JOB ANALYSIS OF TEACHER IN INCLUSIVE EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 73-82
Author(s):  
A. K. Satynskay ◽  
◽  
A. M. Utilovа ◽  
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Professional Competence ◽  
Educational Institution ◽  
Job Analysis ◽  
Clear Understanding ◽  
Integrated Education ◽  
Rehabilitation Process ◽  
Children With Developmental Disabilities

One of the main conditions for inclusive education is the professional competence of teachers. The professional competence of the teacher ensures the education, upbringing and development of children with disabilities. In the context of inclusive education, special attention should be paid to the training of teachers to work with children with disabilities. The peculiarity of the organization of educational and correctional work with children with developmental disabilities requires special training of a teacher who provides integrated education. The teacher of an educational institution must know the basics of correctional pedagogy and special psychology. They should also have a clear understanding of the peculiarities of the psychophysical development of children with disabilities, the methods and technologies of organizing the educational and rehabilitation process of such children. People who have not received special education cannot successfully work with children with developmental disabilities.

scholarly journals Assistance to parents of children with disabilities in the process of counseling

2021 ◽  
Author(s):  
Elena A. Strebeleva ◽  
◽  
Elena A. Kinash ◽  
Keyword(s):  
Developmental Disabilities ◽  
Children With Disabilities ◽  
Education And Training ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Individual Consultation ◽  
And Training ◽  
Children With Developmental Disabilities

The article is devoted to the problems of teaching children with special educational needs, the content presents the results of the analysis of the questions of parents who have applied to specialists (psychiatrist and teachers-defectologists) for psychological and pedagogical power. The most common questions that parents address for individual consultation of children with special educational needs and children with disabilities are systematized. The recommendations to parents on education and training of children with developmental disabilities are revealed.

scholarly journals PERCEPTIVE-MOTOR SKILLS IN CHILDREN WITH DEVELOPMENTAL DISABILITIES

2021 ◽  
Vol 4 (1) ◽  
pp. 27-42
Author(s):  
Adelisa Salkić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Everyday Life ◽  
Motor Skills ◽  
Children With Disabilities ◽  
Academic Skills ◽  
Fine Motor ◽  
Research Review ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Children With Developmental Disabilities

Perceptual-motor skills (PMS) are very important for the functioning of children in general, including children with developmental disabilities, and enable a person to, based on the stimulus through movement it acts on the space that is surrounded. This paper aims to review the research of enriched knowledge of PMS of children with disabilities, which emphasized the importance of performing activities of everyday life and the acquisition of academic skills. The papers collected a search of electronic databases using the keywords: PMS, children with disabilities, visual perception, gross and fine motor skills, visual-motor coordination, visual-motor integration. Criteria for the selection of papers have been published in full and in the last 10 years. A total of 12 works met the criteria. The results of the research review showed that children with disabilities have a limitation in PMS, and showed that PMS differ separately from the type and degree of difficulty, but differences also exist within the same category of children with disabilities. Implementation of education and rehabilitation programs improves PMS. The results showed that there is a correlation between PMS and activities of everyday life and a correlation between visual perceptions and the acquisition of reading skills. It is important to point out that PMS can be practiced and it is important to implement incentive programs for children with disabilities, but also children at risk for some difficulty, to prevent possible difficulties that children may have in performing daily life activities and in acquiring academic skills. The results of the presented research should be considered concerning the limitations of the presented research, but also to the limitations of this research. Keywords: visual-motor integration, fine and gross motor skills, developmental difficulties

FEATURES OF THE FORMATION OF INCLUSIVE COMPETENCIES OF TEACHERS WORKING IN GENERAL EDUCATION ORGANIZATIONS

2021 ◽  
Vol 71 (3) ◽  
pp. 154-160
Author(s):  
A.N. Galieva ◽  
◽  
Zh.T. Kalieva ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary School ◽  
General Education ◽  
Inclusive Education ◽  
Personal Development ◽  
Diagnostic Methods ◽  
Practical Work ◽  
Integrated Education ◽  
Professional Activities ◽  
The Village

The article discusses the need for teachers working in general education organizations to form professional qualifications in the integrated education of children with developmental disabilities and what requirements may be imposed on their professional activities, what can and should change in their professional and personal development. In the study, practical work was carried out by teachers of Secondary School No. 11 named after E. Berlykozhauly in the village of Erkin, Taldykorgan, Almaty region, aimed at improving the experience of inclusive education, the formation of competence in connection with the lack of readiness of teachers to carry out their professional activities in the new conditions. Based on the results of this work, recommendations are given. The practical value of the research results is that a set of developed and tested diagnostic methods allows teachers of higher schools to diagnose the levels of formation of inclusive competencies of future teachers.

scholarly journals INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS

2012 ◽  
Vol 43 (1) ◽  
pp. 21-32
Author(s):  
Vera V. Khitruk ◽  
Olga A. Ulianova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Purpose ◽  
Professional Activity ◽  
First Year ◽  
Integrated Education ◽  
Educational Integration ◽  
Senior Students

The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect. The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs. The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality. Key words: children with special needs, inclusive education, inclusive tolerance, integrated education and upbringing.

scholarly journals Uključivanje djece s teškoćama u razvoju u ustanove ranog i predškolskog odgoja i obrazovanja iz perspektive odgojitelja

2020 ◽  
Vol 55 (2) ◽  
pp. 40-52
Author(s):  
Anamaria Tomić ◽  
Jasmina Ivšac Pavliša ◽  
Sanja Šimleša
Keyword(s):  
Developmental Disabilities ◽  
Children With Disabilities ◽  
Education Level ◽  
Kindergarten Teachers ◽  
Education Quality ◽  
Attitudes Toward Inclusion ◽  
Negative Attitudes ◽  
Inclusion Process ◽  
The Republic ◽  
Children With Developmental Disabilities

For children with developmental disabilities, inclusion in mainstream kindergartens is considered the most appropriate type of education. To achieve this goal, certain preconditions of education quality must be fulfilled, such as process and structural aspects of early education quality. Staff attitudes on inclusion of children with disabilities, and inclusion in general, are one of the process preconditions. Knowing the main sources of negative attitudes towards children with disabilities, which are one of the biggest challenges in the inclusion process, enables understanding of the nature of attitudes, provides guidance for measuring those attitudes more accurately and improves the inclusion process. The aim of this research was to examine the attitudes of kindergarten teachers on the inclusion process in mainstream kindergartens in the Republic of Croatia, and to analyse how those attitudes depended on teacher age, education level, work experience (and years of work in the profession), size of the place of employment, and experience working with children with developmental disabilities. The research participants were kindergarten teachers (N=333) in 14 kindergartens offering a full-time programme in the Republic of Croatia. Data were collected with the Opinions Relative to Integration of Students with Disabilities (ORI) questionnaire, which had been translated to Croatian and adapted for this population. Most participants had neutral or mildly negative attitudes toward inclusion. More positive attitudes toward inclusion were associated with older age, lower education level, and smaller work environment. These results can be a starting point for further analysis of inclusive issues and the development of lifelong learning programmes for kindergarten teachers in preschool settings.

scholarly journals Characteristics of the Closest Relationships Between Children With Developmental Disabilities and Peers in Inclusive Settings

2010 ◽  
Vol 34 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Amanda A. Webster ◽  
Mark Carter
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Typically Developing ◽  
School Settings ◽  
Inclusive Settings ◽  
Inclusive School ◽  
Clear Differentiation ◽  
Intimate Exchange ◽  
Children With Developmental Disabilities

AbstractInclusive education has become more common in schools, and children with developmental disabilities have had greater opportunities to interact, and hopefully establish relationships with their typically developing peers. While the quality of friendships between typically developing children has been examined in detail, relatively little comparable data is available on children with developmental disabilities. The current study provided an examination of the characteristics of the closest relationships between children with developmental disabilities and peers in inclusive school settings. Twenty-five children with developmental disabilities aged between approximately 5 and 12 years participated. Using an interview instrument, the relationships of these children with 74 peers were examined across six dimensions. Overall, dyads were found to be high in Validation and Caring as well as Help and Guidance, followed by slightly lower levels of Companionship. Intimate Exchange was reported to be lower. Conflict among dyads was also low, and Conflict Resolution was reported to be high when problems did occur. There was a clear differentiation between the highest- and lowest-ranked dyads for children with a disability. Overall, the features of the relationships between children with disabilities and their highest-ranked peer appeared similar in nature to those previously reported between typically developing peers.

scholarly journals Perspectives of Canadian Teacher Candidates on Inclusion of Children with Developmental Disabilities: A Mixed-Methods Study

2015 ◽  
Vol 25 (2) ◽  
Author(s):  
Nancy Hutchinson ◽  
Patricia Minnes ◽  
Julie Burbidge ◽  
Jenn Dods ◽  
Angela Pyle ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Developmental Disabilities ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Social Inclusion ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
Sense Of Efficacy ◽  
Highly Correlated ◽  
Children With Developmental Disabilities

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended questions addressed challenges and successes experienced when including children with DD. Findings suggest that qualitative items elicited more positive responses than traditional questionnaire items and elicited more nuanced and sophisticated understanding of the challenges and successes associated with social inclusion. In the qualitative data, respondents showed understanding of dilemmas associated with inclusive education. Feelings of competence about teaching children with DD and about collaborating with colleagues predicted general sense of efficacy scores; those with experience advocating for individuals with disabilities reported greater knowledge, experience, and confidence related to teaching students with DD. Knowledge, experience, and confidence were highly correlated. Implications for teacher education are discussed.

scholarly journals Attitudes of parents of typically developing children towards the inclusion of children with disabilities

2021 ◽  
Vol 20 (2) ◽  
pp. 65-78
Author(s):  
Ivana Tomić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Typically Developing ◽  
Place Of Residence ◽  
Typically Developing Children ◽  
Level Of Education ◽  
Positive Attitudes ◽  
The Impact

Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

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