-school educational institutions. It was noted that during this period, the foundations of the legislation were formed, the international experience of providing the development of extracurricular education was attracted, the results of foreign scholars’ scientific researches were processed, scientific researches were conducted by domestic scientists. Instead, the second stage (2000-2009) was marked by the active development of the regulatory and legal support of the out-of-school education system. It was emphasised that the adoption of the Law on Extracurricular Education, which regulates state policy in the field of extracurricular education, was of great importance. The dynamics of quantitative indicators and tendencies of development of out-of-school educational institutions, directions of Ukrainian scientists’ scientific researches on the problems related to out-of-school education are characterised. The beginning of the process of forming legislation on the issues regarding children with special needs is highlighted. It is emphasised that at the third stage (2010-2019), the principles of inclusive education were adopted, legal support was provided for the quality education of all children without exception. It is emphasised that for the period of 1991-2019, there was intensive development and modernisation of the legal support of the out-of-school education system, and the model of inclusive education of children with special educational needs in out-of-school educational institutions was involved.

Anthropological providing educational services to children with special educational needs

10.31219/osf.io/sc9n7 ◽

2018 ◽

Author(s):

Igor Grygus ◽

Olha Nagorna ◽

Anzhela Nogas ◽

Walery Zukow

Keyword(s):

Inclusive Education ◽

Educational Needs ◽

Educational Services ◽

Qualitative Composition ◽

Rehabilitation Center ◽

Number Of Children ◽

Special Child

In pedagogical circles always having the discussion concerning the effectiveness, feasibility of one or another form of training. A difficult issue is the differentiation of the psycho-medico-pedagogical commissions on the selection of programs and learning, educational institution. Thus, the actual research of the education of children with special educational needs on the example of educational institutions of Rivne.Research objective: to study the formation of the system of education for children with special educational needs. Research objectives: 1. To conduct a systems analysis of the scientific literature on the topic of research. 2. Examine the network of inclusive schools in Rivne. 3. Analyze the provision of educational services to children with disabilities in Rovno educational and rehabilitation center "Special Child". 4. Synthesize statistical information and reveal the dynamics of qualitative and quantitative nosology of children with disabilities in schools.Research methods: theoretical analysis of literary sources, summarizing statistical data of educational institutions of city Rivne. Analysis of the changes of the quantitative and qualitative composition of the inclusive class allows you to infer that children with special educational needs enrolled in inclusive classrooms for nosology violations observed a certain imbalance. So, the advantage for inclusive education is given to students with cognitive and reports violations. Almost twice smaller number of children in violation of the locomotor and hearing. Significantly fewer students with disorders and mental retardation. Not specified such diagnoses as an autistic spectrum disorder and down syndrome. Obviously, these were incorporate into the category of violations.Data analysis allows us to draw conclusions that the implementation of the State programme concerning the staffing system of inclusive education is effective, but does not provide the full needs of schools in all members of the interdisciplinary team of rehabilitation support a child with special educational needs. In particular, not all educational institutions are equipped properly to ensure the needs of the child and the implementation of a full-fledged correction support; not organized by specialized facilities, inadequate rehabilitation equipment, special furniture for pupils with impaired function of the musculoskeletal system; missing tiflocorrection means, tiflopedagog; the physical therapist is not available in all schools.Conclusions. The analysis of this problem leads to the following conclusions: in the scientific and methodical sources analyzed the effectiveness and usefulness of various forms of educational services for children with special needs. Analysis of inclusive classes shows positive dynamics of this process and increase the number of pupils with impaired psychophysical development in secondary schools.Experience of the Rivne training and rehabilitation center "Special Child" and confirms that as a result of the implementation of inclusive education in school has increased the number of children with complex disabilities development, accompanied by intellectual retardation and existing disabilities. Therefore, special educational institutions should be multiprofile that will provide your child with special educational needs education and obtaining proper corrective rehabilitation support.Due to the focused State policy implementation of the inclusion in the General space training and re-training of teachers contributed to the increase in the number of pupils with special educational needs, allowed to expand as the quantitative and qualitative composition inclusive classes.Prospects of the further researches. There is an objective need for further study of the entire complex of issues related to the implementation of the right to education of children with disabilities. In particular, no special educational institutions, with the possibility of teaching a child with disabilities in comprehensive school essential not making are the problem of ensuring the continuity of rehabilitation.

Readiness of teachers for inclusive education of children with disabilities

SHS Web of Conferences ◽

10.1051/shsconf/20185502005 ◽

2018 ◽

Vol 55 ◽

pp. 02005

Author(s):

Natalia Pershina ◽

Marina Shamardina ◽

Natalia Luzhbina

Keyword(s):

Inclusive Education ◽

Russian Federation ◽

Research Problem ◽

Diagnostic Methods ◽

Educational Organizations ◽

Personal Approach ◽

The Russian Federation ◽

Favorable Conditions

The research problem is a contradiction between the importance and necessity of implementing the ideas of inclusive education on the territory of the Russian Federation and the creation of favorable conditions for the development and education of children with special educational needs, as well as the insufficient level of readiness of the teachers themselves (one of the main subjects of education) to work in this system. The authors of the article propose a new organizational and personal approach to studying the teachers’ readiness for inclusive education of children with disabilities. The authors’ structure of the teacher’s readiness for the development and implementation of inclusive education in children with disabilities is presented. The practical value of this article is the developed diagnostic methods: “Psychological readiness for inclusive education” and “Assessing the formation of an inclusive culture in educational organizations” and a description of the content components of teachers’ readiness for inclusive education.

Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка ◽

EXPANDING THE PROFESSIONAL PEDAGOGICAL PROFILE OF TEACHER FROM PROFESSIONAL (VOCATIONAL) EDUCATION SCHOOL UNDER THE CONDITIONS OF INCLUSION

10.32835/2223-5752.2019.19.11-17 ◽

2019 ◽

pp. 11-17

Author(s):

Nataliia Sysko

Keyword(s):

Vocational Education ◽

Inclusive Education ◽

Informal Education ◽

Educational Needs ◽

Vocational Education And Training ◽

Full Time ◽

Education School ◽

And Training

Relevance: persons with special educational needs require professional qualifications. This leads to theactualization of the issue of expanding the professional and pedagogical profile of the teacher of the P (V) Eschool and the inclusive competence acquisition.Aim: to analyze the legal documents on the provision of inclusive education in the system of vocationaleducation and training and study the needs of teachers of P(V)E school in the formation of inclusive competence.Methods: theoretical (analysis, synthesis, generalization); empirical (interviewing methods, conversation).Results: it has been found out that the problem of expanding the professional and pedagogical profile of theteacher of the professional (vocational) education school in the direction of his inclusive competence development needs to be addressed. It has been established that the creation of the barrier-free educational environment and the architectural accessibility of facilities in educational institutions for education applicants with special educational needs is necessary. The vast majority of teachers require the specially organized training on issues of inclusion introduction. It has been defined that teachers identify such forms of increasing the inclusive competence as training, specialist counseling and full-time targeted courses. The experience of forming the inclusive competence of teachers through the introduction of formal, non-formal and informal education has been presented. It has been stated that it is important to establish cooperation between educational institutions and regional inclusive resource centers. It has been proved that teachers need assistance in developing an individual curriculum for the education applicants with special educational needs and evaluation of its implementation.Conclusions: the introduction of inclusive education in the system of vocational education and training willgive the opportunity to obtain the working

Social Rehabilitation Practices of Inclusion In The Educational Process In Working With Children With Disabilities

Propósitos y Representaciones ◽

10.20511/pyr2021.v9nspe3.1188 ◽

2021 ◽

Vol 9 (SPE3) ◽

Author(s):

Maryna O. Vasylyeva-Khalatnykova ◽

Olena Chuiko ◽

Ivan S Bakhov ◽

Valentyna Ternopilska ◽

Nadiia Chernukha

Keyword(s):

Theoretical Analysis ◽

Inclusive Education ◽

Educational Process ◽

Social Rehabilitation ◽

Ukrainian Society

Coming into being and development of inclusive education in contemporary Ukrainian society are analysed. The tasks of educational institutions in creating an inclusive space are defined, and the approaches to work with children with disabilities are identified. Works of foreign and domestic scholars and practitioners who studied the problems of inclusion of children with disabilities in the educational process and in the context of social rehabilitation activities are studied. Emphasis is placed on theoretical analysis of social rehabilitation practices of inclusion. A mechanism for implementing social rehabilitation practices of inclusion in the educational process of working with children with disabilities is suggested.

CURRENT STATE OF INCLUSIVE EDUCATION AND WAYS OF ITS IMPROVEMENT

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-2.1728-5496.09 ◽

2020 ◽

Vol 66 (2) ◽

pp. 49-54

Author(s):

S.A. Uzakhbayeva ◽

Keyword(s):

Inclusive Education ◽

Education System ◽

Creative Process ◽

Successful Implementation ◽

Current State ◽

Teacher Skills ◽

Creative Contribution

The article examines the current state and problems of inclusive education in Kazakhstan, reveals the possibilities of inclusive education in the development of children with disabilities, suggests methods of psychological and pedagogical correction of professionally significant qualities of teacher skills necessary for working with children with special educational needs. Inclusive education requires constant creative contribution from everyone; all its participants (teachers, parents, children, administration, etc.) are involved in the creative process of education. For the successful implementation of inclusive education of children with special needs, changes in the education system itself are needed. The difficulty in solving the problem of working with children with disabilities is exacerbated by the professional incompetence of specialists of educational institutions, a lack of understanding in society of the possibilities of such children, who participate equally in society.

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

The problem of training children with special educational needs in both family and educational institutions

10.24195/2617-6688-2019-3-6 ◽

2019 ◽

pp. 42-49

Author(s):

Nataliia Shylina

Keyword(s):

General Education ◽

Inclusive Education ◽

Education Technology ◽

Time Integration ◽

Educational Needs ◽

Educational Activity ◽

Family Education ◽

Access To Education ◽

Special Educational Needs

The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.

On the issue of teacher’s preparedness to inclusive education

Osvitolohiya ◽

10.28925/2226-3012.2018.7.101107 ◽

2018 ◽

pp. 101-107 ◽

Cited By ~ 1

Author(s):

Anatoliy Pedorych

Keyword(s):

Inclusive Education ◽

Professional Competence ◽

Practical Experience ◽

Educational Needs ◽

Educational Process ◽

Professional Activity ◽

Scientific Article ◽

Emotional Perception

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.

GENERAL PRINCIPLES OF ACCESSIBILITY AND ADAPTATION OF CHILDREN WITH DISABILITIES UNDER THE CONDITIONS OF INCLUSIVE EDUCATION AT GENERAL SECONDARY EDUCATION INSTITUTIONS

Social work and social education ◽

10.31499/2618-0715.2(7).2021.244050 ◽

2021 ◽

pp. 5-12

Author(s):

Margaryta Bespalko ◽

Tetiana Kochubey ◽

Nataliia Koliada

Keyword(s):

Inclusive Education ◽

Irreversible Process ◽

Educational Process ◽

Education For All ◽

Pedagogical Innovation ◽

Special Profile ◽

New Forms Of Work

The article is devoted to the issue of adaptation under the conditions of inclusive education of children with disabilities in a unified educational space, which is an irreversible process at the present stage of the development of society and its humanistic values. It is established that the realization of these conditions requires breaking down some stereotypes and mastering new forms of work by all participants of the educational process. It is revealed that the education of children with disabilities in the conditions of mass secondary educational institutions is an acute problem for the Ukrainian state, which is experiencing the stage of becoming an insufficient perception of pedagogical innovation not only by parents but also by the teachers themselves. The education of children with needs of physical and mental development correction is based on the principles of balanced pedagogy, focused on the needs of children, which requires a certain level of staffing of specialists of a special profile, means, and conditions for providing psychological and pedagogical assistance. It is emphasized that inclusive education is useful for children with special educational needs (with disabilities) as well as for children with typical development, family members and society as a whole. It is established that the practice of "involving" children with disabilities should be an integral part of national plans to achieve education for all without restrictions, and the organization of conditions for the adaptation of children with disabilities – an integral part of the pedagogical strategy and, undoubtedly, a new social and economic policy. It is argued that this requires a pivotal reform of secondary schools.