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 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 THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES

2020 ◽  
Vol 4 (4) ◽  
pp. 209-226
Author(s):  
GORDANA STANKOVSKA ◽  
IMRAN MEMEDI
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Right To Education ◽  
The Republic ◽  
The Right

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

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.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

Socialization of children with special educational needs in inclusive educational system

2021 ◽  
Vol 83 (1) ◽  
pp. 9-14
Author(s):  
B.D. Kairbekova ◽  
◽  
A.T. Tashimova ◽  
A.T. Kabbasova ◽  
A.K. Bektaev ◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Equal Access ◽  
Special Educational Needs ◽  
Practical Result ◽  
Theoretical Concepts ◽  
Progressive Development

Main problem: Today, the opinion about inclusion as the most progressive (in comparison with integration) approach is being strengthened among the society, which allows any child, regardless of the type and severity of the disorder, to learn with their normatively developing peers. The introduction of inclusive approaches into school practice can be called one of the top priorities of the state educational policy of the Republic of Kazakhstan. Inclusive education will help to resolve the contradiction between the legally guaranteed rights of children with disabilities to equal access to quality education and the de facto inequality in its implementation. Inclusion must be systematic and focused, not spontaneous. Therefore, it is optimal to teach a child with disabilities within the framework of the system of continuous general education. The creation and effective functioning of this system is impossible without a trained teacher, who is a key figure in the implementation of inclusive education. Purpose: Substantiation and disclosure of the contradiction between the guaranteed right of children with IAD and equal access to quality education for the socialization of children with special educational needs in inclusive education. Methods: in the course of the research, descriptive, systematization and analytical methods were used in the application of theoretical concepts, government programs, and legislative acts in inclusive education. Results and their importance: The implementation of the research goal is facilitated by the use of an alternative to the classroom-based organization of the educational process for the progressive development of children with IAD, which allows them to study harmoniously, regardless of the type and severity of the violation, together with their normatively developing peers. The given pedagogical observation is the obtained practical result of this study. The development of the system of class-based organization of the educational process for children with IAD in educational institutions is aimed at forming an effective system for ensuring the comprehensive development of inclusive education.

Designing an Inclusive Educational Environment in a General Education Organization: The Experience of Conceptualization

2020 ◽  
Vol 19 (4) ◽  
pp. 145-152
Author(s):  
A.G. Madzhuga ◽  
◽  
S.A. Zhantasova ◽  
L.K. Fortova ◽  
Zh.V. Sharafullina ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Legal Aspects ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern School ◽  
The Government

the article reveals the content and legal aspects of the design features of an inclusive educational environment in a mass school. The understanding by the government and society as a whole of the concept of equal opportunities for children with disabilities and children with disabilities formed the basis for creating a special inclusive educational environment at school, determined the need to find effective ways to include and opportunities for interaction of subjects of an inclusive educational process. Based on the theoretical analysis of domestic and foreign literature, the authors present a refined definition of “inclusive educational environment”, define and describe its essential characteristics. Based on their research and personal experience in implementing inclusive education programs, they prove that an inclusive educational environment is a variation of the educational environment in which students with disabilities are provided with conditions for self-realization and the formation of value-semantic life orientations in the context of their special educational needs. For the first time in the context of the study, a scientifically based relationship between the values of inclusive education and inclusive policies, inclusive practices and inclusive culture is presented. When describing the fundamental principles underlying the design of an inclusive educational environment in a modern school, the authors reveal its algorithm and describe the value system of inclusive education.

scholarly journals TRENDS IN THE PROFESSIONAL COMPETENCE OF THE TEACHER FOR ADAPTED PHYSICAL EDUCATION

2019 ◽  
Vol 16 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Adapted Physical Education ◽  
Special Educational Needs ◽  
The Republic

The regulation of inclusive education in the Republic of Bulgaria places new requirements on the professional competence of teachers. Physical education is an integral part of the educational process of children with special educational needs. In this context, the report analyzes trends in the teacher's professional competence for adapted physical education in different countries.

scholarly journals Inclusive education in Kazakhstan: analysis of the organizing process and the possibility of its further development

2021 ◽  
pp. 89-109
Author(s):  
M. B. Turlubekova ◽  
R. O. Bugubayeva
Keyword(s):  
Time Series ◽  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Educational Needs ◽  
Quality Data ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Trend Model ◽  
Further Development

The purpose of the study is to analyze the process of organization and the possibility of using inclusive education in Kazakhstan on the basis of the identified forecast values.The methodological basis of the study is a system of various techniques that make up a set of methods, mechanisms, principles, and measures to improve the effectiveness of the use of tools for improving inclusive education, which are a necessary condition for the further development of the education system.Research methods. The following methods were used in the study:- theoretical, which include: theoretical analysis of the research of domestic and foreign scientists in the field of inclusive education; analysis of legislative and regulatory documents on the implementation of inclusive education and education in general;- methods of high-quality data processing;- methods of mathematical and statistical processing.Methods of mathematical modeling and forecasting were used in the processing and systematization of data. A trend model was constructed using the least squares method, which allowed us to prove the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear trend and to make a forecast for 2021-2023.The conclusions and results of the study were presented using a graphical method of presenting the results obtained.The methods used for the study of economic phenomena and the processing of primary information in their entirety allow us to ensure the reliability of the analysis and the validity of the conclusions.The originality / value of the research. The study is based on the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear development trend, and if this is proved by the author in the course of the study, it will be possible to make a forecast for 2021-2023.Findings. The author determined the forecast values of the indicator "The total number of children with special educational needs covered by inclusive education" for 2021-2023, as a result of which:1) according to the Irwin criterion, it was found that the original time series does not contain anomalous observations;2) using the criterion of "ascending" and "descending" series, it was determined that the time series under consideration contains a trend component;3) as a result of data approximation, a trend model was obtained;4) the quality of the resulting model was evaluated in two ways: checking the adequacy and evaluating the accuracy of the model.5) predicted values of the share of educational organizations (the share of state preschool organizations, the share of state general education schools, the share of state technical and vocational education (TVE) organizations) that have created conditions for inclusive education for 2021-2023 have been determined.As a result of the study, the author analyzed the trends in the development of inclusive education in Kazakhstan, which showed that the promotion and development of access to inclusive education, social integration and non – discriminatory treatment of persons with special educational needs is relevant. In this regard, there is an urgent need to review the concept of inclusive education at the national level and conduct empirical research on the integration of children from vulnerable groups into the general education system of Kazakhstan in order to fully cover children with special educational needs with inclusive education.

Inclusive Education as a Condition for Innovative Activities at Higher Education Institutions

2021 ◽  
Vol 9 (5) ◽  
pp. 432-441
Author(s):  
Yuliia M. Bahno ◽  
◽  
Olena M. Serhiichuk ◽  
Svitlana M. Tanana ◽  
Larysa V. Tkachenko ◽  
...  
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Higher Education System ◽  
Study Results

This study discusses the activities of higher education institutions in the context of inclusive education as an innovative approach. The introduction of inclusive education in the modern higher education system is highly important. The existing specialised education system is undergoing changes resulting in new requirements for work with people with special educational needs in various areas. The purpose of this study is to consider the mechanism of implementation of inclusive education in the activities of higher education institutions, which ensures accessibility and requires high-quality education, in particular, taking into account the educational needs of every individual. The problems of the educational process faced by the students are analysed in detail. This study justifies the necessity of introducing inclusive education in modern educational systems, describes positive experiences of some higher education establishments, provides a step-by-step analysis of the introduction of inclusive education in higher education institutions in Ukraine and defines promising areas for its implementation. This study's theoretical and methodological basis included the works of the world’s leading scientists and a regulatory framework for inclusive education. The article presents students’ attitudes to the implementation of inclusive education. To achieve these objectives, the analysis of the latest research on the implementation of the right to education of persons with special educational needs was carried out. The study results showed a positive attitude towards inclusive education and joint education of people with special educational needs. The study found that inclusive education requires more time and effort to organise the educational process. The introduction of inclusive education elements can increase the efficiency of this process. The effective use of the methods to implement inclusive education in higher education institutions contributes to achieving its goals and results. The introduction of inclusive education provides an effective operational analysis of training quality for students with special educational needs and educational process adjustments, which ultimately creates a management system.

scholarly journals Features of learning foreign languages at school under the conditions of inclusive education

2020 ◽  
Vol 13 (32) ◽  
pp. 1-16
Author(s):  
Chernysh V. Valentyna ◽  
Navolska I. Halyna ◽  
Rusavska O. Olha ◽  
Ryabokin Nataliіa ◽  
Paustovska V. Marianna
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Decomposition Analysis ◽  
Educational Needs ◽  
Educational Process ◽  
Foreign Languages ◽  
Scientific Article ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Academic Paper

Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.

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