scholarly journals INTERACTION OF PROFESSIONALS WITH PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF INCLUSIVE LEARNING

2021 ◽  
Vol 1 (194) ◽  
pp. 116-120
Author(s):  
Dolores Zavitrenko ◽  
◽  
Iryna Zhyhora ◽  
Keyword(s):  
Inclusive Education ◽  
Personal Responsibility ◽  
Educational Needs ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Technological Support ◽  
Special Child ◽  
Inclusive Learning ◽  
Changing Attitudes ◽  
Educational Conditions

The article identifies the main problems and difficulties in the behavior and actions of parents. The problems of the readiness of teachers and specialists of educational organizations to interact with the parents of children with special educational needs are identified. Based on the generalization of the peculiarities of working with parents of children with disabilities, the main directions and content of such work, a questionnaire was prepared and a study was conducted. The research data are presented, which testifies to the readiness of teachers to interact with the parents of children with special educational needs. The professional difficulties, the main problems in the behavior and actions of parents, which hinder a more productive educational movement of a child with disabilities, and the construction of constructive relations with teachers of educational organizations, have been identified. In inclusive education process increases the importance of cooperation between teachers, specialists in special education and parents of children with special educational needs. The most popular paradigm of cooperation with parents is the triad «understanding - support - joint action». The results of the study showed that both parties to the interaction (parents and teachers) are not ready for its implementation. The psychology of parents of children with special educational needs has its own specifics, which reveals many difficulties for teachers of support. Given the answers of teachers, we can conclude that today it is necessary to intensify the professional reflection of teachers and professionals in developing the content of work on interaction with parents and the organization of such work; assistance in understanding significant aspects of this interaction; changing attitudes towards the role and participation of parents of children with special educational needs in the inclusive process; mastering by teachers of organizational and technological support of this interaction. At the same time, there is a need for internal activity of parents of children with special educational needs, their interest in education and upbringing, choice of educational conditions and educational trajectory for their «special» child, as well as participation with professionals in its implementation. These are psychotherapeutic strategies that help reduce anxiety, greater acceptance of oneself and others, resulting in increased personal responsibility and the ability to productively, creatively solve life's problems.

scholarly journals Professional training of future music art teachers for inclusive education: theoretical and technological aspects

2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Art Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Theoretical Understanding ◽  
Actual Problem ◽  
Technological Support

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

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 Psychological and pedagogical support for junior schoolchildren with special educational needs in the inclusive space of educational organizations

2020 ◽  
pp. 68-78
Author(s):  
D. Yu. Skryabinа ◽  
V. V. Bazhenova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Educational Needs ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Junior Students

The inclusion of children with special educational needs in the environment of normally developing peers leads to the need for changes in the educational process and the provision of psychological and pedagogical support for this category of children throughout the entire period of education. Particular attention should be paid to the psychological and pedagogical support of primary school children with special educational needs since it is in this age period when the process of adaptation to new conditions and new social status takes place. The article deals with the concept of “psychological and pedagogical support”, the principles of inclusive education, provides forms of organization of psychological support for junior students with special educational needs in the inclusive space of the educational organization, considers the specifics of the activities of the subjects of the educational process in the framework of the support.

scholarly journals MANAGEMENT OF GENERAL SECONDARY EDUCATIONAL INSTITUTION WITH INCLUSIVE LEARNING UNDER CONDITIONS OF NEW UKRAINIAN SCHOOL

2019 ◽  
Author(s):  
Alla Panchenko ◽  
Nataliia Kravchuk
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Education System ◽  
Education Institution ◽  
Educational Needs ◽  
Integral Model ◽  
Experimental Program ◽  
Special Educational Needs ◽  
Rights Of The Child ◽  
Inclusive Learning

The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.

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 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.

scholarly journals TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

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