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 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 IMPLEMENTATION OF INCLUSIVE EDUCATION IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2021 ◽  
pp. 5-7
Author(s):  
Svitlana Balashova
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Inclusive Education ◽  
Necessary Conditions ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
Educational Process ◽  
Information Support ◽  
Persons With Disabilities ◽  
Foreign Experience

Inclusive education is mostly implemented in secondary education institutions. Only in some Ukrainian higher education institutions have steps been taken towards the integration of persons with disabilities into the educational environment. The basic normative legal acts of Ukraine, which regulate a right for persons with disabilities on higher education, are worked out. The dynamics of quantity of persons with disability, who study in higher educational establishments of Ukraine, is analysed. Foreign experience of creation of necessary conditions for the studies of such categories of citizens is investigated. Directions of increasing opportunities of pursuing higher education by persons with disabilities are offered. The effectiveness of the implementation of inclusive education depends on many factors – first of all, on the perfection of the regulatory framework, information support, scientific, educational and methodological, personnel, logistics of the educational process.

Inclusive Education as a Condition for Innovative Activities at Higher Education Institutions

2021 ◽  
Vol 9 (5) ◽  
pp. 432-441
Author(s):  
Yuliia M. Bahno ◽  
◽  
Olena M. Serhiichuk ◽  
Svitlana M. Tanana ◽  
Larysa V. Tkachenko ◽  
...  
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Higher Education System ◽  
Study Results

This study discusses the activities of higher education institutions in the context of inclusive education as an innovative approach. The introduction of inclusive education in the modern higher education system is highly important. The existing specialised education system is undergoing changes resulting in new requirements for work with people with special educational needs in various areas. The purpose of this study is to consider the mechanism of implementation of inclusive education in the activities of higher education institutions, which ensures accessibility and requires high-quality education, in particular, taking into account the educational needs of every individual. The problems of the educational process faced by the students are analysed in detail. This study justifies the necessity of introducing inclusive education in modern educational systems, describes positive experiences of some higher education establishments, provides a step-by-step analysis of the introduction of inclusive education in higher education institutions in Ukraine and defines promising areas for its implementation. This study's theoretical and methodological basis included the works of the world’s leading scientists and a regulatory framework for inclusive education. The article presents students’ attitudes to the implementation of inclusive education. To achieve these objectives, the analysis of the latest research on the implementation of the right to education of persons with special educational needs was carried out. The study results showed a positive attitude towards inclusive education and joint education of people with special educational needs. The study found that inclusive education requires more time and effort to organise the educational process. The introduction of inclusive education elements can increase the efficiency of this process. The effective use of the methods to implement inclusive education in higher education institutions contributes to achieving its goals and results. The introduction of inclusive education provides an effective operational analysis of training quality for students with special educational needs and educational process adjustments, which ultimately creates a management system.

scholarly journals The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

2020 ◽  
Vol 25 (4) ◽  
pp. 233-255
Author(s):  
Aušrinė Pasvenskienė ◽  
◽  
Milda Žaliauskaitė ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Legal Regulation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Students With Special Needs ◽  
The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

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.

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 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.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

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 Adaptation of persons with disabilities to inclusive education in the university as a condition of their successful functioning in the labour market

2019 ◽  
pp. 130-136
Author(s):  
E. V. Gurova ◽  
N. I. Laas ◽  
A. V. Pritolyuk ◽  
I. A. Romanova
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Inclusive Education ◽  
Education System ◽  
Educational Environment ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
Basic Concepts ◽  
The University

The main way to implement this principle of equality in the education of persons with disabilities and persons with disabilities (HIA) is now inclusive education at all levels of education throughout life. The basic concepts related to disability, integration of persons with disabilities into society, educational environment have been highlighted in the article, the differences in the understanding and interpretation of these concepts have been shown. The factors of adaptation of students with invalidity and disabilities have been disclosed. The formation of an inclusive educational environment in the University is impossible without improving the management of inclusive education in higher education system.

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