scholarly journals Integrative Approach to the Organization of Psychological and Pedagogical Support for Children with Health Impairments

2021 ◽  
pp. 197-207
Author(s):  
С.В. Феоктистова ◽  
Е.В. Лобанова ◽  
Н.А. Самотохина ◽  
Е.В. Приходько
Keyword(s):  
Special Education ◽  
Support System ◽  
Special Education Teachers ◽  
Professional Competence ◽  
Educational Needs ◽  
Integrative Approach ◽  
Special Educational Needs ◽  
Educational Support ◽  
Teachers Training ◽  
Health Impairments

В статье рассмотрена проблема факторов и условий формирования профессиональной компетентности педагогов в области коррекционно-образовательной деятельности. Актуальность исследования обусловлена рядом противоречий между правами, запросами, образовательными потребностями детей с ограниченными возможностями здоровья (ОВЗ) и состоянием системы комплексного их сопровождения в образовательном пространстве. Цель исследования состояла в выявлении актуальных проблем формирования профессиональной компетентности педагогов и обосновании интегративного подхода к организации психолого-педагогического сопровождения детей с ОВЗ. На основе анализа современных исследований проанализированы проблемы организации образовательного процесса для детей с нарушениями развития и определена необходимость пересмотра условий подготовки специализированных кадров для обеспечения соответствующих условий обучения детей с особыми образовательными потребностями. Выделены условия успешного взаимодействия педагогов и психологов при решении задач комплексного сопровождения обучающихся с ограниченными возможностями здоровья. Проанализированы основания интегративного подхода, его функций и возможности реализации при подготовке студентов к осуществлению коррекционно-образова­тельной деятельности. Обозначена перспективность исследования, связанная с разработкой модели продуктивного взаимодействия специалистов, обеспечивающего их со-организацию, со-творчество и сотрудничество в области комплексного сопровождения детей с ограниченными возможностями здоровья The article analyzes factors and conditions influencing special education teachers’ professional competence formation. The relevance of the research is accounted for by the fact that there are discrepancies between the rights, wants and educational needs of children with health impairments and the educational support system. The aim of the research is to investigate problems associated with the formation of special education teachers’ professional competence and to substantiate the need to develop an integrative approach to the implementation of psychological and pedagogical support to children with health impairments. The analysis of modern research enables the authors to investigate problems related to the provision of support to children with health impairments and to define the necessity to reinvestigate the conditions of preparing special education teachers able to support their students. The article describes the conditions of effective cooperation between teachers and psychologists required to ensure that students with special educational needs get all the support they want. The article analyzes the integrative approach to novice special education teachers’ training. The prospects for further research are related to specialists’ effective collaboration, cooperation, cocreativity as prerequisites for ensuring effective support for children with health impairments.

scholarly journals About the professional competence of special education teachers

2021 ◽  
Author(s):  
Gulbanu S. Ashimkhanova ◽  
◽  
Akbota N. Autaeva ◽  
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Raising Children ◽  
Special Knowledge

In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.

scholarly journals ЕВОЛЮЦІЯ СТАНДАРТІВ ПІДГОТОВКИ КВАЛІФІКОВАНОГО ВЧИТЕЛЯ СПЕЦІАЛЬНОЇ ОСВІТИ У США

2020 ◽  
pp. 250-263
Author(s):  
Наталія Никоненко ◽  
Keyword(s):  
United States ◽  
Special Education ◽  
Teacher Training ◽  
Special Education Teachers ◽  
Education System ◽  
Public Awareness ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teachers Training

The systemic transformation of educational forms for children with special educational needs in the United States is considered one of the basic categories of the evolution of American education system and the corresponding changes in the system of teacher training for such children. The public awareness of the need to teach all children resulted in changes in the federal and state legislation, which directly affects the development of the education system, especially the availability and quality of education for all children, training teachers to work with them and implemented in various forms of interaction between students and teachers. Educators should be able to interact effectively with students with special educational needs, to self-actualize in the profession, and at the same time to find jobs in the profession easily, as their qualifications meet the requirements of the labor market, so developing corresponding standards becomes extremely important. The study of the American experience in the training of special education teachers provides a historical and comparative analysis of relevant standards. As a result of the analysis, conclusions were made about the dependence of special education teachers’ training standards on social, political, economic and other factors that determined the characteristics of care and education for people with disabilities, and thus directly influenced the formation of special education teachers’ training system in the United States. The analysed standards were adopted in different eras of special education teachers’ preparation: categorical orientation era (until late 1970s), noncategorical (1980-1990), and inclusive ones. The current content and organization of special education teacher training and inclusive education in the United States comply with the special teacher code of ethics, professional standards, and standards for the training, retraining, and certification of special education teachers according to their specialization. The purpose of this work is to study the specifics of standards for preservice special education teachers’ preparation in the USA as well as comparing the experience in Ukraine and formulating proposals for the domestic educational system reformation.

Issues of Special Education in Romanian Schools

2018 ◽  
Vol 1 (3) ◽  
pp. 135
Author(s):  
Ana-Maria Bolborici ◽  
Diana-Cristina Bódi
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Legal Framework ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Support ◽  
Complex Needs ◽  
Integration Policies ◽  
Legislative Framework ◽  
Social Document

School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference.This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers.Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning.In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context. Keywords: special education, educational needs, integration policies, children, teachers

scholarly journals Diversified transitions and educational equality? Negotiating the transitions of young people with immigrant backgrounds and/or special educational needs

2020 ◽  
Vol 40 (1) ◽  
pp. 36-54
Author(s):  
Mira Kalalahti ◽  
Anna-Maija Niemi ◽  
Janne Varjo ◽  
Markku Jahnukainen
Keyword(s):  
Special Education ◽  
Young People ◽  
Special Education Teachers ◽  
Career Guidance ◽  
Educational Needs ◽  
Educational Equality ◽  
Special Educational Needs ◽  
Opportunity Structures ◽  
Local Education

The focus of this contribution is on the targeted transition practices of career guidance and on the opportunity structures they frame for young people with immigrant backgrounds and/or special educational needs. By analysing curricular documents and interviews with representatives from the local education authorities, such as administrators, principals, guidance counsellors and special education teachers (n = 16), we aim to examine critically the options provided for these groups of young people. We conclude that targeted transition practices do not recognise enough the heterogeneity of young people, and can therefore be limitative and exclusive.

scholarly journals Contradictions as Drivers for Improving Inclusion in Teaching Pupils with Special Educational Needs

2018 ◽  
Vol 7 (3) ◽  
pp. 11 ◽  
Author(s):  
Birgit Paju ◽  
Anu Kajamaa ◽  
Raija Pirttimaa ◽  
Elina Kontu
Keyword(s):  
Special Education ◽  
Educational Change ◽  
Special Education Teachers ◽  
Teaching Practices ◽  
Teaching Assistants ◽  
Educational Needs ◽  
Classroom Teachers ◽  
Inclusive Practices ◽  
Special Educational Needs ◽  
Double Binds

The aim of this paper is to enhance understanding of the contradictions that arise in the drive to improve teaching practices among pupils with special educational needs (SENs). A questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in Finland. The analysis, based on thematic coding and analysis of manifestations of contradictions, revealed contradictions related to artefacts of teaching, participation in the community and school staff’s professional ability to teach SEN pupils in mainstream. Four types of manifestations, namely conflicts, critical conflicts, dilemmas, and double binds, could be identified in the data. Focusing the improvement of inclusive practices on all pupils calls for the collective resolution of contradictions and the development of tools and models that facilitate the educational change.

scholarly journals Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego

2018 ◽  
pp. 339-354
Author(s):  
MARIUSZ WIELEBSKI
Keyword(s):  
Special Education ◽  
Everyday Life ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Education Eligibility ◽  
Adam Mickiewicz

Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

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