scholarly journals INCLUSIVE ORIENTATION OF THE EDUCATION SYSTEM IN UKRAINE

2021 ◽  
pp. 91-96
Author(s):  
Ya. DEMUS
Keyword(s):  
Inclusive Education ◽  
Remedial Education ◽  
Children With Disabilities ◽  
Social Emotional ◽  
Education Development ◽  
Modern Approach ◽  
General Process ◽  
Number Of Children ◽  
Free Environment ◽  
Inclusive Society

Under the influence of global processes of humanization, modern Ukrainian society is changing its attitude towards people with disabilities. These changes can be seen as overcoming social and educational barriers.One of these barriers is the traditional division of education into general secondary and special (correctional), which are represented by segregation institutions. But the modern approach to the development of education breaks down this barrier.Integration processes into the European community determine the urgency of the problem of inclusive education. It is primarily due to the fact that the number of children in need of remedial education is growing steadily. The emergence of the ideology of inclusive education is due to the need to improve the system of organization of children’s education. This improvement is to create a single educational space for each child.The term “inclusion” differs from the terms “integration” and “segregation”. With inclusion, all stakeholders must be actively involved to achieve the desired result. Recognizing the value of inclusive education, it is necessary to take into account certain factors that hinder the implementation of the ideas of inclusive education. We believe that this is primarily not a tolerant attitude of the population to children with disabilities, psychological unwillingness to accept these children as full members of society. But despite the emerging disputes and disagreements, the system of inclusive education is an effective mechanism for the development of an inclusive society. This is the key to inclusive education. Rejecting all misunderstandings, we can say that inclusive education is education for all, regardless of their physical, intellectual, social, emotional, linguistic or other characteristics. It gives the opportunity to join the general process of learning and education (development and socialization), which then allows an adult to become an equal member of society. In general, an inclusive form of education and upbringing is a long-term strategy.The development of inclusive education in Ukraine requires the creation of a barrier-free environment that includes physical and psychological components. Special work with the use of additional education resources on the organization of interaction of children with and without disabilities, aimed at harmonizing children’s relationships; creating an atmosphere of emotional comfort and mutual acceptance. By changing society’s attitude towards children with disabilities, the process of integrating such children into secondary schools will gain popularity and become successful. A well-organized inclusive education will help parents of children to look at the phenomenon of integration in a new way and provide evidence that children with disabilities will not only not harm their children to full development, but will also provide additional opportunities.

Theoretical review of the emergence history and development of education for children with disabilities

2020 ◽  
Vol 58 (9) ◽  
pp. 67-71
Author(s):  
Mehpara Kamran Ahmadova ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
Active Member ◽  
Special Schools ◽  
Main Factors ◽  
Free Environment ◽  
Inclusive Society ◽  
Education And Society

The article discusses the history and development of education for children with disabilities. Ways to involve people with disabilities in inclusive education are explored, their integration into society, programs adopted by the state in this area and the identification of future steps to create a barrier-free environment for them are announced. It is stated that every child should take advantage of the opportunity for inclusive education and become an active member of society without being separated from the society that surrounds them, and no child should be excluded from education and society due to disability. In conclusion, it is argued that there are many problems faced by people with disabilities that pose serious challenges to the development of an inclusive society and to the development of an educated population in general. One of the main problems in our country is the lack of an inclusive education system. It is noted that one of the main factors that can lead to significant improvements in the lives of children with disabilities is the creation of accessible infrastructure. Thus, in the absence of accessible infrastructure, education-related programs cannot have any serious effect. Key words: Inclusive education, children with disabilities, special schools, education, secondary schools

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

scholarly journals The development of the educational pathway for children with ASD or mental disabilities

2016 ◽  
Vol 14 (1) ◽  
pp. 65-69
Author(s):  
E.V. Bagaradnikova
Keyword(s):  
Mental Disorders ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Mental Disabilities ◽  
Federal Target Program ◽  
Number Of Children ◽  
Children With Asd ◽  
Vital Functions ◽  
Target Program ◽  
Autistic Disorders

Currently in Russia, professionals and parents are actively involved in solving the issues of organization of complex help, including education, for children with mental disorders and autistic disorders. According to the data from the Federal target program for development of education for 2011—2015, during the last 3 years the number of children with disabilities and restricted vital functions, who are receiving inclusive education increased by 15,5%.

scholarly journals Anthropological providing educational services to children with special educational needs

2018 ◽  
Author(s):  
Igor Grygus ◽  
Olha Nagorna ◽  
Anzhela Nogas ◽  
Walery Zukow
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Institutions ◽  
Educational Services ◽  
Qualitative Composition ◽  
Rehabilitation Center ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Special Child

In pedagogical circles always having the discussion concerning the effectiveness, feasibility of one or another form of training. A difficult issue is the differentiation of the psycho-medico-pedagogical commissions on the selection of programs and learning, educational institution. Thus, the actual research of the education of children with special educational needs on the example of educational institutions of Rivne.Research objective: to study the formation of the system of education for children with special educational needs. Research objectives: 1. To conduct a systems analysis of the scientific literature on the topic of research. 2. Examine the network of inclusive schools in Rivne. 3. Analyze the provision of educational services to children with disabilities in Rovno educational and rehabilitation center "Special Child". 4. Synthesize statistical information and reveal the dynamics of qualitative and quantitative nosology of children with disabilities in schools.Research methods: theoretical analysis of literary sources, summarizing statistical data of educational institutions of city Rivne. Analysis of the changes of the quantitative and qualitative composition of the inclusive class allows you to infer that children with special educational needs enrolled in inclusive classrooms for nosology violations observed a certain imbalance. So, the advantage for inclusive education is given to students with cognitive and reports violations. Almost twice smaller number of children in violation of the locomotor and hearing. Significantly fewer students with disorders and mental retardation. Not specified such diagnoses as an autistic spectrum disorder and down syndrome. Obviously, these were incorporate into the category of violations.Data analysis allows us to draw conclusions that the implementation of the State programme concerning the staffing system of inclusive education is effective, but does not provide the full needs of schools in all members of the interdisciplinary team of rehabilitation support a child with special educational needs. In particular, not all educational institutions are equipped properly to ensure the needs of the child and the implementation of a full-fledged correction support; not organized by specialized facilities, inadequate rehabilitation equipment, special furniture for pupils with impaired function of the musculoskeletal system; missing tiflocorrection means, tiflopedagog; the physical therapist is not available in all schools.Conclusions. The analysis of this problem leads to the following conclusions: in the scientific and methodical sources analyzed the effectiveness and usefulness of various forms of educational services for children with special needs. Analysis of inclusive classes shows positive dynamics of this process and increase the number of pupils with impaired psychophysical development in secondary schools.Experience of the Rivne training and rehabilitation center "Special Child" and confirms that as a result of the implementation of inclusive education in school has increased the number of children with complex disabilities development, accompanied by intellectual retardation and existing disabilities. Therefore, special educational institutions should be multiprofile that will provide your child with special educational needs education and obtaining proper corrective rehabilitation support.Due to the focused State policy implementation of the inclusion in the General space training and re-training of teachers contributed to the increase in the number of pupils with special educational needs, allowed to expand as the quantitative and qualitative composition inclusive classes.Prospects of the further researches. There is an objective need for further study of the entire complex of issues related to the implementation of the right to education of children with disabilities. In particular, no special educational institutions, with the possibility of teaching a child with disabilities in comprehensive school essential not making are the problem of ensuring the continuity of rehabilitation.

scholarly journals Modern trends of Integration Process of Children with Disabilities into Public school system

2012 ◽  
Vol 1 (3) ◽  
pp. 75-77
Author(s):  
E. B. Shetinina ◽  
Keyword(s):  
Public School ◽  
Inclusive Education ◽  
School System ◽  
Children With Disabilities ◽  
Public School System ◽  
Integration Process ◽  
Education Development

This article covers main forms of integration of children with disabilities into public school environment.It also describes problems of modern stage of inclusive education development and possible ways to solve the problems.

Тhe problem of social attitudes of teachers working with children with disabilities

2020 ◽  
Author(s):  
A. А. Kasyanenko
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Social Attitudes ◽  
Special Educational Needs ◽  
Free Environment ◽  
Barrier Free

The introduction of inclusive education is faced not only with the difficulties of organizing the so-called “barrier-free environment”, but also with the obstacles of social properties — common social attitudes, expressed in the unwillingness Идеи, гипотезы, поиск… –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 23 or refusal of teachers to accept this form of education. Teachers need specialized comprehensive assistance that will provide understanding and implementation of approaches to individualization of education for children with special educational needs.

scholarly journals OPINION OF STUDENTS-FUTURE INCLUSIVE TEACHERS ABOUT PREFERABLE CONCEPTIONS OF INCLUSIVE EDUCATION DEVELOPMENT: EVIDENCE FROM RESEARCH IN ST. PETERSBURG

2018 ◽  
Vol 11 (24) ◽  
pp. 159-168
Author(s):  
Mariia Rubtcova ◽  
Oleg Pavenkov ◽  
Vladimir Pavenkov ◽  
Anna Rubtcova
Keyword(s):  
Decision Making ◽  
Soviet Union ◽  
Education Reform ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Decision Making Process ◽  
Future Teachers ◽  
Education Development ◽  
Western Countries ◽  
Union Experience

In this paper, we present the results of St. Petersburg students-future inclusive teachers’ questionnaire about preferable conceptions of inclusive education development in Russia. Data comes from two research in 2012 and 2015. Totally 359 student-future teachers in 2012 and 331 in 2015 were asked. The results show that students-future teachers’ opinion changed through two periods. In 2012 they preferred Western conception of inclusive education, while in 2015 Soviet Union experience was recognized as more successful. The parents' opinion has become crucial and students - future teachers of inclusive education think that parents should be key actors in the decision-making process about education of their children with disabilities. The obtained results can help to prepare recommendations to the continuation of inclusive education reform in Russia and may be useful for the inclusive education reform in non-Western countries.

scholarly journals HISTORICAL BACKGROUND FOR THE INCLUSIVE EDUCATION DEVELOPMENT

2018 ◽  
pp. 165-170
Author(s):  
Надежда Сябрюк ◽  
Nadezhda Syabryuk
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Historical Background ◽  
Equal Rights ◽  
Physical And Mental Health ◽  
Education Development ◽  
Advantages And Disadvantages ◽  
Models Of Teaching ◽  
Current Attitude

This article analyzes the historical background of the inclusive education system. Important aspects of the development of the social sphere are noted, the importance of providing equal rights and opportunities for all the participants of educational discourse, considering their individual needs and physical limitations. It describes the main approaches to the organization of the educational process for children with physical and mental health disorders, preceding the modern model of inclusive education. The article analyzes the advantages and disadvantages of the previous models of teaching children with disabilities, and also points out the current attitude of the state to the problem of teaching for children with disabilities

scholarly journals Psychological-medical-pedagogical commissions in the context of inclusive education: Key evaluation indicators

2019 ◽  
Vol 19 (4) ◽  
pp. 814-824
Author(s):  
L Yu Vakorina ◽  
O G Prikhodko ◽  
O V Yugova
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Social Economic ◽  
Educational Programs ◽  
Language Teachers ◽  
Educational Facilities ◽  
Number Of Children ◽  
Resource Center ◽  
Limited Health ◽  
Social Economic Development

The education of children with disabilities is one of the priorities of the Russian social-economic development. The article considers the current issues in the organization of the activities of the psychological-medical-pedagogical commissions (hereinafter - PMPC) that provide comprehensive support for children with disabilities and act as the first stage in the process that determines the further individual educational route of each child. The article presents the results of the monitoring of the Federal Resource Center (hereinafter - FRC PMPC) created in April 2018 to provide organizational-methodological assistance to the managers and specialists of the PMPC; comparative data on the central and territorial PMPCs, their total number by regions (including its growth as compared to 2017), staff, managers’ education, place of work and premises; the total number of children examined and their age, the ratio of primary and secondary examinations, their reasons and who initiated them; information on the children who were examined, have limited health abilities and need special educational facilities or special conditions for passing the state final certification; the share of children to whom adapted educational programs were recommended. The authors describe activities of the commissions’ specialists, principles and methods of their teamwork, and identify aspects of the PMPC activities that need to be improved: the deficit of sign language teachers, visual impairment specialists and doctors, and PMPC’ insufficient equipment for conducting examinations.

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