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 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.

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

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 HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

scholarly journals Inclusive educational environment in Zaporizhzhia region: results of pilot project implementation

2021 ◽  
Keyword(s):  
Inclusive Education ◽  
Social Worker ◽  
Education System ◽  
Children With Disabilities ◽  
Pilot Project ◽  
Educational Process ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
Social And Emotional ◽  
The Social

Social work in inclusive education is to create conditions for the educational process in which a child with a disability can acquire basic knowledge, skills, social interaction and feedback skills, receive psychological, socio-educational and, if necessary, legal support to meeting their needs. The role of the social worker in the school is leading and undisputed. But modernity requires constant improvement of skills and advanced training. The purpose of the social worker at school is to create a special environment among children. The feedback of a social worker is to overcome fears and prejudices, promote friendships, mutual respect and understanding among students, and improve the cognitive, motor, speech, social, and emotional development of children. The most pressing issue of today’s education system is inclusive education for children with disabilities in a single educational space. Each country has its own experience of special education for children and has gone through a different path from integration to inclusion. Today, in modern Ukraine, the education system is being transformed, the model of inclusive education is gaining wide significance and a new pattern of its development. Attempts to form an inclusive education system have not yet yielded significant results, which is manifested in the constant division of children into «normal majority» and «backward minority». In Ukraine, children with disabilities have long been isolated from their peers. Boarding schools or individual learning provide knowledge, but take away the opportunity to communicate, hinder the socialization of such pupils. This article provides a brief analysis of the pilot project, in accordance with the order of the Ministry of Education and Science dated 15.07.2016 № 836 «On conducting a scientific and pedagogical experiment «Development of an inclusive environment in the Zaporozhye region». Building an effective system of inclusive education in Ukraine is possible on the basis of the interaction of various factors, first of all, strengthening the financing of education, improving its regulatory support, improving the methodological and staffing of inclusive education. The results of the work can be used in further research on this problem.

scholarly journals Reconstructing The Nature Of Inclusive School System In Primary School To Strengthening Inclusive Society

2020 ◽  
Vol 11 (2) ◽  
pp. 308-329
Author(s):  
Zidniyati Zidniyati
Keyword(s):  
Developing Countries ◽  
Elementary Schools ◽  
Inclusive Education ◽  
Education System ◽  
School System ◽  
School Level ◽  
Community Environment ◽  
Inclusive School ◽  
Inclusive Society ◽  
The Relationship

This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implementing the inclusive education system in elementary schools? The five questions will be answered by a discussion approach on various theories that have been raised by many experts and by looking at the practices of inclusive education in several developing countries and developing countries. This research used literature review methods. The findings in this study are that inclusive education will be realized in an inclusive community environment that holds fast to the values of mutual acceptance, mutual respect, and mutual love for one another. In other words, inclusive education means preparing all members of the inclusive community in schools for inclusive communities.

History of the educational system for people with disabilities in Japan

2021 ◽  
Vol LXXXII (2) ◽  
pp. 140-147
Author(s):  
Hanna Grzesiak
Keyword(s):  
Education Reform ◽  
Educational System ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
Deaf Children ◽  
Special Schools ◽  
Government Documents ◽  
The Family ◽  
History Of ◽  
The 19Th Century

The aim of this article is to analyze the history of the educational system for people with disabilities in Japan, which has changed enormously over the centuries. At first, it was the responsibility of the family to care for a child with a disability, who was often stigmatized and deprived of any form of education, as was the family itself, which was often stigmatized for the mere fact of having a child with special needs. The situation changed only at the end of the 19th century due to establishing foreign contacts with other countries. It was thanks to them that Japan started implementing education for children with disabilities. At first special schools for blind and deaf children were established. At the very end, children with intellectual disabilities were included in special education. Starting from 2006, mainly thanks to education reform, children with disabilities are to integrated with peers and placed in mainstream schools. Statistical data, government documents, legislative documents and school curricula will be used in this article.

scholarly journals Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

2021 ◽  
Vol 258 ◽  
pp. 07086
Author(s):  
Daniil Yaskevich
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Education System ◽  
Digital Technologies ◽  
People With Disabilities ◽  
Point Of View ◽  
Economic Life ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
The Russian Federation

More than a billion people in the world have disabilities, and therefore face barriers in various areas of life. Digital technologies in inclusive education can help integrate these people into the active social and economic life of society. The purpose of this study was to analyze new educational technologies from the point of view of providing a new level of inclusive education. This article analyzes and presents visual graphs on the number of people with disabilities, their involvement in the higher education system of the Russian Federation, regulatory documents relating to people with disabilities and inclusive education. Studied the problems that arise in people with disabilities. Personal and professional requirements for teachers are formulated. An analysis of the requirements for educational institutions in the context of teaching people with disabilities was carried out, digital technologies and additional tools used in inclusive education, as well as the tasks they perform, the experience of implementing inclusive education and digital technologies in this area were analyzed. This article also proposes the concept of the Center for the Education of Persons with Disabilities under the President of the Russian Federation, the purpose of which is to implement the principles of humanism and economic expediency by developing the prospects of persons with disabilities with its further application. The main tasks of the Center are: modernization of the inclusive education system, modernization of the regulatory framework with the involvement of persons with disabilities, selection and special training of domestic teachers, attraction of a foreign professor-teacher for the development of inclusive education, involvement of Russian-speaking students in the Russian education system, regardless of citizenship , temporarily or permanently living abroad, stable stereotypes in a society with limited physical abilities, as limited, but not limited in the realization of oneself as a full-fledged member of society.

scholarly journals CURRENT STATE OF INCLUSIVE EDUCATION AND WAYS OF ITS IMPROVEMENT

2020 ◽  
Vol 66 (2) ◽  
pp. 49-54
Author(s):  
S.A. Uzakhbayeva ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Creative Process ◽  
Children With Disabilities ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Current State ◽  
Teacher Skills ◽  
Creative Contribution

The article examines the current state and problems of inclusive education in Kazakhstan, reveals the possibilities of inclusive education in the development of children with disabilities, suggests methods of psychological and pedagogical correction of professionally significant qualities of teacher skills necessary for working with children with special educational needs. Inclusive education requires constant creative contribution from everyone; all its participants (teachers, parents, children, administration, etc.) are involved in the creative process of education. For the successful implementation of inclusive education of children with special needs, changes in the education system itself are needed. The difficulty in solving the problem of working with children with disabilities is exacerbated by the professional incompetence of specialists of educational institutions, a lack of understanding in society of the possibilities of such children, who participate equally in society.

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