scholarly journals INCLUSIVE EDUCATION AS A PRACTICAL CONCEPT OF SOCIAL JUSTICE

2021 ◽  
pp. 48-52
Author(s):  
L. ZADOROZHNA-KNIAHNYTSKA ◽  
O. TSYBULKO ◽  
M. NETREBA
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Local Level ◽  
Educational Institution ◽  
People With Disabilities ◽  
Holistic Approach ◽  
Educational Needs ◽  
Theory And Practice ◽  
Significant Shift ◽  
Special Educational Needs

The article analyzes the idea of inclusive education as a practical component of social justice. The development of inclusive education involves a change in the educational paradigm. Inclusion is based on the principle of access to education for all students in difficult life situations, not just for people with disabilities. Inclusive education is a transition from the theory of postulates, rules, models that apply exclusively to people with disabilities, to an education system that includes children with special educational needs. This is a significant shift in education towards a comprehensive, holistic approach based on the interests of the child (student).Such an approach requires the creation and implementation of the concept of social justice and overcoming discrimination in its various forms, developing a strategy for training and retraining of teachers and administrative staff, opening centralized resource centers and socially oriented programs, involving parents as actors, developing multidisciplinary cooperation and interaction all stakeholders at the local level, governance at the level of the educational institution, education planning for all, global partnership, addressing early intervention.The importance of inclusive education is unquestionable, and it applies to both normally developing children and children with special needs. The first to be included in the learning process are convinced that there are other children, not like themselves, but who need to be treated as themselves and accept these children as they are; others, i.e. abnormal children, when accepted, involuntarily become more socialized and integrated into society. However, the real results of integration (in the form of tolerant interaction and acceptance of others as they are) are slow, and provide sufficient progress in the readiness of parents of children with normal mental development to allow their children to learn with children in need.The tendency to constructively rethink the experience gained in Ukraine is largely related to overcoming the negativist approach to the world experience of raising children with special educational needs, which we have recently cultivated. Because finding a balance of these approaches in theory and practice will help identify acceptable ways to implement inclusive education in our country.

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 Inclusive Education is a Multi-Faceted Concept

2015 ◽  
Vol 5 (1) ◽  
pp. 9-30
Author(s):  
David Mitchell
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Curriculum Assessment ◽  
Support Resources ◽  
The World ◽  
Regular Classes

With the impetus of the UN Convention on the Rights of People with  disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are suggested.

Attitudes of parents of children with normal development towards the education system of pupils with special educational needs

2021 ◽  
Vol LXXXII (5) ◽  
pp. 387-398
Author(s):  
Hubert Iwanicki ◽  
Agnieszka Lacek
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Normal Development ◽  
Parental Attitudes ◽  
Educational Institution ◽  
Negative Attitude ◽  
Educational Needs ◽  
Survey Method ◽  
Special Educational Needs ◽  
Future Of Education

The article focuses on the issues related to the education system of students with special educational needs. At the beginning, the concept of "parental attitude" was analysed and the main typology of parental attitudes was discussed. Then the concept and the essence of special educational needs and integrate education, inclusive education were explained along with the relationship between them. The organization of integrate education was also characterized. The main part of the publication is devoted to the presentation of the results of research carried out in order to learn about and present the attitudes of parents of children with normal development towards the education system of pupils with special educational needs. The research was carried out using the diagnostic survey method and survey technique. These studies have shown that parents of children with normal development mostly have a positive attitude towards the education system of students with special educational needs. Only some of them, who are in the minority, present a strongly or rather negative attitude. Parents of children with normal development demonstrate a great knowledge about the integrate education system. There is no doubt that the entire modern education system is currently struggling with criticism not only from parents and educators, but also from the students themselves. An important activity that should take place in every educational institution is, above all, the promotion of the idea of integration. Both the integrate and inclusive education system is the future of education in Poland. That is why it is so important and necessary to undertake educational activities that increase knowledge and social awareness in this area. Thus, the creation of integrated classes becomes an opportunity for children with special educational needs because functioning in such a class enables proper social development with peers with normal development.

scholarly journals INCLUSIVE EDUCATION ORGANIZATION AT THE NATIONAL LEVEL

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Liliia М. Potapiuk ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
National Level ◽  
Educational Needs ◽  
Educational Environment ◽  
Individual Characteristics ◽  
International Standards ◽  
Special Educational Needs

The article examines organizational issues of the inclusive education implementation in Ukraine. The level of the society civilized development depends on its attitude to humans as the highest value based on respect, tolerance, a sympathetic treatment of everyone, and especially of people with special needs. The study argues that inclusion in Ukraine is being implemented in accordance with the international standards and universal values. Emphasis is placed on the «child-centered» education system, where a holistic approach dominates. It ensures the realization of equal rights and opportunities for everyone and provides equal access to quality education. The main terms for the strategy development from institutionalization to inclusion are: ensuring the right and possibility to choose an educational institution and curriculum according to child’s individual characteristics; implementing children’s achievement stimulation in various fields of activity; ensuring their socio-pedagogical protection, recognition of their rights and freedoms; inclusive competence of the scientific and pedagogical workers and applicants. Inclusive higher education ought to be developed on the principles of dialogue in the framework of partnership pedagogy, subject-subject relationships within a healthy educational environment, and the principles of coexistence, mutual sovereignty, free co-development, unity, and decision-making. The article provides scientifically-grounded information about the main components of teacher training necessary for working with students with special educational needs (motivational, cognitive, creative, activity-based), the principles of teachers’ activity aimed at ensuring the effectiveness of the correctional and developmental measures. The emphasis is laid on the analysis of the system of correctional, preventive, and developmental tasks, unity of diagnosis and corrective measures, corrective methods, the set of psychological influence methods, taking into account the age and individual characteristics of students, and active involvement of the immediate social environment. Among the most important issues highlighted in the article are the problems occurring during the organization of inclusive education and its support. The study findings substantiate the significance of the preventive measures system helping to increase the efficiency of the corrective work during the inclusive education implementation at higher education institutions. An inclusive model of educational space implies a comprehensive approach that includes a system of educational services, namely an adaptation of curricula and plans, physical environment, innovative teaching methods and forms, use of the existing social resources, the involvement of parents, and cooperation with specialists to provide qualified services to people with special educational needs, and creating a comfortable educational environment. The main idea of the inclusive approach to education is that it is not the individual, who should adapt to social or social-economic relations, but society should create suitable conditions to meet the special needs of each and every individual.

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 Policies of pedagogical maintenance of students ready for a safe life in inclusive education

2020 ◽  
Vol 37 (64) ◽  
pp. 210-221
Author(s):  
Busygina Tatyana Alexandrovna ◽  
Aleksandr A. Korostelev ◽  
Elena I. Artemova ◽  
Larisa Aleksandrovna Kolyvanova ◽  
Tamara Mikhailovna Nosova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Vocational Training ◽  
Educational Institution ◽  
People With Disabilities ◽  
Modern Society ◽  
Educational Environment ◽  
Middle Level ◽  
Safe Life ◽  
The Social ◽  
Full Life

The article aimed to review some pedagogical policies for the inclusion and a safe life of people with disabilities. Training the preparation of people with disabilities and disabilities for a safe life is more effective within the framework of an accessible and organized educational environment in the educational institution, which guarantees the solution of professional problems in the training of future middle-level specialists. For a safe stay in society. Under the provision of people with health problems for a safe life, we consider the complex subjective property of a person with a disability, which manifests itself when it understands the dangers that have arisen in the educational environment and in various areas of life and we provide a way to overcome them. It is concluded that without an accessible and well-organized educational environment, it is impossible to achieve the result of establishing harmonious relationships between people with disabilities and the social environment that determine their greater disposition for a safe entry into society and a full life in modern society. Particular attention is paid in the process of vocational training for people with disabilities to individualization.

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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