scholarly journals Engagement of Children with Special Educational Needs in Accordance with the Routines-Based Model

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Sylwia Wrona ◽  
Kamila Wrona
Keyword(s):  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
School Year ◽  
Developmental Age ◽  
Study Results

Engagement of a child with SEN during therapeutical and educational activities is important in terms of their development. This construct can be understood as the time the child spends interacting with adults, peers and materials, in a manner appropriate for their developmental age. Routines-Based Model is one of the methods which particularly promotes engagement.This study aims at measuring the level of engagement in certain preschool routines and its changes during the school year. The article consists of two parts; the first one presents issues connected with defining and identifying the levels of engagement, the second one discusses the studies connected with determining the level of engagement of children with special educational needs in the process of education.The analysis of study results indicates that children in the tested group achieve the highest scores in overall engagement and engagement with materials. The highest level of engagement throughout the year has also been observed in those categories.

First steps to literacy: from drawing to writing

2019 ◽  
Author(s):  
Елена Кинаш ◽  
Elena Kinash
Keyword(s):  
Motor Skills ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Elementary Graph

Materials of the manual are relevant and timely methodical literature. The relevance is due to the importance of preparing children with disabilities to master the basic educational activities. This manual can serve as one of the preparatory stages of the formation of children with ovz elementary graph-motor skills for successful mastery of the initial skills of writing. The advantage of this work is its appeal to the needs of practice, detailed elaboration of the specifics of the development of children's graphic skills, as well as the availability of the proposed tasks for children with special educational needs.

scholarly journals The use of dynamic games in the development of motor skills among children with special educational needs

2017 ◽  
Vol 10 (19) ◽  
pp. 148-153
Author(s):  
Bogdan Constantin Ungurean ◽  
Adrian Cojocariu ◽  
Alexandru Oprean
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Dynamic Games ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Movement Quality ◽  
School Year ◽  
Long Jump ◽  
Shuttle Run

Abstract Dynamic games can contribute to the growth of the efficiency, motivation in developing the quality of the movement for children with special educational needs, if the psycho-physiological particularities in the training of these children are followed, if the most efficient methods and means of achieving the purpose, a good staging of the training process with a proper dosage of the effort and with a growth of the quality in organizing and leading the activity are used. The purpose of the paper was to select among the movement games the most efficient ones for the developing of the movement quality, to explain them during physical education classes and the obtained results to demonstrate their efficiency in achieving the goal. To achieve this study, we started from the following hypothesis: we assume that by predominantly using the dynamic games during the physical education classes we can achieve a growth of the indices of the movement quality in children with special educational needs. Methods and materials: In this aspect, we built a set of tests (Long jump, speed running – 50 meters, Shuttle run 5x10m, throwing rounders ball) with which we operated in two periodical assessments during an entire school year. The place of this study was at the “St. Andrew” Inclusive Education Scholar Center from Gura Humorului. These two classes of students had one weekly hour of physical education in their timetable. Results and conclusions: Using the results of the physical assays as reference elements, the accumulations of the pupils during the research concerning the movement quality had emerged. In conclusion, if age and individual particularities of the pupils, didactical canons are followed, if proper preparatory games are selected and the planned activity happens in a systematic way with responsibility, the results won’t hesitate to appear.

scholarly journals The role of learning environment in teaching English in the context of inclusive education

2020 ◽  
Vol 99 (3) ◽  
pp. 54-61
Author(s):  
L Moiseeva ◽  
◽  
D Assanova ◽  
D Shalbayeva ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Teaching English ◽  
Disabled Students ◽  
Study Results ◽  
Significant Difference ◽  
Main Components

The article discusses the basic principles of inclusive education in a comprehensive school for students with special educational needs at the English lesson from the perspective of their application in the educational process. The concept of «inclusive education» and its significant difference from the «integrated education», pointing to the availability/non-availability of the learning environment adaptation to students with special educational needs, have been studied as well. The application of the learning environment theory when teaching English within the inclusive education and its main components have also been examined. The study reveals English teachers’ basic needs for creating learning environment teaching techniques in the context of the inclusive education. It also defines the concept «learning environment» and its main components. The study results conducted to define the availability/non-availability of a barrier-free learning environment, in particular, in English classrooms for implementing the inclusive education principles, have been shown and analyzed. The ways to create learning environment at the English lessons, promoting a respectful assistance to disabled students when learning English, have been studied. The group training and other teaching methods, promoting the development of disabled students’ communicative and other skills while interacting with classmates in English classes, are given

scholarly journals DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
Vol 1 (10) ◽  
pp. 106
Author(s):  
Simas Garbenis ◽  
Renata Geleziniene ◽  
Greta Šiaučiulytė
Keyword(s):  
Emotional Intelligence ◽  
Age Differences ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Older Students ◽  
Educational Activities ◽  
Inner Self ◽  
Inclusive Schools ◽  
Self Knowledge ◽  
Intelligence Development

<p>TThe aim of the study is to analyse teachers’ opinion about the development of emotional intelligence in students who have special educational needs in inclusive schools. The method of the questionnaire survey was chosen to achieve the research aim. The study employed two developed questionnaires based on the principle of <em>Likert </em>scale (1-5). The questionnaires were developed for teachers according to the parts of the structure of trait emotional intelligence for students aged 7 to 12 and 13 to 17 years. Questionnaires potentially reveal teachers’ opinion about several aspects of emotional intelligence development: how and how often teachers assess, organize targeted and non-targeted educational activities for individual parts of the structure of students’ emotional intelligence and promote awareness of their importance. After conducting the research, it was found that the development of parts of the structure of emotional intelligence was carried out differently depending on students’ age. Differences were recorded both between the developed parts of the structure and between applied educational activities. Both statistically significant and insignificant research data were obtained and it was found that the development of emotional intelligence for younger students was more oriented to their inner self-knowledge; while for older students, to the aspects of socialization. </p>

Problems and prospects for the development of inclusive education in Ukraine

2021 ◽  
Author(s):  
L. Kryloshanska ◽  
V. Undir
Keyword(s):  
Inclusive Education ◽  
Physical Disabilities ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Transport Infrastructure ◽  
Educational Services ◽  
Healthy Children ◽  
Special Educational Needs ◽  
School Year

Problem setting. The modern world is characterized by rapid changes towards democracy, which have a positive impact on the humanitarian component of society. Education reforms are affected by many negative factors, including unstable political and economic situation in the country, and 2020 introduced the concept of “pandemic learning” into the educational process, which certainly did not improve the overall situation. However, despite these problems in the field of education, the issue of involvement of children with mental and physical disabilities into the educational environment of Ukraine remains extremely important. This trend of integration of children with mental and physical disabilities into the educational environment is relevant around the world, but in Ukraine attention has been paid and appropriate steps has been taken to improve the critical educational situation for this category of children only in the last few years. Also, the Association Agreement with the EU, which came into force in 2017, prompted the government to take certain steps for political, economic, social and cultural reforming of all spheres of life that affect the quality of provision and receipt of educational services. Recent research and publications analysis. Elaboration of theoretical and methodical basics of inclusive education can be found in the works by: N. Bastun, S. Bohdanova, L. Zdanevych, T. Zubarieva, E. Ketrysh, T. Kozhekina, K. Kolchenko, O. Kuzmina, T. Kuchai, N. Lalak, O. Lesher, O. Martynova, G. Onykovych, M. Semago, N. Semago, I. Smirnova, N. Sofiy, M. Tomchuk, N. Shmatko, O. Yarska-Smirnova, etc.Highlighting previously unsettled parts of the general problem. Analysis of current legislation and scientific literature allows us to conclude that inclusive education in Ukraine opens up great opportunities for children/people with special educational needs, but is not explored fully. These sources emphasize that creation of optimal conditions for qualitative education for children with mental and physical disabilities has its social, economic and psychological characteristics and problems, which are quite complex and require further research and development. That is why there is a need to work systematically and purposefully on introduction of inclusive process in educational institutions to implement the right to education of every citizen of Ukraine. Paper main body. The article considers specific features of introduction of inclusive education in Ukraine in the context of European integration. Dynamics of implementation of inclusive education in the context of education system reform is analyzed. Components of preparation to implementation of the inclusion process both for teachers and for children with special educational needs and main problems of the educational environment were considered. Conclusions of the research and prospects for further studies. Analysis of development of inclusive education in Ukraine indicates a positive trend in the number of children with special educational needs enrolled in comprehensive schools, as indicated by the dynamics from 2720 pupils in the 2015 – 2016 school year to 18643 pupils in the 2019 – 2020 school year. Opening of 638 inclusive resource centers is an important step towards introduction of inclusive education not only in big cities but also in the regions. However, existing economic (ensuring architectural accessibility of interiors, accessibility of appropriate transport and transport infrastructure for children/persons with mental and physical disabilities, campuses, sports and cultural facilities, dormitories, etc.) and social (complex process of socialization both for children with special educational needs (as well as their family members) and for relatively healthy children; change of psychological and value attitudes of teachers and increase of their professional competencies in an inclusive form of education, etc.) problems are complicated by partial or complete distance learning during a pandemic, and solving these problems will facilitate the reception of educational services by the specified category of citizens of Ukraine.

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 THE ABILITY OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS FOR SUCCESSFUL EDUCATIONAL ACTIVITIES AS AN INDICATOR OF THE PEDAGOGICAL REHABILITATION SYSTEM EFFICIENCY

2019 ◽  
pp. 148-158
Author(s):  
Yuliia Siliavina
Keyword(s):  
Secondary Education ◽  
Self Regulation ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Activity ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Educational Motivation ◽  
Rehabilitation System ◽  
System Effectiveness

The article deals with the problem of standardization for the markers of the pedagogical rehabilitation system effectiveness in a secondary education institution. The problem is essential for secondary education in Ukraine and establishing inclusive educational practice. Scientific explorations in this area demonstrate the diversity of analytical positions, the allocation of many essential characteristics given by researchers (students' self-education, willingness to behavior self-regulation, interest in learning, informational needs of students, awareness of their own resources, etc.). Those characteristics may correlate with educational and rehabilitation influences. Alongside with that there are also indirect characteristics of the pedagogical rehabilitation effectiveness, such as physical and mental health, emotional stability and others. The current state of the problem has led to the author's theoretical and empirical consideration of the successful educational activity phenomenon among the students with special educational needs. The ability for successful educational activity is an indicator of the pedagogical rehabilitation system effectiveness in secondary school institutions. The abilities for successful educational activities among students with special educational needs are considered by the author as a set of properties which characterize capabilities of children with special educational needs to learn the school curriculum in accordance with the requirements of state educational standards and, secondly, are the result of a dynamic system of rehabilitation educational measures applied in the institutions of secondary education. The theoretical reflection of the phenomenon allowed to distinguish four positions (motivational, cognitive, competence-based and reflexive) for its deeper comprehension and systematic measurement. The criteria for studying the researched indicator are: the level of student's educational motivation, the direction of educational motivation, the development of achievement motivation, the level of educational achievements, the level of students' information and self-educational competences, their ability to exercise personal and intellectual reflections. The research was based on the above-mentioned criterion and indicators and it revealed a significant influence of the pedagogical rehabilitation system on the studied characteristics. This allowed the author to suggest that the increase of the ability to succeed in learning among students with special needs is a standard for effective pedagogical rehabilitation of children with special educational needs in the inclusive educational process.

Life plans of young people with special educational needs as an area of work of a school counselor

2021 ◽  
Vol LXXXII (2) ◽  
pp. 127-139
Author(s):  
Bogumiła Bobik
Keyword(s):  
Young People ◽  
School Counselor ◽  
Adaptive Functioning ◽  
Estimation Method ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Mild Intellectual Disability ◽  
Potential Health ◽  
School Year ◽  
Life Plans

Nowadays, young people face the challenge of constant change resulting from the need to adapt to the transformations of the surrounding life environment. The article discusses the life plans of young people with special educational needs as the area of ​​work of a school counselor. Its purpose is to explain the basic concepts determining the planning of the future, such as: development potential, health, educational environment. The article presents the results of diagnosis of these plans by students with mild intellectual disability completing the eighth grade of primary school and third grade of lower secondary school (school year 2018/2019). The estimation method, positive orientation scale technique, and technique of unfinished sentences were used. Research has shown that adolescents with special educational needs are limited in perceiving the importance of the good aspects of their lives, their own experiences and self-appreciation. It may also hinder the adaptive functioning of the respondents and the setting of life goals by them. It is therefore important to employ specialists, mainly a school counselor who, through systematic help in discovering abilities, and compensating for developmental deficits, can help the students shape their life plans.

Law libraries and the Special Educational Needs and Disability Act 2001

2004 ◽  
Vol 4 (1) ◽  
pp. 51-53
Author(s):  
Barbara Tearle
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Disability Discrimination ◽  
Disability Discrimination Act

The Disability Discrimination Act 1995 (DDA) was extended to higher education institutions by the Special Educational Needs and Disability Act 2001 (SENDA). The legislation applies to libraries, although other teaching and educational activities receive more coverage in the Act and in the explanatory literature that has developed to assist implementation.

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