scholarly journals Children with disabilities: learning problems and conditions for quality education

2020 ◽  
Vol 26 (3) ◽  
pp. 154-163
Author(s):  
Lyubov’ N. Dukhanina
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Quality Education ◽  
Learning Problems ◽  
Correctional Institutions ◽  
Disabled Children ◽  
Knowledge And Skills ◽  
Educational Programmes ◽  
Pedagogic Knowledge ◽  
Social Introversion

Based on the results of a theoretical review, the article identifies conditions that hinder the success of the integration of disabled children into society and significantly complicate adaptation to the implementation of inclusive education, in which Russian researchers include: lack of pedagogic knowledge and skills in parents whose children are disabled, accentuated personality traits of modern pedagogue (including pessimism, social introversion, tendency to reject innovation, rigidity). Based on the results of the all-Russia study in 2017, the results obtained regarding the conditions for obtaining a quality education by modern children with disabilities were analysed. These include the lack of available correctional institutions, special nutrition, the lack of appropriate specialists, and the lack of adapted educational programmes. Among the most in-demand opportunities in the education system, respondents named permanent tutors and children's inclusive camps.

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

scholarly journals Teacher-student teamwork is the key to success in inclusive education

2021 ◽  
Author(s):  
Т.К. Осекова ◽  
К.А. Мадалиева
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Quality Education ◽  
Education For All ◽  
Access To Education ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
High Quality Education ◽  
Teacher Student

Авторы раскрывают основные проблемы и этапы становления инклюзивного образования, в которых возможность приобретения знаний доступна всем и особенно детям с ограниченными возможностями здоровья (ОВЗ), в Кыргызстане. Понятие «инклюзивное образование» определено как обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей. Дети с ОВЗ в обычной общеобразовательной школе могут не только получить качественное образование, но и успешно адаптироваться к жизни. Отражены принципы и факторы инклюзивного образования, которые включают в себя доступность школьного образования для всех детей. Для реализации инклюзивного образования нужно обратить внимание на создание соответствующих условий в обществе и образовательном процессе, подготовку педагогов, способных создавать и внедрять инклюзивную образовательную среду в образовательных организациях. The article reveals the main problems and stages of formation of inclusive education in which the opportunity to acquire knowledge is available to everyone, especially children with disabilities. The concept of «inclusive education» is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. Children with disabilities can not only get a high-quality education in a regular comprehensive school, but also successfully adapt to life. The principles and factors of inclusive education are reflected, with accessibility to school education for all children included. To implement inclusive education, attention should be paid to creating appropriate conditions both in society and educational process, as well as training teachers who are able to create and implement inclusive educational environment in educational organizations.

scholarly journals PRE-SCHOOL EDUCATION TEACHERS’ COMPETENCE DEVELOPMENT IN THE WORK WITH CHILDREN WITH SPEECH DISORDERS IN INCLUSIVE EDUCATION

2019 ◽  
Vol 2 ◽  
pp. 171
Author(s):  
Ingrīda Zeļenkova
Keyword(s):  
Inclusive Education ◽  
The United States ◽  
Speech Disorders ◽  
School Education ◽  
Quality Education ◽  
Teacher Competence ◽  
Disabled Children ◽  
Language System ◽  
To Receive

From generation to generation, there are still very topical issues affecting the education system, the quality of its performance, the methods used and the forms of organization. In the 20th century inclusive education problems were studied in Europe and the United States. Several laws have been developed that increase the ability of children with special needs to receive quality education according to their needs and abilities.There are countries where inclusive education is seen as an approach to care for disabled children. But at international level, it is seen as a reform that supports diversity among all students (UNESCO, 2001).The aim of this study is to investigate the competence of pre-school education teachers in working with children with insufficient development of the language system, to develop and approbate a program for teacher competence development.The study summarizes the questionnaire data of pre-school teachers.Quantitative and qualitative research methods were used.The research results suggest that there is a need for regular improvement of teachers' competence in working with children with insufficient development of the language system.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

Children with Disabilities: Achievements, Prospects, and Challenges Ahead

2020 ◽  
pp. 593-613
Author(s):  
Maya Sabatello ◽  
Mary Frances Layden
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Final Section ◽  
Children With Disabilities ◽  
Vulnerable Groups ◽  
Disability Rights ◽  
The World ◽  
Child Friendly ◽  
State Of Affairs ◽  
Successes And Challenges

Children with disabilities are among the most vulnerable groups in the world—and a children’s rights approach is key for reversing historical wrongs and for promoting an inclusive future. To establish this argument, this chapter explores the state of affairs and legal protections for upholding the rights of children with disabilities. It critically examines major developments in the international framework that pertain to the rights of children with disabilities, and it considers some of the prime achievements—and challenges—that arise in the implementation of a child-friendly disability rights agenda. The chapter then zooms in on two particularly salient issues for children with disabilities, namely, inclusive education and deinstitutionalization, and highlights the successes and challenges ahead. The final section provides some concluding thoughts about the present and the prospect of upholding the human rights of children with disabilities.

Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti

2020 ◽  
pp. 273-289
Author(s):  
Donald DeVito ◽  
Gertrude Bien-Aime ◽  
Hannah Ehrli ◽  
Jamie Schumacher
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Small Population ◽  
Significant Loss ◽  
Community Music ◽  
Music Learning ◽  
Loss Of Life

Haiti has experienced a series of catastrophic natural disasters in recent decades, resulting in significant loss of life and long-term damage to infrastructure. One critical outcome of these disasters is that there are approximately 400,000 orphans in the small population of just over 10 million. Throughout Haiti, children with disabilities are often considered cursed, and thus are rejected by the community in which they live. Haitian children with disabilities need creative and educational activities that will help them grow, develop, enjoy their lives, and become accepted members of the community. This chapter on the Haitian Center for Inclusive Education presents a case study of social media engagement and music learning, with an emphasis on social justice that has contributed to sustainable efforts.

scholarly journals Feeding difficulties in disabled children leads to malnutrition: experience in an Indian slum

2003 ◽  
Vol 90 (6) ◽  
pp. 1097-1106 ◽  
Author(s):  
Aisha K. Yousafzai ◽  
Suzanne Filteau ◽  
Sheila Wirz
Keyword(s):  
Nutritional Status ◽  
Children With Disabilities ◽  
Cross Sectional Study ◽  
Nutritional Deficiencies ◽  
Disabled Children ◽  
Cross Sectional ◽  
Feeding Difficulties ◽  
The Disabled ◽  
Feeding Difficulty ◽  
Weight For Age

The aim of the present study was to explore the nature, extent and probable causes of nutritional deficiencies among children with disabilities living in Dharavi, a slum in Mumbai, India. A cross-sectional study was conducted to investigate whether the nutritional status of children with disabilities, aged 2–6 years (n141), was worse than that of non-disabled sibling controls (n122) and neighbour controls (n162). Data on food patterns, anthropometry, micronutrient status and feeding difficulties reported by parents were collected. The mean weight for age of the children with disabilities (−2·44 (sd 1·39)Zscores;n120) was significantly lower (P<0·05) compared with the sibling (−1·70 (sd 1·20)Zscores;n109) and neighbour (−1·83 (sd 1·290)Zscores;n162) control groups. The children with disabilities had significantly lower (P<0·05) mean haemoglobin levels (92 (sd 23) g/l;n134) compared with siblings (102 (sd 18) g/l;n103) and neighbours (99 (sd 18) g/l;n153). Relative risk (RR) analysis indicated that the disabled children with feeding difficulties were significantly more likely (P<0·05) to be malnourished, by the indicator of weight for age (RR 1·1; 95 % CI 1·08, 1·20) compared with the disabled children without a feeding difficulty. They were also significantly more likely to be malnourished using the indicators of height for age (RR 1·3; 95 % CI 1·19, 1·43) and weight for height (RR 2·4; 95 % CI 1·78, 3·23) compared with the disabled children without a feeding difficulty. Feeding difficulties were identified as a risk factor for vulnerability to inadequate nutritional status among children with disabilities.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

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