scholarly journals INTERACTION OF PARENTS WITH A SPECIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 65 (4) ◽  
pp. 247-249
Author(s):  
А.S. Оspanova ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Psychological Support ◽  
Scientific Article ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Joint Activities ◽  
Close Interaction ◽  
Teachers And Parents

This scientific article discusses the cooperation of special teachers and parents on ways to improve them and psychological support, on ways to improve joint activities. We are also talking about important steps of close interaction between parents and a special teacher in inclusive education. Accessibility and openness of the educational environment for children with special educational needs and their parents is a necessary factor for the successful implementation of educational and educational tasks facing special teachers

INTERACTION OF PARENTS WITH A SPECIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 64 (3) ◽  
pp. 152-154
Author(s):  
А.S. Оspanova ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Psychological Support ◽  
Scientific Article ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Joint Activities ◽  
Close Interaction ◽  
Teachers And Parents

This scientific article discusses the cooperation of special teachers and parents on ways to improve them and psychological support, on ways to improve joint activities. We are also talking about important steps of close interaction between parents and a special teacher in inclusive education. Accessibility and openness of the educational environment for children with special educational needs and their parents is a necessary factor for the successful implementation of educational and educational tasks facing special teachers.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

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 Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals Children with Special Educational Needs and Their Inclusion in the Educational System: Pedagogical and Psychological Aspects

2016 ◽  
Vol 8 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Anda Kauliņa ◽  
Daina Voita ◽  
Irēna Trubina ◽  
Toms Voits
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Educational Needs ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
Education Professionals ◽  
Analysis And Evaluation ◽  
Teachers And Parents ◽  
Education Opportunity

Abstract One of the measures of the quality of education system is equal access to the education opportunity to enable learning for everyone. In the recent years, multiple conventions, declarations, announcements and resolutions regarding inclusive education have been approved internationally and included in the Latvian law of education. Nevertheless, even with the abundant amount of data and previous research results, the introduction and provision of inclusive education in practice has been controversial. The main focus has been placed on child inclusion within the educational system, but support for teachers and parents or legal guardians has not always been sufficient. For inclusive education to be truly successful, all involved parties should be receiving adequate support. Aim of the present study: analysis and evaluation of the present state of inclusive education framework and its success within the Latvian educational system. Materials and methods: literature review, survey. Conclusions: Inclusion of children with special educational needs in the inclusive education framework is a complicated pedagogical and psychological process requiring a specific attitude and preparedness of the education professionals, school staff, parents, children and society as a whole.

Possibilities preparation of future specialists in hue to the system of inclusive education at school

2020 ◽  
Vol 42 (1) ◽  
pp. 72-77
Author(s):  
Gulshat Shugaeva ◽  
◽  
Nazerke Shmankyzy ◽  
Keyword(s):  
Social Development ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Self Determination ◽  
Special Educational Needs ◽  
Modern Education

This article discusses the possibilities of training future specialists in the system of inclusive education at school. Inclusive education makes it possible to provide comprehensive systemic assistance in the socialization of a child with special educated needs. The resource of educational and social development is closely connected not only with the capabilities of the child and his family, but primarily with the capabilities and resources of the educational environment itself, which includes various actors. The inclusion of a child with special educational needs in the mass educational environment greatly enhances the potential for the development and self-determination of such a child in modern education. The possibilities of the educational environment in the context of the implementation of inclusive education are incomparably higher than the possibilities of the traditional psychological and pedagogical support (psychocorrectional, psychotherapeutic) of children with special educational needs and their families.

scholarly journals The Program of Psychological and Pedagogical Support in the Conditions of the Formation of Teachers’ Readiness for the Implementation of Inclusion

2020 ◽  
Vol 17 (4) ◽  
pp. 68-77
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Educational Needs ◽  
Psychological Support ◽  
Innovative Activity ◽  
Support Program ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Emotional Acceptance ◽  
Psychological Difficulties

The support program is dedicated to the problem of psychological and pedagogical readiness of secondary schools’ teachers for the implementation of inclusive education for children with disabili-ties. The article touches on topical problematic issues that relate to the professional difficulties of a teacher of a mass school, associated with a lack of knowledge about the specifics of the develop-ment of children with special educational needs, methods and technologies for working with them, as well as the psychological difficulties of their emotional acceptance. Particular attention is paid to the development of a system of comprehensive support for teachers entering the inclusive process. The purpose of the psychological support of teachers is to provide psychological support within the framework of inclusive education (innovative activity) and the formation of the teacher’s psychologi-cal readiness for the implementation of inclusion.

scholarly journals DIDACTIC CONDITIONS OF ICT USE IN THE INCLUSIVE ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

2021 ◽  
pp. 62-70
Author(s):  
Irina Yesikova
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Free Access ◽  
Special Educational Needs

The article highlights the concept of inclusive educational environment, describes its features and relevance of active use of distance learning in an inclusive educational environment of general secondary education. The main didactic conditions for the introduction of information and communication technologies in the inclusive educational process are the use of various educational approaches taking into account the individual characteristics of students, their temperament, ability to learn materials and the availability of logistics. Based on the study of advanced pedagogical experience and generalization of scientific and pedagogical works the basic actual ICT, for the organization of educational process in the inclusive environment are allocated. The use of ICT as a means of supporting inclusive education for compensatory, communication and didactic purposes is described. The main types of ICT that should be used as a means of supporting inclusive education are revealed. An overview of modern ICT tools that should be used in an inclusive environment for didactic purposes and describes their functionality as specially designed software for educational purposes. The focus is on distance education of children with special educational needs, interactive educational environment - "Virtual Classroom", a free project of the Ministry of Education and Science of Ukraine "All-Ukrainian School Online" and All-Ukrainian Free School Educational Network "Diary.ua". It is established that the introduction of ICT in an inclusive educational environment as a didactic tool diversifies and expands the range of traditional tools and resources, provides children with special educational needs to have free access to quality education, social adaptation and confidence, especially in the pandemic era. and quarantine restrictions. It is indicated that a promising direction to continue research on the outlined problem is the creation and adaptation of software and methodological complexes of distance learning for people with disabilities.

scholarly journals Psychological barriers of interaction of subjects of inclusive educational environment

2019 ◽  
pp. 62-65
Author(s):  
Yelena S. Slyusareva
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Special Educational Needs ◽  
Special Equipment ◽  
Positive Interaction ◽  
Psychological Barriers ◽  
Theoretical Substantiation ◽  
Information Accessibility ◽  
Expert Assessments

Since 2013 in the Russian Federation, the concept of "inclusive education" has been enshrined for the first time at the legislativelevel as ensuring equal access to education for all pupils, taking into account the diversity of special educational needs and individual opportunities. The implementation of this right provides for the creation of a barrier-free inclusive educational environment, which is characterised by architectural and information accessibility, the presence of special equipment for children with disabilities (objective-semantic environmental component); the presence of software and methodological support corresponding to the special educational needs of children (content-methodical component); psychological readiness of all subjects to positive interaction (communication and organisational component). The purpose of the article is a theoretical substantiation of psychological barriers and mechanisms causing their occurrence in the subjects of an inclusive educational environment. The theoretical analysis and the method of expert assessments made it possible to identify three groups of psychological barriers that arise among the subjects of an inclusive educational environment: psychological and cognitive, emotional, communication barriers.

scholarly journals On the issue of teacher’s preparedness to inclusive education

Osvitolohiya ◽  
2018 ◽  
pp. 101-107 ◽  
Author(s):  
Anatoliy Pedorych
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Practical Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Scientific Article ◽  
Special Educational Needs ◽  
Emotional Perception

The article reviews one of actual and debatable problems in modern education – inclusive education of children with special educational needs. Timeliness and relevance of the study at the moment of writing the scientific article has been justified. The purpose of the study is to reveal the separate issues of potential readiness of teachers of institutions of general secondary education of Chernihiv region for the introduction of inclusive education. Analysis was conducted for achievements of scientists, who studied different aspects of teachers’ readiness for professional activity and forming the professional competence within the inclusive education. Potential professional readiness of teachers at general secondary educational institutions was demonstrated via two main indicators: professional readiness and psychological readiness. It was found that level of emotional perception is higher than level of theoretical readiness to include children with special needs in educational process – not to mention the practical experience of work with such categories of students. The emphasis is on avoiding the risks during introduction of inclusive education in Ukraine (formal inclusion, «strong-willed inclination», «spontaneous», uncontrolled inclusion). Analysis was conducted for results of studying the teachers at general secondary educational institutions of Chernihiv region. Recommendations were provided on training and retraining of teachers at general secondary educational institutions – for their adequate preparation within realities of Ukrainian school. This is development and implementation of training discipline for students of higher pedagogical education, as part of their work with children having special educational needs. It also includes advanced training courses for teachers, regarding the peculiarities of work with children having special educational needs – within the framework of inclusive education.

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