scholarly journals IMPROVING THE ORGANIZATION OF INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: REFORM STEPS, INDICATORS OF IMPLEMENTATION

2020 ◽  
pp. 60-69
Author(s):  
Oksana Denysiuk ◽  
◽  
Nataliia Tytarenko ◽  
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Analytical Data ◽  
Educational Needs ◽  
The State ◽  
Educational Process ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Monitoring Study ◽  
Educational Indicators

The article considers the results of the all-Ukrainian monitoring study on the implementation of NUS in the context of inclusive education for children with special educational needs in general secondary education on the example of primary school, which for the second year implements the New Ukrainian School Concept. We consider the organization of inclusive education in general secondary education institutions through the prism of educational indicators developed by the researchers. The developed indicators record the state of the organization of inclusive education in general secondary education institutions. We chose the Convention on the Rights of Persons with Disabilities, adopted by the United Nations in 2006, as the basis for the development of indicators. The educational indicators presented in the article cover two areas of organization of the educational process in accordance with the needs of children with special educational needs: indicators of the organization of the educational process and indicators of the organization of educational activities. For the first direction, for example, the following indicators are proposed: the number of teacher assistants per child with special educational needs, for the second direction – the teacher’s willingness to work in the classroom with children with special educational needs. We form the first group of indicators from statistical data obtained from the State Statistics Service of Ukraine, the second group – from statistical and analytical data collected during monitoring studies. The results of the monitoring study are considered in the context of the educational indicators we have presented, which will allow education authorities to obtain objective information on a given issue and to make informed management decisions to improve the organization of inclusive education for children with special educational needs. Thus, it was found that the provisions of the Convention on the Rights of Persons with Disabilities have not yet been fully implemented in the educational process of general secondary education institutions. Both the provision of «smart accommodation» and quality education for children with special educational needs – these issues remain relevant and open today. And this in turn requires the organization of additional research on the organization of inclusive education in general secondary education institutions.

scholarly journals Legal mechanism for ensuring the right to inclusive education in the context of the COVID-19 pandemic in Ukraine and the United States

2021 ◽  
pp. 66-71
Author(s):  
T.V. Shlapko ◽  
O.P Sokolenko
Keyword(s):  
United States ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
The United States ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Right

The article investigates to the study of legal framework securing the right to inclusive education of inclusive education in the context of the COVID-19 pandemic. The authors of the article analyze the statistics of the effectiveness of distance learning to study the state of the organization in general secondary education distance learning in quarantine, introduced to prevent the spread of acute respiratory disease COVID-19 in Ukraine and the United States. It is proved that children with special educational needs need an individual approach to the organization of inclusive distance learning. At the same, time it is necessary to consider features of each child. The authors of the article pay considerable attention to the characteristics of the recommendations of the Ministry of Education and Science of Ukraine on the organization of the educational process in general secondary education institutions during quarantine by the way of distance education. From the analysis of the recommendations it can be concluded that the main burden during the organization and use of distance learning technologies will fall on the teacher's assistant and student's assistant. In addition, the article examines the features of the educational process with the help of a team of psychological and pedagogical support of a child with special educational needs during quarantine. The article examines the features of inclusive education in different areas of the epidemic level of danger: green, yellow, orange and red. The authors also pay considerable attention to the study of the implementation of inclusive learning using distance education technologies during the pandemic COVID-19, in particular the problem of involving children with special educational needs in the educational process at home. The article contains recommendations for improving the quality of education during the COVID-19 pandemic.

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.

scholarly journals Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs

2021 ◽  
Vol 84 (4) ◽  
pp. 19-25
Author(s):  
B.D. Kairbekova ◽  
◽  
A.T. Tashimova ◽  
A.T. Kabbasova ◽  
A.U. Mukhamedzhanova ◽  
...  
Keyword(s):  
Secondary Education ◽  
Vocational Education ◽  
Digital Media ◽  
Inclusive Education ◽  
School System ◽  
Educational Needs ◽  
Educational Process ◽  
Main Issue ◽  
Teaching Staff ◽  
Special Educational Needs

Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necessary reforms in the field of inclusive education in Kazakhstan have a humanistic orientation. Special attention is paid to the education of these children. Monitoring of education reforms in Kazakhstan has revealed persistent negative trends in the physical and mental health of children of all ages. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Purpose: to use the experience of special and integrated education as a technological experience of psychological and pedagogical support of participants in the inclusive educational process. Methods: we used technological maps (created by a teacher for a student), methods of cooperation and methods of joint group learning, methods of mutual learning, method of psychological comfort, methods of teaching social skills, adaptive technologies, accessible digital media, additional communication technologies, technologies for special training and development techniques and methods of "barrier-free environment" ramps, single-storey schools, the introduction of sign language translators, etc. The results, their significance: Our research has shown at the moment that there is also a positive attitude towards access to education for children with special educational needs who have difficulties with motor skills, as well as hearing, speech or vision. The analysis showed that children with musculoskeletal disorders find quick contact with the environment (12,4 %), as well as children with intellectual disabilities - with mental retardation (12,9 %). Hearing and visual impairments are rare among respondents (9,1 %), more children with external impairments (40.5). Thus, 70% of respondents learned about the problem of disability of their children. Only a third of the students at the school had experience and access to communication with a disabled child, who, in our opinion, is not familiar with institutional constraints, especially in the education system.

scholarly journals THE STATE OF PSYCHOLOGICAL READINESS OF PRIMARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION

2018 ◽  
Author(s):  
Natalia Kipichenko
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
The State ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Education

The article describes the state of psychological readiness of primary school teachers for the introduction of inclusion into the national education system. The 92,8% of pedagogical workers have been found to support the latest changes regarding inclusive education. The above points testify to the humanistic orientation of teachers to the organization of educational process involving the children with special needs. They perceive and appreciate not only the positive qualities of the students, but the person as a whole, that is, respect their dignity, recognize the right to free access to education. At the same time, the desire to work with this category of children was revealed by only 6,98% of the respondents. Reasons that prevent teachers from perceiving educational reforms, lack of information about working with special children (87,21%), lack of understanding how and how to make individual programs for children with special educational needs and implement an algorithm for its implementation (94,77%). There is also a fear of preserving the life and health of such students (97,09%), as experience proves that children with emotional and intellectual disorders do not always control their actions and threaten not only their personal health and life, but also other children. Proposals have been developed to increase the teachers' readiness to work with children with special educational needs. It is important to clearly identify the category of children with special educational needs that are able to integrate into society and minimize the individual curriculum. The future teachers need to know articles of the Law "On Education", which define the requirements for inclusive classes. It is necessary to hold trainings, master classes, consultations, round tables, webinars on problems of inclusive education for teachers. It's important to involve in the development of individual programs for children with special educational needs of defectologists, speech therapists, special correctional teacher.

scholarly journals Forms Organization of Work With People With Special Educational Needs in China

2021 ◽  
pp. 96-109
Author(s):  
Zeng Guanghai
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Observation System ◽  
Special Educational Needs

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

scholarly journals The oretical basis of inclusive education in higher education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 162-164
Author(s):  
Tetyana Kuchai ◽  
Olexander Kuchai
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
The State ◽  
Educational Process ◽  
Social Dimension ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
The Right

The article deals with the problems of inclusive education in higher education institutions. Inclusive education is the basis and the most effective form of qualitative education for people with special needs. An important component of the inclusive approach is psychological and pedagogical provision of inclusive education in the HEI as an organized system aimed at the development of all components of the personal potential of the subjects of the educational process, regardless of their capabilities: reflexive, cognitive, and activity. The state policy and policy of the Higher School for the Development of Inclusive Education should be aimed not only at motivating people with disabilities to higher education, but also to consider the factors of the social environment and their impact on the development of higher education in general. So, developing an inclusive educational environment, is acquired by students who have a serious motivation for vocational training, their potential capabilities and abilities are often higher than the average student. As a result, after a long time the state receives not just a qualified specialist, but, above all, a motivated professional. In the conditions of the demographic decline of certain periods of development of society, when the HEI attracts a large number of students, including the so-called unpopular specialties. Inclusive education has a broad social dimension, since not only the higher school should be inclusive, but our society, with the support of the state, business and public organizations, should be inclusive. Inclusive education, being one of the main forms of realization of the right to education for persons with disabilities, should become a legally-established institution that has all the necessary components, from the preparation of the complete package of regulatory documents, the definition of norms and principles of appropriate funding, mechanisms for the creation of special conditions and principles of adaptation of the educational environment for students with special educational needs

scholarly journals SOCIAL AND PEDAGOGICAL WORK WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE TEACHING AND EDUCATIONAL DIVISIONS OF THE UNIVERSITY “UKRAINE”

2018 ◽  
pp. 73-81
Author(s):  
H. DAVYDENKO
Keyword(s):  
Human Development ◽  
Inclusive Education ◽  
Educational Needs ◽  
The State ◽  
Educational Process ◽  
Special Educational Needs ◽  
Initial Current ◽  
Dynamic Component ◽  
International University ◽  
Free Environment

In connection with political and educational reforms in Ukraine over the last five years, the legal basis for a new non- educational model of education for students with special educational needs was laid down. In particular, the pro-European vector of development of society was chosen, the new Law on Education of Ukraine was adopted, the key principles and terms were clarified, which expanded the concept of “inclusion” into the non-educational, social environment.In the state, the European approach to the organization of a total barrier-free environment an inclusive landscape is gradually being formed, in the forefront of which is the Open International University of Human Development “Ukraine”.The peculiarity of the introduction of inclusive education in Ukraine is two opposite trends: on the one hand, the state lags behind the European countries through the long period of the Soviet and post-Soviet segregation period; on the other hand, Ukraine does not need to develop its own experience, since it is possible to adapt to the European and world achievements its own traditions.The beneficial factor is that the implementation of the inclusive practice coincided in time with the implementation of the Bologna system of education associated with the abolition of the lecture and seminar linear system, the introduction of personal student ratings, distance and individual training, etc.The Open International University of Human Development “Ukraine” is one of the few higher education institutions in Ukraine, applies the relatively autonomous system of inclusive administration for the dominant European Union “bottom- up” principle, which is realized through the informational and communicative open but administratively independent synergy of the three-contour system of self-government and maximum informatization and openness of the educational process within the already formed physical environment.The University has completely formed an architectural, technical and educational and methodological base on which the educational process involves personal orientation, the emphasis on post-graduate students' activity, their self- organization and the provision of a full package of services in the field of training, psychological counseling, assisting, initial, current and final monitoring a) knowledge, skills and abilities; b) psychological dynamic component with constant correction of current changes.

scholarly journals Features of learning foreign languages at school under the conditions of inclusive education

2020 ◽  
Vol 13 (32) ◽  
pp. 1-16
Author(s):  
Chernysh V. Valentyna ◽  
Navolska I. Halyna ◽  
Rusavska O. Olha ◽  
Ryabokin Nataliіa ◽  
Paustovska V. Marianna
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Decomposition Analysis ◽  
Educational Needs ◽  
Educational Process ◽  
Foreign Languages ◽  
Scientific Article ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Academic Paper

Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.

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.

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