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.

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 Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

2021 ◽  
Author(s):  
Sebastian Steinmetz ◽  
Michael Wrase ◽  
Marcel Helbig ◽  
Ina Döttinger
Keyword(s):  
Structural Analysis ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Current State ◽  
German States

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

scholarly journals Educational and legal aspects of activities of out-of-school educational institutions

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 139-151
Author(s):  
Оlena Ilchenko ◽  
Alla Kobobel
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Legal Aspects ◽  
School Education ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Second Stage ◽  
Third Stage ◽  
Quantitative Indicators ◽  
Out Of School

The article deals with the historical process of formation of educational and legal support for the activities of out-of-school educational institutions during the independence of Ukraine. Based on the formulated socio-cultural, cognitive, educational and legal criteria of the intensity of qualitative changes in the legislative and legal support of educational activities of out-of-school educational institutions, 3 main stages of this period were identified. The first stage (1991-1999) was characterised as a transition from the old Soviet to the new Ukrainian system of out-of-school educational institutions. It was noted that during this period, the foundations of the legislation were formed, the international experience of providing the development of extracurricular education was attracted, the results of foreign scholars’ scientific researches were processed, scientific researches were conducted by domestic scientists. Instead, the second stage (2000-2009) was marked by the active development of the regulatory and legal support of the out-of-school education system. It was emphasised that the adoption of the Law on Extracurricular Education, which regulates state policy in the field of extracurricular education, was of great importance. The dynamics of quantitative indicators and tendencies of development of out-of-school educational institutions, directions of Ukrainian scientists’ scientific researches on the problems related to out-of-school education are characterised. The beginning of the process of forming legislation on the issues regarding children with special needs is highlighted. It is emphasised that at the third stage (2010-2019), the principles of inclusive education were adopted, legal support was provided for the quality education of all children without exception. It is emphasised that for the period of 1991-2019, there was intensive development and modernisation of the legal support of the out-of-school education system, and the model of inclusive education of children with special educational needs in out-of-school educational institutions was involved.

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.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

2021 ◽  
Vol 47 (2) ◽  
pp. 143-152
Author(s):  
М.Р. Osipovskaya ◽  
◽  
О.V. Laukart-Gorbacheva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
Teaching Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Pedagogical Discourse ◽  
The Republic

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

scholarly journals GENERAL PRINCIPLES OF ACCESSIBILITY AND ADAPTATION OF CHILDREN WITH DISABILITIES UNDER THE CONDITIONS OF INCLUSIVE EDUCATION AT GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 5-12
Author(s):  
Margaryta Bespalko ◽  
Tetiana Kochubey ◽  
Nataliia Koliada
Keyword(s):  
Inclusive Education ◽  
Irreversible Process ◽  
Children With Disabilities ◽  
Educational Process ◽  
Educational Institutions ◽  
Education For All ◽  
Special Educational Needs ◽  
Pedagogical Innovation ◽  
Special Profile ◽  
New Forms Of Work

The article is devoted to the issue of adaptation under the conditions of inclusive education of children with disabilities in a unified educational space, which is an irreversible process at the present stage of the development of society and its humanistic values. It is established that the realization of these conditions requires breaking down some stereotypes and mastering new forms of work by all participants of the educational process.  It is revealed that the education of children with disabilities in the conditions of mass secondary educational institutions is an acute problem for the Ukrainian state, which is experiencing the stage of becoming an insufficient perception of pedagogical innovation not only by parents but also by the teachers themselves. The education of children with needs of physical and mental development correction is based on the principles of balanced pedagogy, focused on the needs of children, which requires a certain level of staffing of specialists of a special profile, means, and conditions for providing psychological and pedagogical assistance.  It is emphasized that inclusive education is useful for children with special educational needs (with disabilities) as well as for children with typical development, family members and society as a whole. It is established that the practice of "involving" children with disabilities should be an integral part of national plans to achieve education for all without restrictions, and the organization of conditions for the adaptation of children with disabilities – an integral part of the pedagogical strategy and, undoubtedly, a new social and economic policy. It is argued that this requires a pivotal reform of secondary schools.

scholarly journals SOCIAL INCLUSION IN MODERN EDUCATIONAL INSTITUTIONS

2021 ◽  
pp. 205-209
Author(s):  
L. POTAPIUK
Keyword(s):  
Inclusive Education ◽  
Social Inclusion ◽  
Professional Competence ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Process Efficiency ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Special Educational Needs

The article highlights the organizational issues of social inclusion in modern educational institutions, ensuring equal access to education without discrimination at all levels. The author argues that inclusive education guarantees every child the right to self-realization, socialization in society, promotes the disclosure of natural abilities, obtaining the necessary help and support from parents, peers, teachers, and professionals. It is necessary to create a new culture of acceptance and social inclusion so as to allow every individual to feel a part of the community and be recognized in society. Psychological and pedagogical support is perhaps the most important for stimulating the successful provision of inclusive education. Inclusive education provides an equality-based learning environment for children with mental and physical disabilities and their healthy peers. In the focus are the main aspects of psychological and pedagogical support: the creation of a tolerant attitude to students with disorders of psychophysical development, the favorable climate in an educational institution; involvement of every child in social processes, acceptance by teachers, peers, family, and understanding the special educational needs of everyone; providing a correctional and developmental component of inclusive education. The article considers the basic principles of correctional-pedagogical work in educational institutions, emphasizing the strengths and weaknesses of this activity. The author states that the quality of the educational process largely depends on the extent to which the potential opportunities for learning and development of each child, his/her individual characteristics are taken into account and realized. The professional competence of a teacher and its constant improvement in the changing conditions of inclusive education contribute greatly to the learning process efficiency. To ensure the principles implementation effectiveness, teachers ought to concentrate on the organization of correctional and developmental work. They have to develop a system of correctional, preventive, developmental tasks, promote the unity of diagnosis and corrective methods of psychological influence, taking into account age and individual characteristics, and active involvement of the immediate social environment. The study seeks out to identify the main problems that arise during the organization of inclusive education (shortcomings of the legal framework, funding, content of education, adaptation of secondary schools, lack of proper teachers' training, specialized textbooks, and various socio-psychological issues). The findings of the study argue that in today's rapidly changing conditions, the educational environment is not isolated from external and internal factors that can cause both positive results and generate destructive changes. A system of preventive measures is offered to ensure the successful implementation of social inclusion

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Current State of Japanese Language Education in Serbia and Proposal for Future Solutions

2018 ◽  
Vol 8 (1) ◽  
pp. 77-89
Author(s):  
Divna TRIČKOVIĆ
Keyword(s):  
Education System ◽  
Language Education ◽  
National Guideline ◽  
Japanese Language ◽  
Educational Institutions ◽  
Current State ◽  
Language Studies ◽  
Textbook Writing ◽  
Teaching Programs ◽  
Shed Light

The purpose of this paper is to address the state of the education system in Serbia in relation to Japanese language studies, with a particular focus on primary and secondary educational institutions. To start off, I will introduce the institutions where the Japanese language is being taught in Serbia, before turning my attention to the teaching programs (i.e. course guidelines as an accredited national guideline). Following that, I will present our Japanese language textbook writing projects. Finally, I will shed light on the problems we have faced and propose a number of potential solutions.

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.

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