scholarly journals PECULIARITIES OF INTRODUCTION OF INCLUSIVE EDUCATION FOR PERSONS WITH CARDIOVASCULAR DISEASES

2021 ◽  
pp. 131-135
Author(s):  
A. KUDINOVA ◽  
I. KUTORZHEVSKA
Keyword(s):  
Cardiovascular System ◽  
Inclusive Education ◽  
Educational Needs ◽  
The Body ◽  
Congenital Defects ◽  
Special Educational Needs ◽  
Self Confidence ◽  
Inflammatory Processes ◽  
The Individual ◽  
All Diseases

An important component of public policy in Ukraine is progressive changes in the strategy of education for children with special needs with a dominant focus - the introduction of inclusive education in secondary schools, where the educational environment is adapted to the individual learner: for students with special educational needs created groups with inclusive form of education - this is the integration of children with special educational needs in the general educational space. Among the diseases that afflict our contemporaries, the most dangerous are diseases of the cardiovascular system. That is why the disease of the cardiovascular system is reflected in the decrease in the functional activity of the whole organism - the creative abilities and efficiency of a person are reduced. Diseases of the cardiovascular system are caused by many factors: congenital defects; malnutrition; intoxication; inflammatory processes; metabolic disorders; sedentary lifestyle, etc. At diseases of cardiovascular system mechanisms of medical action of physical exercises are applied. Therapeutic exercise is indicated for all diseases of the cardiovascular system, and to maintain the results you need to perform exercise throughout life. Only movement, which is the most physiological means of influencing the body, can provide a high vitality, good mood, self-confidence and long life without disease.

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 Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals ЗАСТОСУВАННЯ ТЕХНОЛОГІЙ ІНКЛЮЗИВНОЇ ОСВІТИ ЯК ЗАСІБ СТВОРЕННЯ БЕЗБАР’ЄРНОГО НАВЧАННЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

2020 ◽  
pp. 3-6
Author(s):  
Нагорна О. В.
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Individual Characteristics ◽  
Educational Process ◽  
Structural Components ◽  
Special Educational Needs ◽  
Full Inclusion ◽  
The Individual ◽  
Free Environment ◽  
Barrier Free

Today, one of the priorities of the Ukrainian state policy in the field of education is the creation of a universal barrier-free environment, barrier- free education, which makes it impossible to ensure the full inclusion of children with special educational needs in the educational process. The current situation in the modern education system is characterized by processes of modernization in all its structural components in particular it concerns educational standards, educational programs, principles of interaction of participants of the educational process, principles of organization of the educational environment, etc. The basis of inclusive education is to take into account the individual characteristics of children, the diversity of their educational needs, opportunities, and interests. Therefore, there is a need to change working methods, forms and technologies.

scholarly journals MUSICAL ART AS A MEANS FOR DEVELOPING EMOTIONAL SKILLS IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2018 ◽  
Vol 28 (3) ◽  
pp. 1057-1061
Author(s):  
Penka Marcheva
Keyword(s):  
Emotional Intelligence ◽  
Inclusive Education ◽  
Musical Training ◽  
Fine Arts ◽  
Art Music ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Training ◽  
Normative Basis ◽  
The Individual

The purpose of this publication is to conduct a theoretical and applied study of some technological practices through which to work on emotional intelligence in terms of musical education with children with special educational needs. The object of our study are some technological practices developing children's emotional intelligence.In the theoretical part are examined views of a number of authors related to the nature of emotional intelligence and the specific features of children with special educational needs. The normative basis for pedagogical interaction in this direction is presented. The views of some authors on the specifics of pedagogical activity related to children with special educational needs are discussed. The main parameters of inclusive education are also outlined.Some of the technological possibilities of musical training have been studied in practical aspects. In contrast to empathy in general, artistic empathy requires a particular art language, comprehensible for the individual. Therefore, in order to develop emotional intelligence of children with special educational needs, it is important that specific technological methods are applied, through which their musical experience is developed. The main focus of the publication is the presentation of a copyright educational training aid, related to the development of emotional intelligence of children with special educational needs through the means of art. Its creation and development is based on the theory of artistic emotions (Holopova, 2009).It is applicable in pedagogical activities with children with special educational needs, both in elementary school and kindergarten. It is possible to work through different types of art - music, literature, fine arts. The publication presents a way to use art based on music.

scholarly journals PECULIARITIES OF PREPARING OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS TO SCHOOL

2021 ◽  
Vol 1 (2) ◽  
pp. 49-59
Author(s):  
HANNA SLOZANSKA
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Individual Characteristics ◽  
Individual Development ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Individual Educational Program ◽  
The Individual

The development of inclusive education in Ukraine is gaining momentum. Mechanisms for organizing a comfortable educational environment in educational institutions are being actively developed in recent years. The issue of developing effective strategies, methods, techniques for inclusive education in educational institutions is acuted. New approaches to education and upbringing of children with different types of educational difficulties, activation of their potential, development of their individual capabilities, satisfaction of their needs and interests; technologies of successful integration of children with special educational needs into the educational space of secondary school, etc. are developed. It has been proved by foreign researchers that the properly organized preparation of children with special educational needs for schooling in preschool institutions facilitates the process of adaptation and improves the process of learning. Therefore, the article actualizes and characterizes the peculiarities of preparing a child with special educational needs to study in general secondary education. Based on the analysis of a number of scientific papers published in the public domain Google Scholar, it has been identified a number of features that should be considered when preparing a child with special needs for school studying. Among them: 1) the development and implementation in the institution of preschool education: the individual educational program of preparation of a child with special needs for schooling, taking into account the individual characteristics of each child; individual development program taking into account the recommendations proposed by the Inclusive Resource Center in the conclusion on the comprehensive assessment of child development; individual curriculum for working with a child with special educational needs, which contains information about the list of services need to be provided to the child, adaptations and/or modifications necessary for the child; 2) development of pedagogical workers’ professional competencies necessary for working with children with special educational needs; 3) ensuring the effectiveness of the process of psychological support of a child with special educational needs in preparation for school.

FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT

2020 ◽  
pp. 42-46
Author(s):  
L. Tokaruk
Keyword(s):  
Social Competence ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Technical Developments ◽  
Ict Tools ◽  
The Individual

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

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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