ON THE LEGAL NATURE OF EDUCATIONAL SERVICES IN THE SPHERE OF GENERAL EDUCATION OF RUSSIA

2019 ◽  
pp. 74-82
Author(s):  
Maxim A. DIK ◽  
Keyword(s):  
General Education ◽  
Educational Services ◽  
Legal Nature

Social Studies Instruction for Students with Mild Disabilities

1994 ◽  
Vol 15 (4) ◽  
pp. 227-233 ◽  
Author(s):  
Jeff Passe ◽  
John Beattie
Keyword(s):  
Social Studies ◽  
General Education ◽  
Classroom Teacher ◽  
Significant Degree ◽  
Educational Services ◽  
Classroom Teachers ◽  
Mild Disabilities ◽  
General Education Classroom ◽  
Provision Of Services ◽  
Social Studies Instruction

Students with mild disabilities are frequently served in the general education classroom. As the provision of educational services for these students involves the general education classroom teacher to a greater degree, more attention must be given to the specifics of what happens in the general education classroom. Social studies is a content area in which students with mild disabilities often have a significant degree of difficulty. The current study is concerned with this difficulty. Classroom teachers were surveyed concerning the specific instructional approaches used and/or modifications used with students with mild disabilities. The results of the survey are presented, along with some possible alternatives to the current provision of services for students with mild disabilities.

Parents' Perceptions after Inclusion of Their Children with Moderate or Severe Disabilities

1995 ◽  
Vol 20 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Diane Lea Ryndak ◽  
June E. Downing ◽  
Lilly R. Jacqueline ◽  
Andrea P. Morrison
Keyword(s):  
New York ◽  
Qualitative Research ◽  
School Districts ◽  
General Education ◽  
New York State ◽  
Severe Disabilities ◽  
Educational Services ◽  
York State ◽  
Qualitative Research Methodology ◽  
Age Appropriate

This study investigated the perceptions of parents of 13 children with moderate or severe disabilities in relation to their child's education in inclusive general education settings. Parents were all Caucasian and were from seven different school districts in western New York State. Their children ranged in age from 5 to 20 years, with nine having experienced educational services in self-contained settings prior to being included in typical classrooms. Audio-taped interviews of parents lasting from 60 to 90 minutes were transcribed and analyzed following qualitative research methodology. Findings indicated that, regardless of the age of their child, parents of all 13 children reported very positive perceptions. Parents whose children had been educated previously in self-contained classes reported many academic, behavioral, and social outcomes that they felt would not have happened without the transition to age-appropriate general education classes. The findings add to the growing literature on inclusion and support the trend to provide educational services for students with moderate or severe disabilities in general education settings.

What Is Different About Deaf Education? The Effects of Child and Family Factors on Educational Services

2016 ◽  
Vol 51 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Pamela Luft
Keyword(s):  
Hearing Loss ◽  
General Education ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Family Factors ◽  
Educational Services ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
K 12 ◽  
General Education Classrooms

Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.

scholarly journals LIFELONG PROFESSIONAL EDUCATION: CHARACTERISTICS AND CHALLENGES OF THE MODERN

2020 ◽  
Vol 1 (190) ◽  
pp. 109-113
Author(s):  
Natalia Malanyuk ◽  
Keyword(s):  
General Education ◽  
Professional Education ◽  
Developmental Stages ◽  
Social Systems ◽  
Educational Practice ◽  
Social Institutions ◽  
Educational Process ◽  
Educational Services ◽  
Modern Trend ◽  
Lifelong Education

The article reveals the essence of the definitions «lifelong education», «lifelong professional education», «system of lifelong education». An urgent problem today is to search ways to modernize and improve the system of lifelong professional education in order to make education meet the needs of society as a whole and each individual in particular at each level. The variability of surrounding reality is the basis for change in society and social institutions. Lifelong professional education cannot exist in isolation from other social systems. Education is the engine for the development of society (economic, political, social, etc.). The interpretation of the concept of «lifelong education» by different authors is analyzed, various contexts are considered (as a concept, as an aspect of educational practice, as a principle of educational organization, as a principle of state policy implementation, as modern trend, as a paradigm of scientific and pedagogical thinking). The roles of lifelong education (for an individual, for society, for the state, for the world community) are considered. Developmental stages of lifelong education (V. Onushkina, O. Tonkonoga, T. Desyatova, N. Nychkalo) are investigated. The problems of modern professional education are considered (subject education, elemental approach, separation of the subjects of the educational process from its results, the absence of quality requirements at each stage, etc.) and suggested ways to eliminate them. The characteristics of lifelong learning (duration, motivation, goals and objectives, network of educational services) are analyzed. The functions of lifelong professional education are considered: socio-cultural (developmental), general education (compensatory), adaptive and economic. The priority directions of lifelong professional education development are analyzed: intellectualization of education; personality-oriented approach; educational services market; modernization of all types of support; social partnership; international cooperation. The requirements for lifelong professional education at present stage of society development are formulated and characterized. The system of lifelong professional education is considered as a dynamic system that is in constant development.

scholarly journals Policy Aspects of Service-Based Governance in Secondary Educational Institutions of Vietnam

2021 ◽  
Vol 5 (8) ◽  
pp. 15-19
Author(s):  
The- Thang Nguyen ◽  
Thi- Phuong Ngo ◽  
Le Thi - Thuy Phuong. ◽  
Ngọc- Diep Hoang
Keyword(s):  
Public Education ◽  
General Education ◽  
Education Institution ◽  
Educational Institutions ◽  
Educational Services ◽  
Vice Principals ◽  
Legal Documents ◽  
State Management ◽  
Practical Research ◽  
Local Levels

This paper is an overview of issues related to state management of general education institution governance with an approach of educational services, which focuses on analyzing some aspects, including educational services, governance of public education institutions and generalization of policies on the governance of public education institutions which have been enacted at central and local levels. The article also provides judgments made by principals/vice-principals of public education institutions on legal documents' practical value for public educational institutions' governance in educational services. The results of conceptual and policy analysis and practical research are the basis for improving the effectiveness of public educational institutions' governance in educational services' approach these days.

scholarly journals SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS

2018 ◽  
Author(s):  
Gediminas MERKYS ◽  
Daiva BUBELIENE ◽  
Nijolė ČIUČIULKIENĖ
Keyword(s):  
General Education ◽  
Rural Areas ◽  
Rural Population ◽  
Social Life ◽  
Public Services ◽  
Central Government ◽  
Negative Impact ◽  
Well Being ◽  
Educational Services ◽  
Rural Residents

The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.

scholarly journals Virtual boarding school education management

2021 ◽  
Vol 5 (S3) ◽  
pp. 1054-1066
Author(s):  
Agus Mursidi ◽  
M. Kamal ◽  
Harwanti Noviandari ◽  
Nurul Agustina ◽  
M. Haddadalwi Nasyafiallah
Keyword(s):  
General Education ◽  
Millennial Generation ◽  
Comprehensive Evaluation ◽  
Boarding School ◽  
School Education ◽  
Islamic Education ◽  
Educational Services ◽  
Coding System ◽  
Equal Distribution ◽  
Education Management

If general education has been implemented virtually, there is nothing wrong with the same method applied by Islamic education or Islamic boarding schools. For this reason, we will look for data to strengthen this discussion to propose a virtual boarding school education system which is the idea of ??equal distribution of educational services to the millennial generation from house to house. We collect data online on published journals, books, proceedings, and websites that address virtual boarding school education issues. Furthermore, the collected data is analyzed using a coding system, comprehensive evaluation, and drawing conclusions that can answer the main problems of this project. By analyzing and discussing the data, we can conclude that virtual boarding school education is an exciting idea with efforts to distribute Islamic education services to the millennial generation, who happen to be not santri.

Legal Framework for the Education of Individuals With Disabilities in Mexico

2020 ◽  
pp. 105345122096309
Author(s):  
Marisol Sanchez ◽  
Aída Imelda Valero Chávez ◽  
Matthew D. O’Donnell ◽  
Berenice Pérez Ramírez ◽  
Theresa A. Ochoa
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Legal Framework ◽  
Educational Services ◽  
Depression And Anxiety ◽  
Special Education Services ◽  
Education Services ◽  
Legal Provisions ◽  
Trained Personnel

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are excluded from educational supports in public schools. Despite laws that state that special education services must be available in all settings, including juvenile prisons, adolescents with psychosocial disabilities lack access to educational programs and properly trained personnel. This article describes Mexico’s special education legal provisions, noting that adolescents with psychosocial disabilities do not receive the same educational services mandated for students in general education.

Integrating Assistive Technology Into a Teacher Preparation Program

2021 ◽  
pp. 088840642110014
Author(s):  
Jiyeon Park ◽  
Ashley F. Bagwell ◽  
Diane P. Bryant ◽  
Brian R. Bryant
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teacher Preparation Program ◽  
Educational Services ◽  
Lecture Demonstration ◽  
Hands On ◽  
Key Factor

Assistive technology (AT), a major source of adapted educational services, has been accepted as a valuable tool for students with disabilities in schools. Teacher readiness is a key factor in determining a student’s successful inclusion, but many general and special education teachers are not fully prepared to implement AT in schools. In this study, special and general education preservice teachers received introductory instruction on AT, including lecture, demonstration of AT devices, discussion, and hands-on experience, at the Assistive and Instructional Technology (AIT) Lab. After the AIT Lab orientation, preservice teachers in both special and general education responded with higher scores regarding their preparedness to implement AT and more positive perspectives toward AT. The results showed that the AIT orientation was particularly beneficial to general education preservice teachers in their preparation for implementing AT.

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