ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

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.

Inclusive Education and Vocational and Technological Training

This article reflects on the theme of Inclusive Education, an educational paradigm that refers to a restructuring of culture, practice and policies experienced in schools, so that they meet the diversity of students. It aims to contribute to the reflection on the challenges of educational inclusion of students in the IFRO – Porto Velho Calama Campus and communicate the process of development and application of the educational product: Initial Formation Course. The method used was the Educational Action Research, with the acquisition and analysis of data based on educational documents that guide the inclusion of autistic students prepared in IFRO, legislation and national guidelines concerning the subject. Among the results achieved, it is reported that IFRO has developed actions aimed at improving the conditions of access, permanence and success of students with disabilities, including students with ASD. However, there is a threat scenario to this inclusive process, caused by neoliberal pedagogies that put at risk the continuity of the offer of Integrated Secondary Education, and intend to remodel the curricula, configuring a teaching by competences, which aims to attend to productivist interests and logics with regard to professional practice. In the case of the education of the person with ASD, these pedagogies tend to disregard the characteristic variability of the disorder, demand unachievable standards and intensify exclusion.

Organizational Features of Inclusive process of Teaching Students with Disabilities according to Adapted Basic Professional Educational Programs at the University

Researched is the problem of developing inclusive Higher education with an emphasis on the success of its completion and subsequent effective employment of graduates is very urgent. Today the number of students with disabilities requiring such training is estimated in the thousands. The accumulated experience of inclusive education confirms that vocational education, including higher education, provides the best vocational rehabilitation and subsequent successful employment of people with disabilities in the labor market. A key contribution to solving this problem is made by universities that create adapted educational programs for this category of students. The article summarizes the experience of the Bauman University on the creation of adapted basic professional educational programs for students with disabilities. The features of the organization of the inclusive educational process of learning, the features of the development and implementation of its methodological support: curricula, calendar educational schedules, competency matrices, work programs of disciplines and practices, assessment and other teaching materials are analyzed. The development and institutionalization of adoptive basic professional educational programs allows the university to pursue a targeted policy of attracting students with disabilities to higher education and ensures the success of mastering professional higher education programs approaching 90%, with 100% successful subsequent employment of graduates.

Coming Together in Action for Equity, Diversity, and Inclusion

THE CHALLENGE: Family medicine departments see elevating equity, diversity, and inclusion (EDI)* as socially necessary and as powerful in achieving core missions. The importance and timeliness of this longstanding issue in medicine are magnified by the COVID-19 pandemic with its disproportionate effect on communities of color and by civil unrest focused on racial justice. EDI plays out in three pillars: (1) care delivery and health, (2) workforce recruitment and retention, and (3) learner recruitment and training. People are at very different places with EDI work with regard to knowledge, experience, comfort and confidence. This is a wide-ranging developmental challenge, not a narrow, technical, or quick fix. The Immediate Goal: To make a strong start in taking all faculty and staff on a participatory journey that brings changes in everything they do, using inclusive means to this inclusive end. Initial Achievements: An inclusive process that resulted in (1) a shared intellectual framework—definitions with “north star” goals across the three pillars of EDI action, (2) shared acceptance of need for change, (3) top growth areas with actions to take, and (4) harnessing the energy for action—many volunteers, a visible leader, and charge. Ongoing Action: Application of an equity lens to department relationships, specific incidents, tools and education, policy review, and measures development. Invitation to Further Conversation Among Departments: EDI work can quickly create a shared intellectual framework and broadly engage people in taking a department down its developmental path. Operating principles for undertaking such work are offered for conversation among departments.

Psychological and pedagogical difficulties of parents raising children with disabilities in terms of inclusive practice

The paper presents experimental survey of parents of children with disabilities. The aim of this study was to identify psychological and pedagogical difficulties of parents of children with disabilities in terms of inclusive practices. Implementation of research tasks was achieved on the basis of methods of psychological diagnostics. The study showed that parents raising children with disabilities face many psychological and pedagogical difficulties. These difficulties hinder the development of parental competencies that are necessary for full child’s involvement in an inclusive process.

CONTRIBUIÇÕES DA PSICOLOGIA ESCOLAR PARA AS PRÁTICAS INCLUSIVAS

A educação inclusiva tem foco na cidadania, em que o processo amplia a participação de todos os estudantes nos estabelecimentos de ensino regular. A prática inclusiva propõe-se receber todas as pessoas, sem restrições dentro do ambiente escolar, independentemente da sua condição física e/ou psicológica, pois todos têm o direito de ter acesso ao sistema de ensino. O trabalho do psicólogo escolar é preparar os profissionais envolvidos, oferecer apoio familiar e suporte à comunidade discente. O artigo teve como objetivo apresentar as contribuições do psicólogo no processo de inclusão escolar. A metodologia utilizada foi a revisão integrativa, com base em artigos publicados entre 2009 e 2019, realizada na Biblioteca Virtual em Saúde (BVS). Assim, os resultados apontam a contribuição do psicólogo no processo de inclusão escolar e indicam as dificuldades encontradas. O psicólogo escolar atua como agente transformador que, através de seus conhecimentos, possibilita a promoção de ações interventivas de respeito às diferenças. Concluiu-se que as contribuições do psicólogo escolar no processo de inclusão dependem do seu embasamento teórico e de um ambiente escolar que permita que o profissional faça suas intervenções, buscando a valorização das potencialidades do indivíduo e a diminuição dos riscos do fracasso na escola. EDUCATIONAL PSYCHOLOGY CONTRIBUTIONS TO INCLUSIVE LEARNING ABSTRACT Inclusive education focuses on citizenship in which the process expands the participation of all students from mainstream educational institutions. Inclusive learning proposes to welcome all people, with no restrictions in the school environment, regardless of their physical and/or psychological condition, since everyone has the right to be granted access to the education system. The role of the educational psychologist is to prepare the professionals involved, and provide support for either the families or the student’s community. This paper aims at presenting the psychologist’s contributions to the inclusive learning process. It is an integrative review, based on articles published between 2009 and 2019, at the Virtual Health Library (VHL). Thus, the results validated the contribution of the psychologist to the process of inclusive learning and indicated the difficulties encountered. The educational psychologist acts as a transformative agent that, through his knowledge, promotes interventional actions regarding their differences. It was concluded that the contributions of the educational psychologist to the inclusive process depends on their theoretical background and a school environment where their interventions are warranted, pursuing the appreciation of the individual’s potential, and reducing their risk of failure at school. Descriptors: School. Inclusion. Educational Psychology.

Pedagogical Management in Inclusive Process of the Educational Institution

The aim of this article is to substantiate the requirements to the head of an inclusive education institution in the context of modern realities, to present the results of an experimental study of the development of education manager’s inclusive competence, the cognitive-activity and analytical-performance components of readiness to solve professional practical tasks. The professional profile of the head of an inclusive education institution (manager-leader-expert) is singled out, which combines pedagogical, psychological, inclusive competences, professional skills, as well as personal, business and professional qualities, value orientations, etc. The results of an empirical study of the level of inclusive readiness of modern leaders to form an inclusive environment in an educational institution are presented. Education managers from Ivano-Frankivsk and Cherkasy regions (Ukraine) (having 5-15 years of management experience) were involved in the experiment. Positive dynamics of increasing the level of readiness in the experimental group, for whom a series of thematic exercises (lectures, workshops, webinars) using innovative educational technologies was carried out.

COMPETENCES OF A SPECIAL TEACHER IN INCLUSIVE EDUCATION

The article analyzes foreign and domestic scientific approaches to determining the professional competence of a special teacher for work in an inclusive education. In the context of the active spread of inclusive education in the country, it seems important to modernize their training for work in inclusive schools. The authors prove the need to improve the competencies of special teachers in the context of an educational inclusive process. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinions of practitioners in inclusive organizations of special teachers, it is argued that inclusive education of children with special educational needs requires a change in approaches to training special teachers, modernization of the content and directions of their training.

How Organization Models Impact the Governing of Industrial Symbiosis in Public Wastewater Management. An Explorative Study in Sweden

The industrial symbiosis (IS) landscape is evolving rapidly. While previous studies have argued for the importance of municipalities participating in the governing of IS, research on the implications of different forms of municipal organization is still lacking. This paper aims to investigate how municipal administration and municipally-owned corporations, as two forms of organization, impact the governing of IS in the water and sewage sector. This is explored in relation to the Swedish municipality Simrishamn, which recently underwent changes in the form of organization. Results show that municipal administration contributes to a more inclusive process where many actors can influence and bring ideas and perspectives on how to develop an IS. The risk, however, is that other issues within the municipality are seen as more pressing and, therefore, get prioritized before IS. In corporate form, the development of IS becomes more business-like as the focus is kept on core business. Technology development is strengthened as skills and competencies are promoted through the expertise of the employees. Drawbacks include processes becoming less transparent and political goals, such as citizen welfare not receiving the same level of priority as within municipal administration. There is also a risk that fewer perspectives are included in the process of developing IS, which may inhibit innovation, even if the results also indicate that an increased business focus of the corporate form strengthens the innovation capacity.