scholarly journals SOCIAL AND PSYCHOLOGICAL REHABILITATION OF CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS IN UKRAINE

2020 ◽  
pp. 13-25
Author(s):  
Наталія Коляда ◽  
Оксана Кравченко ◽  
Назар Салата
Keyword(s):  
Young People ◽  
Social Services ◽  
Social Protection ◽  
Well Being ◽  
Educational Needs ◽  
Disabled Persons ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Children And Young People ◽  
Rights Of The Child

The article analyzes the international (UN Convention on the Rights of Persons with Disabilities, UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities, UN Declaration of the Rights of the Child, Salamanca Declaration and Program of Actions for the Education of Persons with Special Needs, International Consultations on Early Learning for Children with Special Educational Needs) and domestic (ZU «On Education», «On the Protection of Childhood», «On Rehabilitation of Disabled Persons of Ukraine», «On Social Services») regulatory legal acts on social protection, education of people with disabilities.It is determined that social and psychological rehabilitation of children and young people with OOP is a complex, multilevel and dynamic system of measures aimed at restoring, developing and affirming the social status of a person, his psychological functions, qualities, properties; protection of mental health and social well-being; social involvement in full-fledged vitality and capacity, involvement in social relationships through the elimination of life-limiting constraints and the creation of an accessible environment.The types of social and psychological rehabilitation were investigated: elementary, everyday, pedagogical / social-pedagogical, educational, family, recreational (leisure), psychological.Socio-psychological rehabilitation permeates, in essence, all aspects of work aimed at restoring the individual-personal status of a person, on the restoration, development and formation of abilities and qualities that allow her to successfully perform various social roles (family, spouse, parental, social, political) etc.) to be able to be really involved in various spheres of social relations.It is advisable to consider social rehabilitation as a sound result of rehabilitation activity, which can be achieved only as a result of a set of actions within all the above-mentioned areas of rehabilitation since only in the course of their joint realization is possible a true and complete restoration of the disabled person's capacity for social functioning.

scholarly journals Impact of lockdown and school closure on children in special schools: a single-centre survey

2021 ◽  
Vol 5 (1) ◽  
pp. e000981
Author(s):  
Tapomay Banerjee ◽  
Amjad Khan ◽  
Piriyanga Kesavan
Keyword(s):  
Young People ◽  
Significant Role ◽  
Well Being ◽  
School Closure ◽  
Special Educational Needs ◽  
Single Centre ◽  
Special Schools ◽  
Daily Lives ◽  
Children And Young People ◽  
The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

scholarly journals ASSESSMENT OF THE FINANCIAL PROVISION OF SOCIAL PROTECTION ОF PERSONS WITH DISABILITIES IN UKRAINE

2021 ◽  
Author(s):  
Sergiy Kandiba ◽  
Natalia Safonik
Keyword(s):  
Social Services ◽  
Social Protection ◽  
Social Trust ◽  
Well Being ◽  
Social Needs ◽  
Civil Society Organizations ◽  
Gender Mainstreaming ◽  
Insurance Fund ◽  
Persons With Disabilities ◽  
The Social

The article analyses the main sources of financial provision for the social protection of persons with disabilities in Ukraine, including their own resources, budget resources at all levels and resources of enterprises of all forms of ownership; social trust funds, funds of charitable and social organizations and other sources. It is justified that socially oriented objects of expenditure are growing and account for a significant share in the structure of expenditure of the state budget. An analysis of the expenditure of local budgets on the social protection of persons with disabilities showed that expenditure in this area has been increasing since 2015, owing to the reform of decentralization. An evaluation of the activities of civil society organizations of persons with disabilities showed a decrease in the number of persons with disabilities who are employed and in the proportion of expenditures allocated to the social needs of persons with disabilities. Measures to improve the social protection and welfare of persons with disabilities in Ukraine are also financed from social welfare funds. Analysis of the provision of medical and social services by the Social Insurance Fund of Ukraine shows an increase in the number of persons with disabilities as a result of an industrial accident and an increase in the cost of medical and social services. It has been established that financial provision for the social protection of persons with disabilities from charitable organizations is provided in most cases in the form of targeted charitable assistance. The structure of the recipients of charitable assistance by category showed that the proportion of people with special needs among the recipients of charitable assistance was about 10 per cent. On the basis of the study, a number of problems affecting the well-being of persons with disabilities have been identified. Priorities have been set for the development of financial provision for the social protection of persons with disabilities. These include improving the targeting of social assistance, development of locally funded social protection programs, enhancing the social and labour integration of persons with disabilities, gender mainstreaming in the financial provision of social protection for persons with disabilities.

Inkluzja edukacyjna na etapie przedszkola w rozumieniu rodziców dzieci niepełnosprawnych

2016 ◽  
Vol 33 (2) ◽  
pp. 0-0
Author(s):  
Iwona Myśliwczyk
Keyword(s):  
Young People ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Subjective Meaning ◽  
Personal Meanings ◽  
Educational Inclusion

In the field of education we observe many positive changes in equalising educational opportunities for children and young people with disabilities. The most important changes have led to the inclusive paradigm which posits education of disabled children together with children with special educational needs. The article deals with issues related to educational inclusion, variously understood by parents of disabled children. Parents experiencing the disability of their children tend to normalize their lives, including education in a mainstream kindergarten. When talking about their children’s education, they unveiled personal meanings given to this event, showed their individual truths and the reality they experience. The stories they told were given a subjective meaning, which from their perspective is important and shapes their being.

scholarly journals Preocupações e expectativas dos pais de crianças com Necessidades Educativas Especiais (NEE) em Portugal

2019 ◽  
pp. 119-132
Author(s):  
Carla Barbosa ◽  
Ivone Neves
Keyword(s):  
Private School ◽  
Well Being ◽  
Educational Needs ◽  
Educational Context ◽  
Special Educational Needs ◽  
Educational Support ◽  
Children And Young People ◽  
Professional Integration ◽  
Social Nature ◽  
Qualitative Nature

Resumo Esse estudo expõe as preocupações, expectativas e prioridades dos pais de crianças/ jovens com Necessidades Educativas Especiais (NEE), quando seus filhos frequentam o contexto educativo. Na pesquisa empírica de natureza qualitativa, entrevistaram-se pais de crianças com NEE que frequentavam o pré-escolar, 1º, 2º 3º ciclos e ensino secundário de uma instituição escolar privada do Porto, Portugal. Nos dados coletados, concluímos que fatores de natureza pessoal, educativa e social influenciam as prioridades, preocupações e expectativas dos pais na integração de seus filhos com NEE, no contexto educativo. Destacam-se práticas educativas inclusivas, ensino com capacidade de resposta estrutural, organizativa e humana às NEE, onde as competências de todas as crianças e jovens são válidas; escola e docente que trabalhem em colaboração com as famílias na continuidade dos apoios educativos. Expectativas de felicidade e bem-estar são esperadas também, assim como a valorização e integração profissional na sociedade. Palavras-chave: Inclusão Escolar. Necessidades Educativas Especiais. Família. Abstract This study exposes the concerns, expectations and priorities of the parents of children/youth with Special Educational Needs (SEN), when their children attend the educational context. In the empirical research of qualitative nature, it was interviewed parents of children/youngsters with SEN who attended the preschool, 1st, 2nd and 3rd cycles and secondary education of a private school in Porto, Portugal. In the collected data, we concluded that factors of a personal, educational and social nature influence the priorities, concerns and expectations of the parents in the integration of their children with SEN in the educational context. It is emphasized inclusive educational practices, teaching with capacity of structural, organizational and human answer to the SEN, where the competences of all children and young people are valued; school and teacher that work in collaboration with families in the continuity of educational support. Expectations of happiness and well-being are also expected, as well as the valorization and professional integration in society. Keywords: School inclusion. Special educational needs. Family.

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