scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

2021 ◽  
pp. 239-244
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
Rapid Adaptation ◽  
Regulatory Documents ◽  
The Individual

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs. It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

scholarly journals Comparative Analysis of Inclusive Education in Germany and Sweden

2021 ◽  
Vol 18 (2) ◽  
pp. 90-99
Author(s):  
E.V. Tretyak
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Equal Access ◽  
Children With Special Needs ◽  
Access To Education ◽  
Special Educational Needs ◽  
The World

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

scholarly journals INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION

2021 ◽  
Vol 9 (1) ◽  
pp. 42-48
Author(s):  
Ms. Neetu Guleria, Prof. (Dr.) Alka Mudgal
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Developmental Delays ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
The Government ◽  
The Individual ◽  
Insight Into ◽  
Evaluation Of Policies

Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction of IE curriculum in educational institutions. Early Intervention & detection modalities discussed in this paper will help in preventing the developmental delays in CWSN.  The authors recommend change in the curriculum based on the individual needs of children, regular evaluation of Policies by the Government, integrating Physical education & shift in the ideology of the stakeholders in educational institutions which will aid in overcoming existing hurdles thereby paving the way towards seamless inclusion of CWSN in mainstream teaching.

scholarly journals PSYCHOLOGICAL ISSUES OF LEARNING AND ADAPTATION OF CHILDREN WITH SPECIAL NEEDS

2017 ◽  
Vol 15 (3) ◽  
pp. 80-83
Author(s):  
NARINE STEPANYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Psychological Factors ◽  
Children With Special Needs ◽  
Psychological Issues ◽  
New Class ◽  
Learning And Adaptation

This article deals with the problems of learning and adaptation of children with the special needs. In the article, we examine the features of adaptation and emotional sphere of children that was integrated into a new class. Similarly, we examine those psychological factors that promote or prevent to adaptation and organization of studies of children with special needs in the premises of inclusive education.

scholarly journals Problems and perspectives of children with special needs

2006 ◽  
Vol 38 (1) ◽  
pp. 190-204 ◽  
Author(s):  
Milja Vujacic
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Organized Activities ◽  
Negative Attitudes ◽  
Independent Life ◽  
It Training ◽  
Changing Attitudes ◽  
Favorable Conditions ◽  
Quality In Education

The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable conditions for quality in education and overall development. Changing attitudes concerning children with special needs and creating conditions for discovering their preserved potential, through the interaction with other children, are the basis for their further development and, to the extent to which they are capable of it, training for future independent life. The paper suggests that inclusive education is a possible solution for the children with special needs and the way to stimulate and improve their development.

scholarly journals Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

2019 ◽  
Author(s):  
Mulkanur Rohim ◽  
Dr. Taat Wulandari
Keyword(s):  
Career Development ◽  
Special Needs ◽  
Inclusive Education ◽  
School Environment ◽  
Children With Special Needs ◽  
Equity Pedagogy ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Special Region

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been running on its regulations, but Equity Pedagogy is to see how inclusive education in school units needs to be deepened, because the implementation of inclusive education in inclusive schools in Yogyakarta is still a problem, especially at the learning level. This study uses the Systematic Literature Reviews (SLR) in the method. The findings obtained from the analysis of cementation in the form of perceptions, competencies, and actualization in the school environment, society and government are issues of equity pedagogy in inclusive education in special regions of Yogyakarta. This study shows that inclusive education in inclusive schools in special regions of Yogyakarta has not been able to contribute to the career development of children with special needs (careers are a form of manifestation of personal acceptance in their environment). Showing that Equity Pedagogy on inclusive education in inclusive schools in special regions of Yogyakarta is still in the process of forming a system.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

scholarly journals Sikap Orang Tua Terhadap Pendidikan Inklusif

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Amka Amka
Keyword(s):  
International Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
International Human Rights ◽  
Persons With Disabilities ◽  
International Education Policy ◽  
Human Rights Treaties ◽  
United Nations Convention ◽  
Laws And Policies

Inclusive education has become an international education policy. Many countries already have legislation for inclusive education based on international human rights treaties such as the 1994 Salamanca Statement and UNESCO Action Framework and the United Nations Convention on the Rights of Persons with Disabilities. Indonesia has become one of the countries that applies inclusive education in education laws and policies, and has required all provinces to implement inclusive education. The success of inclusive education requires the support of parents. This study highlights the attitudes of parents towards inclusive education. at the Keraton 4 Martapura Elementary School. The purpose of this study is to obtain an overview of the attitudes of parents of children with special needs for inclusive education services. A total of 40 parents of children with special needs were interviewed to get a picture of attitudes. The results of this study showed the attitudes of parents with special needs to accept the concept of inclusive.

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