Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ІНКЛЮЗИВНЕ НАВЧАННЯ В УНІВЕРСИТЕТАХ ТА КОЛЕДЖАХ КАНАДИ

100%
Чирва А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
27-34
EN
The article represents analysis of modern scientific approaches to education of people with special needs in higher educational establishments. The state of issue elaboration by native scientific area has been given. The legislative foundations of inclusive education in universities of Canada at the national and provincial levels have been outlined. Canadian legislation foresees elaboration of inclusive curriculum and programs, policy and services, educational equipment, teaching techniques and evaluation methodology, overcoming of existing barriers (extra difficulties, support in needs), creating friendly surrounding through the policy of tolerance, improvement of teaching stuff qualification in the work with students with special needs, work with the secondary education system to promote transition to higher education system, work with business community aimed at promotion of transition from higher education to the world of work, collecting statistical data to monitor, prevent and improve systematic discrimination and manage educational policy and processes. Important role in providing educational and social development of people with special needs is played by national and public organizations. Institutional policy concerning adaptation of and access improvement for students with special needs is fulfilled in most universities and colleges. Peculiarities of inclusive education of students with special needs at Canadian universities have been characterized. Inclusive education in Canada had some barriers and resistance of educators but with the time passing positions of educators were changing from adaptation to detailed and positive acceptance of inclusive practice. Basic issues of scientific research in the period of inclusive movement were implementation, financing and support, professional development. Philosophic assumptions concerning inclusive movement were based on social justice, civil rights and equity and gradually differed from the concepts of exclusivity and special education. In the result of research recommendations concerning realization of inclusive education in higher educational institutions of Ukraine have been offered.
2

ІНТЕРНАЦІОНАЛІЗАЦІЯ КУРИКУЛУМУ НА ПРИКЛАДІ АВСТРАЛІЙСЬКИХ УНІВЕРСИТЕТІВ

100%
Чирва А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
412-418
EN
The article presents analysis of strategic approaches to curriculum internationalization at Australian universities (Griffit, Monash, Adelaide) based on the study of the university strategic documents presented on their official web sites. The principal strategies of curriculum internationalization at Australian universities have been outlined and their essence has been characterized. Recommendations concerning practical implementation of curriculum internationalization at Ukrainian universities have been given. In the official documents of the universities it is noted that the ethos of internationalization of curricula should be integrated into the educational and teaching activities of the University. The strategic process of internationalization of the curriculum covers planning, reporting, and enhancing operational elements such as content, form and structure. The basic context of the strategies is the inclusiveness of multiculturalism which means filling of curricular with international content, conducting of international research. Stimulation and modeling of inclusive strategies and openness to variety means demonstration of mutual respect. Contribution to interactive cultural exchange foresees embodiment and stimulation of international student exchange within programs, active student stimulation to cooperation in learning activity with the students of different origin. Recognition and evaluation of multilingualism as the tool for intercultural research, gaining of practical competence in global economy and understanding of difference also take an important place. Demonstration of practice in sensitive and inclusive education means active preconception of ethnocentric or racist language and behavior and avoiding of cultural stereotypes. Elaboration of strategic university document is believed to be fundamental step of curriculum internationalization practice. So, universities unite international and intercultural perspectives and inclusive learning in their courses to prepare students to ethic and sensitive functioning in international and multicultural professional and social context. Ethos of curriculum internationalization should be integrated in learning and teaching activity of university.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.