Students with special needs in the Kazakh educational system

2016 ◽  
Vol 3 (2) ◽  
pp. 26-31 ◽  
Author(s):  
Ewa Kulesza ◽  
Laura Butabayeva
Keyword(s):  
Soviet Union ◽  
Special Needs ◽  
Inclusive Education ◽  
Core Curriculum ◽  
Educational Practice ◽  
Successful Implementation ◽  
Students With Special Needs ◽  
Education Development ◽  
The Soviet Union ◽  
The Republic

Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools

2021 ◽  
Vol 19 (53) ◽  
pp. 75-92
Author(s):  
Anisa Rahmadani ◽  
Farida Kurniawati
Keyword(s):  
Classroom Management ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Primary Schools ◽  
Self Report ◽  
Successful Implementation ◽  
Demand Model ◽  
Students With Special Needs ◽  
Personal Resource

Introduction.  The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method.  This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results.  Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion.  Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

scholarly journals A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Min Yang ◽  
Chao Yu
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Classroom Environment ◽  
Successful Implementation ◽  
New Paradigm ◽  
Students With Special Needs ◽  
Factors Affecting ◽  
Inclusive Pedagogy ◽  
Teachers Attitudes ◽  
The Impact

Students should receive appropriate and comprehensive educational opportunities regardless of their ethnicity, gender, and even probable disabilities or exceptionalities. For this purpose, governments and educational boards have agreed to investigate the concept of inclusive education as a new paradigm where students can benefit from materials and classroom environment whether they are ordinary students or students with special needs. Chinese educational government has also adopted inclusive education within its pedagogic program since the middle of the 1990s. In this regard, some well-known researchers highlighted the impact of teachers' attitudes, sentiments, and concerns in inclusive education as a driving force toward student support and rapport. Moreover, the cultural background has also been emphasized in studies of inclusive education. Hence, it is necessary to employ the proposed and standardized attitude, sentiment, and concern scales, as well as the translated version to measure the factors affecting the proper implementation of inclusive pedagogy. The present study was an attempt to review related studies on teachers' attitudes and sentiments, particularly in China. Findings suggest that cultural differences might not necessarily contribute to the successful implementation of inclusive programs; however, pre-service or in-service teachers have demonstrated that higher levels of sentiment (efficacy), as well as positive attitude, can lead to the efficient provision of materials and building a supportive classroom environment for ordinary students and more importantly student with special needs.

The development of trade relations between the Republic of Cyprus and the Soviet Union (1960-1963)

2020 ◽  
Vol 2020 (10-3) ◽  
pp. 258-263
Author(s):  
Argyrios Tasoulas
Keyword(s):  
Soviet Union ◽  
Bilateral Trade ◽  
Historical Analysis ◽  
Berlin Wall ◽  
International Crises ◽  
Trade Relations ◽  
The Soviet Union ◽  
The Russian Federation ◽  
The Republic ◽  
Republic Of Cyprus

This article studies the development of Soviet-Cypriot trade relations in 1960-63, based on research at the Archives of Foreign Policy of the Russian Federation (AVP RF). Concurrently, a historical analysis follows the events after the creation of the new Cypriot state and the two major Cold War crises (the building of the Berlin wall and the Cuban missile crisis). The efforts made by both governments to develop bilateral trade, the aftermath of the two major international crises and the results of the two governments’ policies have been identified and analyzed.

The 13th of December 1981 in the political history of Poland: view through 35 years

2017 ◽  
pp. 369-378
Author(s):  
Vladislav Strutynsky
Keyword(s):  
Soviet Union ◽  
Trade Union ◽  
Political Conflict ◽  
Grassroots Organizations ◽  
Martial Law ◽  
The Soviet Union ◽  
Polish Society ◽  
History Of ◽  
National Salvation ◽  
The Republic

By analyzing one of the most eventful periods of the modern history of Poland, the early 80s of the XX century, the author examines the dynamics of social and political conflict on the eve of the introduction of martial law, which determines the location of the leading political forces in these events in Poland, that were grouped around the Polish United Labor Party and the Independent trade union «Solidarity», their governing structures and grassroots organizations, highlighting the development of socio-political situation in the country before entering the martial law on the 13th of December and analyzing the relation of the leading countries to the events, especially the Soviet Union. Also, the author distinguishes causes that prevent to reach the compromise in the process of realization different programs, that were offered to public and designed by PUWP and «Solidarity» and were “aimed” to help Polish society to exit an unprecedented conflict. This article provides a comparative analysis of the different analytical meaningful reasons, offered by historians, political scientists, lawyers, and led to the imposition of martial law in the Republic of Poland. The author also analyses the legality of such actions by the state and some conclusions that were reached by scientists, investigating the internal dynamics of the conflict and the process of implementation of tasks, that Polish United Workers’ Party (which ruled at that time) tried to solve with martial law and «Solidarity» was used as self-determination in Polish society. Keywords: Martial law, Independent trade union «Solidarity», inter-factory strike committee, social-political conflict, Polish United Workers’ Party, the Warsaw Pact, the Military Council of National Salvation

Genesis, essence and structure of pedagogical technology “Cooperative learning”

2021 ◽  
pp. 38-46
Author(s):  
Nikita I. Khmarenko
Keyword(s):  
Soviet Union ◽  
Cooperative Learning ◽  
Education System ◽  
Social Order ◽  
Thinking Skills ◽  
Traditional Education ◽  
Learning Goals ◽  
Successful Implementation ◽  
The Soviet Union ◽  
The 1960S

The emergence of pedagogical technologies and their mass introduction dates back to the 1960s. Reformation of the American and European schools was provoked by reinterpretation of the learning goals. However, the historical roots of some pedagogical technologies are much older than studies of J. Carroll and D. Bruner – renowned authorities in this area of research. One of these technologies is cooperative learning. Initially recognized as a key component of humanistic pedagogy of J. Dewey, this technology has been further developed in works of many Soviet and foreign scholars. In the 1920s, the works by J. Dewey had a serious impact on the reformation of the Soviet education system, which aimed to educate the entire population of the Soviet Union. However, for some reasons, the gradual introduction of cooperative learning into learning process took a break in the 1930s. Since the late 1990s, a serious pedagogical crisis has emerged in the Russian Federation, which cannot be mended by traditional education system; it encourages many teachers to look at the well-studied pedagogical technologies from a different perspective. Today the social order sets new requirements concerning a major breakthrough in training a person. Teamwork and analytical thinking skills, the ability to lifelong self-education and self-develop-ment require fundamental changes in the traditional education system. At the same time, for the successful implementation of pedagogical technology, it is necessary to resolve a number of issues related to the essence of the concept of cooperative learning and the definition of components. Research relevance is indicated, the historical roots and essence of the concept of pedagogical technology of cooperative learning are determined, examples of the practical application of models of this pedagogical technology are exemplified.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

POLITICAL REPRESSION AMONG THE BELARUSIANS OF BASHKIRIA

2021 ◽  
Vol 0 (3) ◽  
pp. 96-102
Author(s):  
E.A. CHEGODAEV ◽  
Keyword(s):  
Soviet Union ◽  
Ethnic Group ◽  
Rural Areas ◽  
Popular Science ◽  
Local History ◽  
Political Repression ◽  
The Soviet Union ◽  
Republic Of Bashkortostan ◽  
The Republic ◽  
Number Of Publications

The article is devoted to political repressions among Belarusians of Bashkiria in the 30s of the XX century. To date, this ethnic group remains one of the little-studied peoples of the republic, which was a consequence of the long-term priority in the research of the titular Bashkir ethnic group against the background of the ethnocentrism of the historical science of the country. The number of publications devoted to the Belarusians of Bashkiria continues to remain insignificant until now, and most of them are published in the periodical press, as a rule, they have a journalistic, local history, popular science, reference or review orientation. For the first time, the researcher was faced with the task of identifying the dynamics of repressive measures against the ethnic group of Belarusians who lived compactly in rural areas of the region. The analysis of the data of the "Book of Memory of the Victims of Political Repression of the Republic of Bashkortostan" has established that rural residents from among the Belarusian ethnic group suffered more at the initial stages of mass collectivization. this confirms the prosperity of the settlers acquired during the functioning of the farm system of management, as well as the fact that the repressions against Belarusians did not have an ethnic coloring, like their neighbors in the farm residence of Latvians. As an example, the archival and investigative cases of the FSB in the Republic of Bashkortostan from 1931 are considered. The fate of a late-period migrant who emigrated to the Soviet Union in 1926 from the territory of Western Belarus is considered.

scholarly journals Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Suzana Harun ◽  
Zaharah Hussin ◽  
Abdul Muhsein Sulaiman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Islamic Education ◽  
Development Research ◽  
Design And Development ◽  
Students With Special Needs ◽  
Design And Development Research ◽  
Model Formation ◽  
Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model.   Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

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