scholarly journals CHILDREN WITH SPECIAL EDUCATIONAL NEEDS — EQUALS AMONG EQUAL

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Lesia Prokhorenko ◽  
Nataliia Yarmola
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
State Pedagogical ◽  
Service Training ◽  
Educational Sciences

The 7th International Congress on Special Pedagogy and Psychology “Children with Special Needs: from Equal Rights to Equal Opportunities” was held offline and online on October 7-8, 2021. The event organisers were Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine and State Institution “South Ukrainian National Pedagogical University named after K.D. Ushynsky”.The annual event initiated by Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine became traditional and is held in different regions of Ukraine. The previous congresses were held at the leading teacher training universities (Sumy Makarenko State Pedagogical University, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Borys Grinchenko Kyiv University, Hryhorii Skovoroda University in Pereiaslav, T.H. Shevchenko National University “Chernihiv Colehium”, Municipal Institution of Higher Education «Khortytsia National Educational and Rehabilitational Academy» of Zaporizhzhia Regional Council) and showed great interest due to active participation of the educational community. Within one or two days participants had the opportunity to get acquainted with the research results on urgent problems of special psychology and pedagogy, to take part in a number of round tables, seminars and workshops, which is crucial for representatives of the practice.Key congress themes were: education of children with special needs: international experience, Ukrainian realities and prospects; inclusion in education: progress and challenges; innovations in the education of people with special needs: strategies and technologies of the New Ukrainian School; problems of continuity in education of persons with special needs: preschool institution — general secondary education institution — pre-university training — higher education institution; legislative and regulative provision of access to quality education of persons with special needs; distance education of people with special needs: organizational and pedagogical aspects; technologies for the development of children with special educational needs: diagnosis and early intervention; psychological and pedagogical support of children with special needs and their families in crisis situations; problems of socialization of persons with special needs in terms of systemic change; development of personal and professional competence of teachers: pre-service training, retraining, in-service training.

scholarly journals Organizational and pedagogical aspects of optimization of education and upbringing of students with special needs in higher education institutions

2020 ◽  
pp. 83-97
Author(s):  
Iryna DANCHENKO ◽  
Olena POGODA ◽  
Iryna POLUBOYARYNA ◽  
Valentyna TYURINA
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Equal Rights ◽  
Students With Special Needs ◽  
Pedagogical Aspect

The authors of the article emphasize the need to form an effective system of higher education that would meet national interests and global development trends, provide training, as well as equal rights and opportunities for all actors in the educational process, including people with special educational needs. After all, the main goal of inclusive higher education is not only to eliminate barriers to access of students with special educational needs to the development of their natural potential, but also to enable them to achieve maximum independence, competence, competitiveness as necessary qualities and prerequisites for effective self-realization. It is proved that the effectiveness of the process of optimization of education and upbringing of students with special needs in higher education institutions depends on a set of organizational and pedagogical aspects. The first organizational and pedagogical aspect is the formation of a high level of readiness of teachers to carry out activities aimed at optimizing the teaching and education of students with special needs in higher education institutions. The second aspect of optimizing the education and upbringing of students with special needs is the development and implementation of a program of full inclusion of people with special educational needs in the educational process of higher education institutions. It provides primarily semantic and methodological support of this process on the basis of a holistic system approach. The third aspect optimization of education and upbringing of students with special needs is the formation of the educational space of higher education institution tolerant to the inclusion of people with special educational needs. The fourth organizational and pedagogical aspect of optimizing the education and upbringing of students with special needs in higher education institutions is defined - pedagogical monitoring of the relevant process.

Inclusive and Special Education Services in Rural Settings

2020 ◽  
Author(s):  
Jayanthi Narayan ◽  
Nibedita Patnaik
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Rural And Remote ◽  
Remote Areas ◽  
Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

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 Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

scholarly journals SOCIO-PSYCHOLOGICAL FEATURES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AS A CAUSE OF CONFLICTS IN INCLUSIVE GROUPS

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Olena Mykolayivna Vasylenko
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Education Institution ◽  
Educational Needs ◽  
Diagnostic Study ◽  
Full Time ◽  
Special Educational Needs ◽  
Student Groups ◽  
Low Level

The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. To determine the causes of conflicts in inclusive student groups, a diagnostic study was conducted among the full-time and part-time students with special educational needs of Khmelnytsky National University. The results of the diagnosis showed that main causes of conflicts in inclusive student groups are the following socio-psychological characteristics of students with special educational needs: low level of self-esteem due to which they get painful experiences because of critical remarks addressed to them, try to adapt to other people's opinions, have low motivation for achievement, feel lonely and anxious; low ability to establish new contacts for communication, low level of sociability; the desire to avoid conflict or to get out of it with dignity accepting the opinions and interests of others without seeking compromise solutions. Taking this into consideration, we have developed and substantiated conflict prevention tools for inclusive student groups that can help students with special educational needs to interact effectively with other students while studying at higher education institution.

scholarly journals Formation of an inclusive educational environment of educational institutions

2020 ◽  
Vol 13 (32) ◽  
pp. 1-19
Author(s):  
Chupakhina V. Svitlana ◽  
Lopatynska A. Nataliia ◽  
Proskurniak Olena ◽  
Shevchuk Victoria ◽  
Kozibroda Larysa
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
European Countries ◽  
Educational Institutions ◽  
Special Role ◽  
Children With Special Needs ◽  
Special Educational Needs

An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.

scholarly journals THE SPECIALIST QUALITIES OF IMPLEMENTING AN ART EDUCATION CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS FROM THE TEACHERS’ STANDPOINT / DAILINIO UGDYMO PROGRAMOS REALIZAVIMO SPECIALIŲJŲ POREIKIŲ UGDYTINIAMS YPATUMAI PEDAGOGŲ POŽIŪRIU

2017 ◽  
Vol 1 (35) ◽  
pp. 39
Author(s):  
Asta Vaitkevičienė ◽  
Ona Jokubauskienė
Keyword(s):  
Special Needs ◽  
Art Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Education Curriculum ◽  
Self Confidence ◽  
Art Activities

<p>The article deals with the qualities required in implementing an art education curriculum for learners with special needs. There are few studies disclosing how teachers approach an art education curriculum with learners who have special educational needs. Therefore, it is relevant to investigate how teachers understand<br />and think about the purpose of art education for learners with special needs, and how they assess such activities provided in the art education curriculum. It is concluded that through implementing an art education curriculum for children with special needs, teachers must understand the purpose of art education and are convinced that the creative activities of learners with special needs stimulate their imagination, develop creativity and enhance self-confidence. During art education activities teachers are ready to take into account pupils’ individual abilities and differentiate tasks. Teachers understand the role of art education in the development of the personality of learners with special needs but controversially? Clarify, why is it controversial? assess the trends of art activities.</p><p>Straipsnyje analizuojamos dailinio ugdymo programos realizavimo ypatybės specialiųjų poreikių ugdytiniams. Pabrėžiama, kad tyrimų, atskleidžiančių pedagogų požiūrį į meninio ugdymo programų turinį specialiųjų ugdymosi poreikių ugdytiniams yra labai nedaug, todėl aktualu tirti, kaip pedagogai supranta meninio ugdymo paskirtį specialiųjų poreikių ugdytiniams bei ką jie mano ir kaip vertina dailės ugdymo programoje numatytas veiklos su specialiųjų poreikių ugdytiniais kryptis. Išvadose teigiama, kad realizuodami meninio ugdymo programą specialiųjų poreikių vaikams pedagogai suvokia meninio ugdymo paskirtį, yra įsitikinę, jog specialiųjų poreikių ugdytinių kūrybinė veikla skatina jų vaizduotę, plėtoja kūrybingumą, stiprina pasitikėjimą savimi. Meninio ugdymo veikloje pedagogai yra pasiruošę atsižvelgti į individualius mokinių gebėjimus ir skirti diferencijuotas užduotis. Pedagogai supranta meninio ugdymo vaidmenį specialiųjų poreikių ugdytinio asmenybės raidai, tačiau prieštaringai vertina dailės veiklos kryptis.</p>

scholarly journals The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

2020 ◽  
Vol 25 (4) ◽  
pp. 233-255
Author(s):  
Aušrinė Pasvenskienė ◽  
◽  
Milda Žaliauskaitė ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Legal Regulation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Students With Special Needs ◽  
The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

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