ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

Educational Process ◽

Rapid Adaptation ◽

Regulatory Documents ◽

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs. It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

SOCIAL INCLUSION IN MODERN EDUCATIONAL INSTITUTIONS

ТHE SOURCES OF PEDAGOGICAL SKILLS ◽

10.33989/2075-146x.2021.27.247114 ◽

2021 ◽

pp. 205-209

Author(s):

L. POTAPIUK

Keyword(s):

Inclusive Education ◽

Social Inclusion ◽

Professional Competence ◽

Educational Institution ◽

Educational Process ◽

Process Efficiency ◽

Successful Implementation ◽

Special Educational Needs

The article highlights the organizational issues of social inclusion in modern educational institutions, ensuring equal access to education without discrimination at all levels. The author argues that inclusive education guarantees every child the right to self-realization, socialization in society, promotes the disclosure of natural abilities, obtaining the necessary help and support from parents, peers, teachers, and professionals. It is necessary to create a new culture of acceptance and social inclusion so as to allow every individual to feel a part of the community and be recognized in society. Psychological and pedagogical support is perhaps the most important for stimulating the successful provision of inclusive education. Inclusive education provides an equality-based learning environment for children with mental and physical disabilities and their healthy peers. In the focus are the main aspects of psychological and pedagogical support: the creation of a tolerant attitude to students with disorders of psychophysical development, the favorable climate in an educational institution; involvement of every child in social processes, acceptance by teachers, peers, family, and understanding the special educational needs of everyone; providing a correctional and developmental component of inclusive education. The article considers the basic principles of correctional-pedagogical work in educational institutions, emphasizing the strengths and weaknesses of this activity. The author states that the quality of the educational process largely depends on the extent to which the potential opportunities for learning and development of each child, his/her individual characteristics are taken into account and realized. The professional competence of a teacher and its constant improvement in the changing conditions of inclusive education contribute greatly to the learning process efficiency. To ensure the principles implementation effectiveness, teachers ought to concentrate on the organization of correctional and developmental work. They have to develop a system of correctional, preventive, developmental tasks, promote the unity of diagnosis and corrective methods of psychological influence, taking into account age and individual characteristics, and active involvement of the immediate social environment. The study seeks out to identify the main problems that arise during the organization of inclusive education (shortcomings of the legal framework, funding, content of education, adaptation of secondary schools, lack of proper teachers' training, specialized textbooks, and various socio-psychological issues). The findings of the study argue that in today's rapidly changing conditions, the educational environment is not isolated from external and internal factors that can cause both positive results and generate destructive changes. A system of preventive measures is offered to ensure the successful implementation of social inclusion

INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION

INFORMATION TECHNOLOGY IN INDUSTRY ◽

10.17762/itii.v9i1.89 ◽

2021 ◽

Vol 9 (1) ◽

pp. 42-48

Author(s):

Ms. Neetu Guleria, Prof. (Dr.) Alka Mudgal

Keyword(s):

Physical Education ◽

Special Needs ◽

Inclusive Education ◽

Developmental Delays ◽

The Government ◽

The Individual ◽

Insight Into ◽

Evaluation Of Policies

Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction of IE curriculum in educational institutions. Early Intervention & detection modalities discussed in this paper will help in preventing the developmental delays in CWSN. The authors recommend change in the curriculum based on the individual needs of children, regular evaluation of Policies by the Government, integrating Physical education & shift in the ideology of the stakeholders in educational institutions which will aid in overcoming existing hurdles thereby paving the way towards seamless inclusion of CWSN in mainstream teaching.

Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran

Jurnal Kependidikan ◽

10.24090/jk.v6i2.1698 ◽

2018 ◽

Vol 6 (2) ◽

pp. 195-206

Author(s):

Totok Yulianto

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Learning Strategy ◽

Educational Institution ◽

Assessment System ◽

National Standard ◽

Learning Assessment ◽

Learning Needs ◽

Children With Special Needs

Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who has various limitations and learning needs, the implementation of inclusive education requires curriculum modification, learning strategy, learning assessment system and school management in accordance with the needs for children with special needs.

The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University Series pedagogy ◽

PECULIARITIES OF PREPARING OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS TO SCHOOL

10.25128/2415-3605.21.2.7 ◽

2021 ◽

Vol 1 (2) ◽

pp. 49-59

Author(s):

HANNA SLOZANSKA

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Development Program ◽

Educational Needs ◽

Individual Development ◽

Special Educational Needs ◽

Individual Educational Program ◽

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.

The Problem of Professional Training of Future Physical Education Teachers for Innovative Activities in the Conditions of Inclusive Education

Bulletin of Luhansk Taras Shevchenko National University ◽

10.12958/2227-2844-2021-2(340)-1-55-64 ◽

2021 ◽

Vol 1 (2 (340)) ◽

pp. 55-64

Author(s):

Pavlo Gordienko ◽

Keyword(s):

Higher Education ◽

Physical Education ◽

Special Needs ◽

Inclusive Education ◽

Creative Thinking ◽

Professional Training ◽

Educational Institution ◽

Educational Process ◽

Physical Education Teachers ◽

Children With Special Needs

The article considers the problem of preparing physical education specialists for inclusive education. We investigated the legislative base of inclusive education, scientific and methodical literature on the topic. We came to the conclusion that "inclusive physical education" is a flexible, individualized system of physical education of children with special needs in the conditions of mass education. Physical education teachers are poorly informed about inclusive education, don't understand how they organize physical education work with children with special needs and most believe that inclusive children belong in special schools. The reasons for this attitude are: insufficient training in higher education institutions; imperfect system of forms of work with children with special needs; insufficient information about inclusive education in physical education classes by the administration of the educational institution. The main idea of modernization of the professional training process of physical education and sport specialists is to at least create conditions, allowing students in the educational process of higher education institution to develop innovative ideas in the conditions of inclusion. To develop creative thinking on the implementation of innovative physical education technologies. But at most, the creation of a viable pedagogical system of inclusive education, based on innovative technologies, which would provide a modern quality of training a new type of specialists, who have the knowledge, skills and abilities of an innovative teacher, a teacher-scientist.

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

Bulletin of Taras Shevchenko National University of Kyiv. Social work ◽

10.17721/2616-7786.2020/6-1/9 ◽

2020 ◽

pp. 42-46

Author(s):

L. Tokaruk

Keyword(s):

Social Competence ◽

Special Needs ◽

Inclusive Education ◽

Educational Needs ◽

Educational Process ◽

Special Educational Needs ◽

Technical Developments ◽

Ict Tools ◽

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.

PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽

10.32447/20786662.37.2020.11 ◽

2021 ◽

Vol 37 ◽

pp. 72-76

Author(s):

O. V. Khlevnoy ◽

D. Kharyshyn ◽

O. Nazarovets

Keyword(s):

Comparative Analysis ◽

Special Needs ◽

Inclusive Education ◽

Fire Safety ◽

Projection Area ◽

Evacuation Time ◽

Time Calculation ◽

Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

10.17770/sie2017vol3.2317 ◽

2017 ◽

Vol 3 ◽

pp. 90

Author(s):

Marite Rozenfelde

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Educational Institution ◽

Educational Process ◽

Student Diversity ◽

Students With Special Needs ◽

Support Team ◽

Inclusive Policy ◽

Social Pedagogue ◽

Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

Humanitarian studios: pedagogics, psychology, philosophy ◽

10.31548/hspedagog2021.01.013 ◽

2021 ◽

Vol 12 (1) ◽

pp. 13-23

Author(s):

I. Demchenko ◽

◽

I. Kalinovskaya ◽

Keyword(s):

Inclusive Education ◽

Professional Training ◽

Educational Environment ◽

Educational Process ◽

Professional Activity ◽

Future Teachers ◽

Professional Activities ◽

School Conditions ◽

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

Bullying and cyberbullying: features and ways of preventing

Slovo of the National School of Judges of Ukraine ◽

10.37566/2707-6849-2021-1(34)-4 ◽

2021 ◽

pp. 39-52

Author(s):

Kateryna Katerynchuk ◽

Olha Matsiuk

Keyword(s):

Educational Institution ◽

Diagnostic Techniques ◽

Criminal Code ◽

Negative Influence ◽

Educational Process ◽

Online Bullying ◽

Use Of The Internet ◽

The Individual ◽

A Minor

The article is devoted to the topics of bullying and cyberbullying. The results of the questionnaire have been analyzed to further prevent and improve ways of preventing these phenomena. The article gives examples of special diagnostic techniques. Socio-psychological description of the environment in an educational institution can be made using these techniques. The purpose of the article is to highlight the problem of bullying and cyberbullying. According to the results of a questionnaire among pupils and students the article presents the methods which may improve the internal environment in educational institution. It`s proposed to criminalize the use of violence against participants of the educational process. Such acts consist of mental, physical, economic, sexual abuse, including the use of electronic means of communication which committed against a minor or by such a person against other participants of the educational process. These acts of violence lead to the consequences in accordance with Articles 121, 122 of the Criminal Code of Ukraine. One of the ways to solve this problem is to develop a plan of action which may prevent acts of bullying and cyberbullying in educational institutions. The authors concluded that bullying and cyberbullying have been spreading widely and have a negative influence on the future of the individual. Due to the growing use of the Internet, online bullying is becoming more and more widespread. While cyberbullying mainly causes moral harm, bullying is usually about physical intimidation and beatings. The article states that parents and teachers should be an example of tolerant behavior, organize various events to bring pupils and teachers closer together. It is necessary to work with a psychologist, involve children in different sections and urge them to do creative work. In this way, respect and benevolence will be promoted. Parents and others, in turn, must pay attention to all forms of violence and bullying against children. Keywords: bullying, cyberbullying, violence, aggressive behavior, Internet network.