scholarly journals Developing and Implementing a Web-Based educational platform for Children with Special Needs

2020 ◽  
pp. 189-200 ◽  
Author(s):  
Fatimah Ali Al Hayek ◽  
Malikah Mohammad Khelaif ◽  
Zahra Ali Al Shaikh ◽  
Hayam Kareem Alshammari ◽  
Muneerah Alshabanah ◽  
...  
Keyword(s):  
Special Needs ◽  
Extracurricular Activities ◽  
Unified Modeling Language ◽  
People With Disabilities ◽  
Educational Process ◽  
Teaching Staff ◽  
Children With Special Needs ◽  
Web Based ◽  
Barriers To Use ◽  
Main Barrier

Web-Based educational platform is now broadly adopted. These platforms are a real opportunities for education of a better quality for a lot of people. Though, people with disabilities are still meeting many barriers to use these systems. In fact, the main barrier is that most accessible Web-Based educational platforms is not available to people with disabilities and doesn’t consider their special needs. In this paper, we present an accessible web-based educational platform for children with special needs from the design step to the implementation. The motive for choosing this idea was the lack of comprehensive educational platforms for children in particular, which bring together children, parents and schools. The proposed platform will support the educational process in schools as the platform contains simplified explanations of what is taught in some school curricula such as numbers, letters and mathematical operations, and also forms a link between the child and his school where it contains worksheets and extracurricular activities that the teaching staff can benefit from. There is also a section for parents that include educational home games and simple books that enhance children's skills and train them on what has been learned. The proposed system was developed using the Unified Modeling Language (UML), ASP.NET , HTML and CSS.

Backtalk: For many students, there’s nothing elective about electives

2021 ◽  
Vol 102 (7) ◽  
pp. 68-68
Author(s):  
Bay Collyns
Keyword(s):  
Social Skills ◽  
Special Needs ◽  
Extracurricular Activities ◽  
Academic Support ◽  
Children With Special Needs ◽  
Therapeutic Riding ◽  
Autistic Spectrum ◽  
Elective Courses ◽  
School Schedule

Bay Collyns, a former teacher, explains that her daughter’s experiences taught her how critically important elective activities can be for children with special needs. Because Collyns’s daughter was on the autistic spectrum and needed additional academic support, there was no time in her school schedule for elective courses. Collyns was fortunate to be able to provide her with opportunities outside school, such as therapeutic riding and art classes, where her daughter could strengthen her social skills, develop her talents, and take pride in her accomplishments. When educators debate the value of extracurricular activities, Collyns argues, they should keep in mind that for many students, such opportunities are just as essential as the academic core.

scholarly journals Ispol'zovanie informatsionnykh tekhnologii na urokakh geografii

2019 ◽  
Author(s):  
Oksana Vladimirovna Dolgopolova
Keyword(s):  
Extracurricular Activities ◽  
Education System ◽  
Educational Process ◽  
Teaching Staff

The article is addressed to the teaching staff of the education system and reflects the experience of the teacher of geography, O. V. Dolgopolova in the use of ICT in the educational process. The article presents recommendations on implementation of ICT on the geography lessons and during extracurricular activities, a classification of ICT.

Inclusion

2021 ◽  
pp. 149-164
Author(s):  
Morgan Friedman
Keyword(s):  
Special Needs ◽  
People With Disabilities ◽  
Children With Special Needs ◽  
Research Frameworks

This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This chapter provides an overview on inclusion of people with special needs in education in order to understand how to best include all individuals throughout their lives.

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 Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

2021 ◽  
Vol 23 (3) ◽  
pp. 156-182
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
People With Disabilities ◽  
Educational Process ◽  
Integrative Model ◽  
Teaching Staff ◽  
Disabled Students ◽  
University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

Inclusion

2022 ◽  
pp. 1-16
Author(s):  
Morgan Friedman
Keyword(s):  
Special Needs ◽  
People With Disabilities ◽  
Children With Special Needs ◽  
Research Frameworks

This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This chapter provides an overview on inclusion of people with special needs in education in order to understand how to best include all individuals throughout their lives.

scholarly journals Education of Physical Qualities of Applicants for Higher Education in a Pandemic

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 110-118
Author(s):  
Andrii Lyvatskyy ◽  
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Healthy Lifestyle ◽  
Muscle Tone ◽  
Educational Process ◽  
Teaching Staff ◽  
Negative Effects ◽  
Fatigue Syndrome ◽  
Preventive Methods ◽  
Academic Year

The article raises the topical issue of educating the physical qualities of higher education seekers in a pandemic. The negative effects of Covid-19 disease, such as postcovid syndrome, have been identified, including decreased respiratory function, viral fatigue syndrome, digestive disorders, muscle tone disorders, depression, insomnia, and more. The author proposes ways to work on the education of physical qualities of graduates in distance learning in the 2020/2021 academic year, as well as developed a long-term program of work with applicants for higher education for the next academic year. The researcher sees the peculiarities of work on the education of physical qualities of higher education students at the end of the 2020/2021 academic year in the motivation for the prevention of a healthy lifestyle, as well as identifying sports that are most suitable for students in terms of health and sports. Such work involves the consideration of health groups on the basis of tolerance / intolerance of the disease, proposed types and forms of classroom work in classes on «Physical Education», other disciplines, during extracurricular activities. A number of measures have been developed for the teaching staff, including seminars-trainings on the use of innovative health-preventive methods («Neurogymnastics in higher education: methods of implementation», «The place of different gymnastics in the educational process of higher education (immune gymnastics, psychogymnastics»). to bring up physical qualities of applicants of higher education and to overcome a postcovid syndrome during disciplines of not physical orientation.

scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

2021 ◽  
pp. 83-86
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Developmental Disorders ◽  
Speech Disorders ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
The Creation

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

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