scholarly journals TRAUMA-INFORMED APPROACH IN THE DEVELOPMENT OF INCLUSIVE EDUCATION ENVIRONMENT IN THE HIGHER SCHOOL

2019 ◽  
pp. 14-27
Author(s):  
Anastasiia Bednarska ◽  
Mariana Hasiak ◽  
Iryna Krasilych
Keyword(s):  
Inclusive Education ◽  
Family Members ◽  
Educational Needs ◽  
Educational Environment ◽  
Academic Community ◽  
Educational Process ◽  
Special Educational Needs ◽  
Education Environment ◽  
Veteran Students ◽  
Trauma Informed

Introduction: According to statistics, the number of students with disability at Lviv Polytechnic National University is 374 people; the number of veteran-students is 6; the number of students-children of veterans is 811. Moreover, there is a Ukraine-Norway Project conducted on the basis of Lviv Polytechnic providing retraining courses for veterans and their family members. In the five years of the project implementation, 428 people have been trained at Lviv Polytechnic. To meet the educational needs of those categories of students the Accessibility Services for students with disability and Veteran Services for combatants, their family members and IDPs have been established at Lviv Polytechnic. The activities of those services are aimed at providing support to students with disability, veteran students, students-family members of veterans, internally displaced persons; ensuring the provision of necessary information and assistance in higher education settings. For the successful functioning of these and similar services, it is important to study the post-traumatic stress disorder (PTSD) and the trauma-informed approach (TIA). Furthermore, the realities of Ukrainian society give impetus to the experience of traumatic events not only to the above-mentioned categories of students, but also to others who do not belong to them. Therefore, it is advisable to comprehensively study and implement the trauma-informed approach in the educational process to ensure inclusive education environment for each category of students with special educational needs. Purpose: The purpose of the article is to highlight the importance of the development of trauma-informed approach to meet the needs of students experiencing trauma, students with disabilities and veteran-students particularly. Methods: Theoretical research methods were used to determine the needs of students experiencing trauma to be met in educational process using the trauma-informed approach at higher schools of Ukraine on the example of Accessibility and Veteran Services at Lviv Polytechnic. Results: Inclusive education has been considered as a part of social inclusion. Key issues of the development of inclusive education environment are addressed based on applying trauma-informed approach. The purpose to implement a trauma-informed approach in academic environment is identified based on scientific research data and needs assessment. The two basic concepts of trauma-informed approach realization have been developed. For the first time in the national scientific opinion the possibilities of implementing an inclusive educational environment in the higher education institutions of Ukraine, taking into account the needs and problems of students experiencing trauma were described. During the educational process, the trauma-informed approach is important to be used when detecting the following symptoms: limited ability to focus, anxious or obsessive thoughts, inability to consistently do research and attend classes, panic attacks with difficulty of breathing, rapid heartbeat, sweating, and deep agitation of short and / or long-term memory, fatigue, decreased concentration and attention, lack of initiative and motivation, irritability and increased sensitivity to stress, inappropriate behavior and poor social skills, slow response rates, difficulty in solving problems, difficulties in planning and sequencing, depression, anxiety and low self-esteem, impulsiveness, loss of taste and smell, dizziness and difficulty with balance, epilepsy and convulsions, headaches, decrease or change in vision, chronic pain, paralysis, difficulty in reading and summarizing (processing information).  Some of these characteristics are very individual, others are the opposite, and are noticeable at once. That is why it is important to disseminate information among the academic community. At the same time, the above-mentioned attributes not only to students who are experiencing/have experienced trauma, but also may concern students with mental health disorders, which in turn make it possible to create an inclusive educational environment tailored to these categories of students as well.  It is important to understand that a student with special educational needs has the same responsibilities as all other students. It is to attend classes and fulfill the basic requirements of the course. The role of the instructor is to help the student in finding solutions to fulfill these responsibilities, not to lower expectations because of the student's special educational needs, abide by the principles of confidentiality regarding the personal information of the student with special educational needs. To address the above need, we plan to carry out further research in this field in relation to the practical work of the “No Limits” Accessibility Services and the Veteran Services at Lviv Polytechnic, taking into account the international experience, with a focus on the American and Canadian approaches. Conclusion: To achieve the research goal and objectives in creating the environment friendly to people in difficult life circumstances the trauma-informed approach to providing educational services is suggested to be implemented. In the practice of trauma-informed approach realization, the two foci are distinguished, i.e., achieving personal development and wellness of the students experiencing trauma via special services provided for them (by Students Accessibility Services and Veteran Services at Lviv Polytechnic) and transforming the environment through educational work with the University academic community

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

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.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

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.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals DIDACTIC CONDITIONS OF ICT USE IN THE INCLUSIVE ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 62-70
Author(s):  
Irina Yesikova
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs

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.

Problems and prospects for the development of inclusive education in Ukraine

2021 ◽  
Author(s):  
L. Kryloshanska ◽  
V. Undir
Keyword(s):  
Inclusive Education ◽  
Physical Disabilities ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Transport Infrastructure ◽  
Educational Services ◽  
Healthy Children ◽  
Special Educational Needs ◽  
School Year

Problem setting. The modern world is characterized by rapid changes towards democracy, which have a positive impact on the humanitarian component of society. Education reforms are affected by many negative factors, including unstable political and economic situation in the country, and 2020 introduced the concept of “pandemic learning” into the educational process, which certainly did not improve the overall situation. However, despite these problems in the field of education, the issue of involvement of children with mental and physical disabilities into the educational environment of Ukraine remains extremely important. This trend of integration of children with mental and physical disabilities into the educational environment is relevant around the world, but in Ukraine attention has been paid and appropriate steps has been taken to improve the critical educational situation for this category of children only in the last few years. Also, the Association Agreement with the EU, which came into force in 2017, prompted the government to take certain steps for political, economic, social and cultural reforming of all spheres of life that affect the quality of provision and receipt of educational services. Recent research and publications analysis. Elaboration of theoretical and methodical basics of inclusive education can be found in the works by: N. Bastun, S. Bohdanova, L. Zdanevych, T. Zubarieva, E. Ketrysh, T. Kozhekina, K. Kolchenko, O. Kuzmina, T. Kuchai, N. Lalak, O. Lesher, O. Martynova, G. Onykovych, M. Semago, N. Semago, I. Smirnova, N. Sofiy, M. Tomchuk, N. Shmatko, O. Yarska-Smirnova, etc.Highlighting previously unsettled parts of the general problem. Analysis of current legislation and scientific literature allows us to conclude that inclusive education in Ukraine opens up great opportunities for children/people with special educational needs, but is not explored fully. These sources emphasize that creation of optimal conditions for qualitative education for children with mental and physical disabilities has its social, economic and psychological characteristics and problems, which are quite complex and require further research and development. That is why there is a need to work systematically and purposefully on introduction of inclusive process in educational institutions to implement the right to education of every citizen of Ukraine. Paper main body. The article considers specific features of introduction of inclusive education in Ukraine in the context of European integration. Dynamics of implementation of inclusive education in the context of education system reform is analyzed. Components of preparation to implementation of the inclusion process both for teachers and for children with special educational needs and main problems of the educational environment were considered. Conclusions of the research and prospects for further studies. Analysis of development of inclusive education in Ukraine indicates a positive trend in the number of children with special educational needs enrolled in comprehensive schools, as indicated by the dynamics from 2720 pupils in the 2015 – 2016 school year to 18643 pupils in the 2019 – 2020 school year. Opening of 638 inclusive resource centers is an important step towards introduction of inclusive education not only in big cities but also in the regions. However, existing economic (ensuring architectural accessibility of interiors, accessibility of appropriate transport and transport infrastructure for children/persons with mental and physical disabilities, campuses, sports and cultural facilities, dormitories, etc.) and social (complex process of socialization both for children with special educational needs (as well as their family members) and for relatively healthy children; change of psychological and value attitudes of teachers and increase of their professional competencies in an inclusive form of education, etc.) problems are complicated by partial or complete distance learning during a pandemic, and solving these problems will facilitate the reception of educational services by the specified category of citizens of Ukraine.

scholarly journals SWOT ANALYSIS OF INCLUSIVE EDUCATION ENVIRONMENT AS A STANDARD FORPREPARING STUDENTS OF SOCIO-PEDAGOGICAL PROFILE

2020 ◽  
pp. 171-177
Author(s):  
Svitlana NAKHOD ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Swot Analysis ◽  
Scientific Research ◽  
Educational Environment ◽  
The State ◽  
Special Educational Needs ◽  
Theoretical Methods ◽  
Research Results ◽  
Education Environment

The article is devoted to clarifying the pe-culiarities of forming an inclusive educational environment in the Ukrainian education system and highlighting the strategies for its effective development by conducting a SWOT analysis. Theoretical methods of studying the study and analysis of philosophical, pedagogical and psychological literature were used to identify the state of the problem of formation of inclusive educational environ-ment in science, as well as its importance in the prepara-tion of students of social and pedagogical profile; synthe-sis, induction, deduction, generalization and systematiza-tion of existing scientific research results in order to de-termine the state of development of the problem and per-spective directions of its solution. Theoretical methods of studying the study and analy-sis of philosophical, pedagogical and psychological litera-ture were used to identify the state of the problem of formation of inclusive educational environment in science, as well as its importance in the preparation of students of social and pedagogical profile; synthesis, induction, de-duction, generalization and systematization of existing scientific research results in order to determine the state of development of the problem and perspective directions of its solution.It is established that SWOT analysis is a universal strategic planning technique aimed at finding the new opportunities and identifying the potential risks to effectively define the research object. Strengths of in-clusive educational environment are identified, such as implementation of democratic foundations of public order, existence of barrier-free physical and psychological envi-ronment, elimination of discriminatory manifestations and social stereotypes, emergence of new vectors of teachers’ professional development, cohesion of parental communi-ty, etc. Among the weaknesses are the substantive, func-tional and organizational aspects that determine the activities of socio-pedagogical profile. Possibilities of inclu-sive educational environment are discovered, which in-clude the preparation of social community for acceptance of people with special educational needs, emergence of experimental education institutions, mass media involve-ment in the work on formation of positive image of inclu-sive education, etc. The threats and obstacles to the for-mation of an effective inclusive educational environment are characterized, such as the lack of an adapted domes-tic model of the organization of inclusive education, the lack of a legal framework regulating all Based on the SWOT analysis, strategies for the effec-tive development of an inclusive educational environment were identified, for instance 1) a strategy of using strengths aimed at finding internal reserves, 2) a strategy of using strengths to overcome threats, 3) a strategy of using opportunities to overcome weaknesses, 4) a strate-gy for weakness elimination and threat prevention.It is emphasized that each of the identified strategies is im-plemented through the interaction between specialists of socio-pedagogical profile who are the subjects of inclusive education practice, whose level of professional training will significantly influence the problems of forming an effective inclusive education environment.

scholarly journals Professional training of future music art teachers for inclusive education: theoretical and technological aspects

2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Art Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Theoretical Understanding ◽  
Actual Problem ◽  
Technological Support

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.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

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.  

scholarly journals Socialization of Young People with Special Educational Needs

2021 ◽  
Vol 25 (1) ◽  
pp. 98-104
Author(s):  
Tеtiana Lunkina ◽  
◽  
Julia Sizonenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Special Educational Needs ◽  
Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

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