On the Right Track? The Resolution of Special Educational Needs Disputes in England

2016 ◽  
pp. 66-120
Keyword(s):  
Educational Needs ◽  
Special Educational Needs ◽  
The Right

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Social World ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
The World ◽  
The Right

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

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 La formación del profesor de Educación Física en las Necesidades Educativas Especiales, hacia la reflexión y la acción, desde acuerdos internacionales y Leyes en Chile (The training of the Physical Education teacher in Special Educational Needs, towards

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 709-715
Author(s):  
Antonio Castillo-Paredes
Keyword(s):  
Physical Education ◽  
Educational Needs ◽  
Special Education Students ◽  
Physical Education Teacher ◽  
Special Educational Needs ◽  
Education Students ◽  
Education Teacher ◽  
Motor Activities ◽  
Minimum Requirements ◽  
The Right

  El Informe Warnock y la Declaración de Salamanca, establecieron criterios estandarizados sobre conceptos y requerimientos mínimos para una enseñanza homogénea de los centros educativos para las personas con Necesidades Educativas Especiales (NEE). Las NEE dentro de la normativa en Chile, se clasifican en Necesidades Educativas Especiales Permanentes y Transitorias. Las cuales, mediante Decretos, Leyes y acuerdos internacionales, los niños, niñas y adolescentes tienen el derecho de una educación de calidad, tendiendo en consideración las características particulares que pueden presentar los estudiantes, este acompañamiento puede ser transitorio y/o permanente. De esta manera, se busca que, a través de la Educación Especial, el alumnado obtenga herramientas necesarias para su utilización en contextos sociales y laborales. Sin embargo, desde la Educación Física en contextos escolares, se evidencia poca preparación o conocimiento de las características de las NEE que presente un estudiante por parte del profesor de Educación Física, si bien, en distintas universidades se encuentra la asignatura que dote a los estudiantes de pedagogía de herramientas y competencias para el trabajo con escolares con NEE, se evidencia que existe una falta de componentes teóricos y prácticos para trabajar con NEE. Finalmente, se invita a la reflexión para la utilización de actividades físico – deportivas o motrices adaptadas, las cuales podrían permitir ser una herramienta complementaria e inclusiva en la clase de Educación Física escolar.  Abstract. The Warnock Report and the Salamanca Declaration established standardized criteria on concepts and minimum requirements for a homogeneous teaching of educational centers for people with Special Educational Needs (SEN). SEN within the regulations in Chile are classified as Permanent and Transitory Special Educational Needs. Which, through Decrees, Laws and international agreements, children and adolescents have the right to a quality education, taking into consideration the characteristics that students may present, this accompaniment may be transitory and / or permanent. In this way, it is sought that, through Special Education, students obtain the necessary tools for their use in social and work contexts. However, from Physical Education in school contexts, little preparation, or knowledge of the characteristics of SEN presented by a student is evidenced by the Physical Education teacher, although, in different universities there is the subject that provides students pedagogy of tools and competencies for working with schoolchildren with SEN, it is evident that there is a lack of theoretical and practical components to work with SEN. Finally, reflection is invited for the use of adapted physical - sports or motor activities, which could allow them to be a complementary and inclusive tool in the school Physical Education class.

Educational Inclusion By Conviction

2020 ◽  
Vol 7 (12) ◽  
pp. 286-297
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Inclusive Education ◽  
Fundamental Principle ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Special Educational Needs ◽  
Children And Young People ◽  
International Debate ◽  
Access And Quality ◽  
The Right ◽  
Educational Inclusion

Inclusive education has begun to be addressed within the context of the broader international debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien, Thailand. From Jomtien until today , thinking has evolved from the almost symbolic presence of special educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been based on the idea that all children and young people have the right to a quality education with equivalent learning opportunities, regardless of their social and cultural background and their differences in skills and abilities (OIE -UNESCO, 20 08) .

scholarly journals Legal mechanism for ensuring the right to inclusive education in the context of the COVID-19 pandemic in Ukraine and the United States

2021 ◽  
pp. 66-71
Author(s):  
T.V. Shlapko ◽  
O.P Sokolenko
Keyword(s):  
United States ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
The United States ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Right

The article investigates to the study of legal framework securing the right to inclusive education of inclusive education in the context of the COVID-19 pandemic. The authors of the article analyze the statistics of the effectiveness of distance learning to study the state of the organization in general secondary education distance learning in quarantine, introduced to prevent the spread of acute respiratory disease COVID-19 in Ukraine and the United States. It is proved that children with special educational needs need an individual approach to the organization of inclusive distance learning. At the same, time it is necessary to consider features of each child. The authors of the article pay considerable attention to the characteristics of the recommendations of the Ministry of Education and Science of Ukraine on the organization of the educational process in general secondary education institutions during quarantine by the way of distance education. From the analysis of the recommendations it can be concluded that the main burden during the organization and use of distance learning technologies will fall on the teacher's assistant and student's assistant. In addition, the article examines the features of the educational process with the help of a team of psychological and pedagogical support of a child with special educational needs during quarantine. The article examines the features of inclusive education in different areas of the epidemic level of danger: green, yellow, orange and red. The authors also pay considerable attention to the study of the implementation of inclusive learning using distance education technologies during the pandemic COVID-19, in particular the problem of involving children with special educational needs in the educational process at home. The article contains recommendations for improving the quality of education during the COVID-19 pandemic.

scholarly journals Influence of modelshipsport on children with special educational needs considering the features of competitive action

2021 ◽  
pp. 131-135
Author(s):  
Yelyzaveta Shytikova
Keyword(s):  
Inclusive Education ◽  
Extracurricular Activities ◽  
Positive Impact ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Harmonious Development ◽  
Current Trends ◽  
The Right ◽  
The Impact ◽  
Out Of School

Out-of-school development of children and young people is an important component for harmonious development of necessary abilities and skills. Due to the variety of clubs, areas and sections that operate in out-of-school institutions, children have the right to choose classes for themselves based on their own preferences. Current trends in education are closely linked to the introduction of inclusive education and the creation of appropriate conditions for the education of children with special educational needs (SEN). In this aspect, worth highlighting out-of-school education, which is an integral part of the harmonious development of children. One of profiles are technical kinds of sports, which are represented by modeling clubs in out-of-school educational institutions and non-Olympic sports, that have their own national and international federations. The purpose of the research: to substantiate the impact of modelshipbuilding on children with SEN and to determine the features of competitive activities in modelshipsport. Objectives of the study: 1) Describe the system of competitions in modelshipsport among student youth; 2) Identify and characterize the features of modelshipbuilding and its significance for children with SEN. In the article we characterize the place of technical kinds of sports in the organizational structure of extracurricular activities; for the first time the system of indoors competitions among student youth (athletes under 18) in modelshipsport was analyzed and considered. Based on the analysis of documentation from the sites of the Federation of Modelshipbuilding and Modelshipsport of Ukraine and the World organisation NAVIGA, sections and classes of models, that exist in modelshipsport and among which competitions are held at the national and international levels are described. The peculiarities of the athlete's activity in modelshipsport are substantiated and the factors that determine the success of performance in general and during the competitions are determined. The orientation of classes and their positive impact for children, including children with special educational needs are substantiated.

scholarly journals Potential barriers to the new child’s right to appeal to Special Educational Needs and Disability tribunals in Northern Ireland

2016 ◽  
Vol 67 (4) ◽  
pp. 473-490
Author(s):  
Orla Drummond
Keyword(s):  
Northern Ireland ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Potential Barriers ◽  
Attitudinal Barriers ◽  
Key Stakeholders ◽  
International Obligations ◽  
Compulsory School Age ◽  
Education Authority ◽  
The Right

The Special Educational Needs and Disability Act (Northern Ireland) 2016 has changed the legal landscape for those seeking to utilise the Special Educational Needs Tribunal in the event of a dispute regarding special educational provision. The new Act provides children over compulsory school age with the right to request a statutory assessment and the right to appeal to the tribunal against certain decisions of the Education Authority. While these new participative rights are reflective of international obligations emanating from the UNCRC and the UNCRPD, recent research has highlighted a number of procedural and attitudinal barriers which may dilute the effectiveness of the legislation in guaranteeing a child’s right to participate at the tribunal. This paper uses new empirical data from key stakeholders in the process to discuss these potential barriers and asserts that implanting a child’s right to appeal into a process with preexisting participative barriers will do little to ensure meaningful child participation at SEN tribunals.

scholarly journals Current opinions of Czech teachers about the inclusive form of education

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Eva Smelova ◽  
Alena Petrova ◽  
Libuse Ludikova
Keyword(s):  
Czech Republic ◽  
Elementary Education ◽  
Professional Community ◽  
Educational Needs ◽  
Theoretical Background ◽  
Educational Process ◽  
Healthy Population ◽  
Special Educational Needs ◽  
The Right ◽  
Inclusive Form

The current curriculum for elementary education in the Czech Republic allows inclusion of pupils with special educational needs in mainstream schools. In spite of the fact that today the right of all persons to education is generally accepted, the inclusive form of education frequently raises various doubts in both the lay and professional community. Various concerns stem from inaccurate ideas of this form of education and insufficient information, particularly in relation to successful delivery of inclusion. In some countries, such as in Great Britain or Finland, the experience with the inclusive form of education is much longer and is mostly positive, in our country however, the concept of inclusion is gaining ground relatively slowly. The quality of educating both the healthy population and pupils with special educational needs is influenced by a number of factors. One of the most significant roles in the educational process is taken by the educator. The educator’s role is irreplaceable and is decisive for the degree of success of the development of a child personality. All changes in the educational approaches are related not only to a well thought-out theoretical background but particularly to comprehensive readiness of the principal educational actors, i.e. the teachers. To accomplish this task however, the highest possible amount of information is required. To acquire this information was one of the aims of a research study carried out in the previous year 2014.     Keywords: Czech Republic; inclusive form; education 

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