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1

ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ (НА ПРИКЛАДІ СУМСЬКОЇ ОБЛАСТІ)

100%
Дідоренко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
304-310
EN
The article defines the terms «inclusion», «inclusive education». It is found out that taking into account the global trends in education in Ukraine a form of joint training and education of children with disabilities and their healthy peers is increasingly spreading. The author reveals the researchers views on major issues of problems of implementation of inclusive education in Ukraine. It is noted that the study of the practice of the education of children with impaired mental and physical development revealed that the modern system of educational services is based on the principle of ensuring the fundamental right of children to education and the right to study in the community. The system provides for the education of children with special educational needs in terms of educational institution – inclusive education. The model of inclusive education and basic tasks of its implementation in the framework of our research is defined. The results of the analysis of the practice of inclusive education in the Sumy region (the results of the analysis of the dynamics of implementation of inclusive education, the number of the students with mental and physical impairments that are covered by the inclusive form of education in the Sumy region for three years) are analyzed. The results of the survey of the students, parents and teachers to implement inclusive form teaching students with mental and physical impairments in educational space are mentioned. Conducted within our research a special survey of the students, parents, teachers has found that only a third of them believe that the whole society humanely and mercifully put in the category of children with special educational needs. Based on these results the features of the introduction of this form of training at the regional level and the importance of the formation of social relations of its implementation are identified. As a result of analysis of the survey data, it was found that the vast majority of children showed a strong interest in theory readiness for collaborative learning with children with special needs. The main directions of improving the implementation of inclusive education at the regional level are improving the legal framework, the financial principles, the formation of material-technical base, methodology and staffing, creating a supportive environment at schools, overcoming professional and social stereotypes.
2

ШЛЯХИ ЗАБЕЗПЕЧЕННЯ ІНДИВІДУАЛІЗАЦІЇ НАВЧАННЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В УМОВАХ ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Любов П.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 9(63)
264-274
EN
In the article the ways of individualization of teaching children with special educational needs are justified. It is determined that the process of individuation involves the ongoing monitoring of the promotion of students, adapting materials and activities, receiving information from families, interaction with children, the purpose of which is to support their development. It should not be forgotten that it is impossible to teach all students in the same way, and therefore individualization and differentiation also refer to interactive learning (practice in action, teaching others, immediate creative application of acquired knowledge). A prerequisite of individualized learning is the study of the characteristics of students that relate to the functioning of the nervous system and brain, the health status, needs, interests and abilities; general and subject knowledge and skills, learning abilities, etc. The ways to achieve individualization of education are designing a study plan and individual development programs; preparation of individual curricula; differentiated instruction. Development of the individual educational plan involves a deep study of the child and the selection of such a methodological support, which would take into account the psycho-pedagogical conclusion and make learning in the school as close as possible to the needs of the child. Thorough designing of the individual educational program will provide an opportunity to master the course material according the child’s abilities and carry out achievements assessment adequately. The experience of recent years shows that the best effective means of implementing individualization of the learning process that provides the most favorable conditions for the child (in the selection of the appropriate level of difficulty of educational material, compliance with the didactic principles of accessibility, affordability and practical focus) is the differentiated instruction. The attention is focused on the coverage of different technologies of individualization of learning, including traditional intensive learning, cooperative learning, creating situations of success. The author stresses that the practical value of individualized learning is to provide the highest possible fruitful work of all students, including those with special educational needs.
3

МОДЕЛЬ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ВЗАЄМОДІЇ УЧНІВ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

100%
Бовкуш К.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 6(50)
67-74
EN
The article is devoted to clarifying the basic principles of forming readiness of the future teacher of primary school to interaction of pupils in terms of inclusive education, also the article reveals the importance of the structure and model of readiness of the future teacher of primary school to interaction of pupils in conditions of inclusive education. The data illustrates the main difficulties and options of professional and psychological models of readiness formation of future primary school teacher to the conditions of inclusive education. In addition, the scientific literature is analyzed (V. Grinyova, A. Dubasenyuk, A. Karpenko, S. Sysoiev, W. Gull, L. Yadvirshis etc.). In particular, modeling job profile diagram of a future teacher (V. Bespalko, N. Kuzmin A. Markov, Slastonin V., R. Skulskyy and other scientists) is presented, various aspects of training future primary school teachers are revealed by the author in the article (O. Bida, I. Buzhyna, N. Gluzman, S. Martynenko A. Matvienko, I. Palshkova, O. Savchenko, L. Khomich etc.). In the article the theoretical substantiation of the term model is shown; moreover, a special emphasis is put on the model that presents certain requirements necessary for its maintenance and operation for the formation of future primary school teacher readiness to pupils’ interaction in conditions of inclusive education. The model of the modern teacher must include requirements to the level of competence development and education of a specialist with consideration of the performance of three important functions: training, development, education with the obligatory account of increase of the level of pedagogical skills. A special attention is paid to the need of determination the mandatory knowledge for future primary school teachers, deepening of knowledge in the study of special training courses, which involves mastering the production of philosophical principles and values, personal and professional readiness of future teachers. Due to this, we determine the readiness of future primary school teachers to interaction of pupils in conditions of inclusive education as the existence of complex harmonically-interacting and complementary psychological and professional skills. Finally, we can run to the conclusion that this complex allows teaching career on a high motivational-value level and organizes educational process with younger students considering requirements of inclusive education.
4
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Preparing would-be specialists to work with families of children with special educational needs

88%
Myronova S.
International Journal of Pedagogy, Innovation and New Technologies
|
2017
|
vol. 4(1)
52-57
EN
Collaboration with families raising a child with special educational needs, is part of the professional activities of special needs teacher and one of the conditions of its efficiency as a whole. The partnership of teachers and families provides effective psycho-pedagogical support of development of the pupils. Accordingly, experts of special and inclusive institutions shall be professionally competent in matters of such interaction. The study revealed certain gaps in the training of students to work with parents, the insufficiency of their practical readiness to work in partnership. Formation of readiness of future special needs teachers to work with families should be implemented in stages throughout the training period. Preparation tasks should gradually become more complex: from development of initial ideas about family education to master the creative experience in working with families. The implement of the underlying interdisciplinary linkages between disciplines of different cycles, practice of students, their independent and research work should be carried out. The technique of formation of readiness of future specialists to work with families of children with special educational needs requires significant changes as well. Development of modern content, methods of complete continuous training of future special needs teachers to work with families of students is the prospect of further scientific studies.
5
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Włączenie dzieci ze specjalnymi potrzebami edukacyjnymi w proces edukacji ogólnodostępnej

88%
Orazayeva G., Tulebiyeva G.
Szkoła Specjalna
|
2017
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vol. LXXVIII(5)
353-363
EN
The problem of inclusive education is complex, debatable, but the main thing is that it is really a social issue because it affects the interests of a large number of people. The international community relates inclusive education to the category of legal issues as it calls upon the human right to quality education throughout life. Inclusive education is the state's policy that aims to remove barriers and enable all children to take an active part in education. Inclusive education is just beginning to develop in Kazakhstan. While school is not ready for serious reforms, it can and should take steps forward. Methodological provision for the inclusive educational space is still at the stage of primary development and testing, which considerably complicates the process of introducing practical solutions as methodological support requires a solid empirical base. Further improvement of the system of inclusive education for children with special educational needs requires, first of all, deep scientific understanding and modeling; also, all possible positive and negative consequences should be forecast.
6
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Concept of ‘Life’ Phenomenon for Pre-school Children

88%
Škoda J., Doulík P., Hajer-Müllerová L.
The New Educational Review
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2006
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vol. 8
183-192
EN
The article describes qualitative research into the interpretation of the “life” phenomenon in 12 selected pre-school children. These are children with special educational needs from the Special Nursery School for children with more defects. Their individual disorders and handicaps may affect their comprehension of the life phenomenon. The research techniques applied were as follows: an analysis of children’s drawings, a non-structured interview and selection of pictures specially prepared in advance. The results achieved are presented in general, showing also several exemplary case studies of specific pupils with the specification of their handicap. The article discusses possible effects of children’s handicaps on the process of their forming comprehension of the common life phenomenon.
7
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Students with special educational needs in distance learning during the COVID-19 pandemic – parents’ opinions

87%
Trzcińska-Król M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2020
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issue 29
173-191
PL
This article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were stronglyinvolved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children.
8

СУТНІСТЬ ТА КРИТЕРІЇ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ В УМОВАХ ІНКЛЮЗИВНОЇ ОСВІТИ

75%
Катерина В.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 3(67)
158-168
EN
Modern trends in education policy around the world define inclusive education as a priority of education system development of younger generation. Urgent problem of successful implementation of inclusive education is the issue of training teachers who have to master necessary knowledge and skills. Multidimensional researches of the scientists in the context of the above mentioned problem do not solve the existing practice of contradictions: between the established practice of evaluation of only students’ subject competencies (results of mastering academic subjects) and the need for evaluation of the key competencies (ability to learn, social-labor, general cultural, information and communication, health-saving and social); between modern requirements for students’ assessment in conditions of inclusive education and reluctance of teachers to such activities;between the traditional system of the future primary school teachers’ training and feasibility of implementing innovative methods of formation of students’ readiness to the assessment activity in conditions of inclusive education. Onthebasisofanalysis, synthesis, generalizationandsystematizationofeducational, psychological, socialandeducationalliteratureandperiodicalsthe essenceof thefutureprimaryschoolteachers’ readinesstoassessmentactivityinconditions ofinclusiveeducation, whichisseenastheresultofvocationalandeducationaltraining, integralmulti-level dynamicformation, thestructureof whichconsistsofvalue-motivational, content, operational-activity andreflectivecomponents, is revealed. The criteria, parameters and conditions for the formation of the future primary school teachers’ readiness to the assessment activity in the inclusive educational environment are highlighted. The directions for further research of the discussed problem can be an experimental verification of defined conditions of formation of the future primary school teachers’ readiness to assessment activity in an inclusive educational environment.
9

TRAINING OF PRIMARY SCHOOL TEACHERS FOR THE UKRAINIAN LANGUAGE LESSONS IN AN INCLUSIVE LEARNING ENVIRONMENT

75%
Lavrenova M., Lalak N.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 1(55)
94-102
EN
The article is devoted to the problem of inclusive education in Ukraine. The authors analyze the researches in this field, and give recommendations to the future specialists how to work at inclusive educational establishment. The concept of inclusive education reflects one of major democratic ideas that all children are valued and active members of society. It is based on the principle of children’s rights to quality education. The philosophy of inclusive education is based on the conviction of the need to change the educational paradigm – the reform by combining two traditional systems (special and mass education) into a single educational system. In preparing future professionals to work in schools we should focus on the fact that school inclusion is not only due to the transfer of the child to the regular class, it is rather desired end result. Training specialists for teaching children in inclusive education in Ukraine is conducted according to industry standards of higher education. For example, with training in the direction of “Primary Education” at pedagogical universities the subject “Fundamentals of inclusive pedagogy” was introduced. As a result students who study this discipline should be able to practice the theoretical knowledge about the organization of the educational process in comprehensive school on inclusive principles; plan an individual curriculum; organize cooperation with families who have the child with disabilities; use effective methods of socialization of children. It is concluded that assessing the possibility of widespread introduction of inclusive education in Ukraine, most educators believe that today the country is only partially ready to implement the inclusion of a wide scale. In the study, we found out students and future teachers’ opinions. They see in it more advantages than disadvantages and agree to work in the new school. However implementation of inclusive education should be gradual and evolutionary, it will be more useful and not destroy the idea itself.
10
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ENSURING THE PERSONALITY-CENTERED APPROACH IN INCLUSIVE EDUCATION

75%
TETYANA B., SERGIY S.
Scientific Bulletin of Chełm - Section of Pedagogy
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2017
|
issue 1
33-43
EN
The paper analyzes urgent aspects of implementing inclusive education in the post-Soviet countries. The authors have researched the nature and peculiar features of the personality centered approach in teaching children with special educational needs. Functional principles of personality-centered teaching technologies in inclusive classrooms have been defined. The article offers the characteristics of negative aspects of inclusive education.
11

ДО ПРОБЛЕМИ ФАХОВОЇ ПІДГОТОВКИ ПСИХОЛОГІВ ДО РОБОТИ З ДІТЬМИ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

63%
Охріменко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
376-380
EN
The article deals with issues of professional psychological support for children with special educational needs in conditions of inclusive education. In Ukraine, there is a tendency to increase the number of children with special educational needs. In this regard, the actual direction of the organization of full training of this category of children is the creation of inclusive classes at a secondary school. Most pupils in inclusive classrooms have impaired intellectual development. In this regard, qualified psychological assistance is mandatory and it is the most important component of a comprehensive correctional and developmental work. The author suggests that students, who obtain higher education in the field of «Practical Psychology», do not receive enough specialized knowledge to work with this category of children. Analysis of fullness of the university curricula can more fully explore the quality of young specialists in the area «Psychology» to work with children with special educational needs. To that end, the curriculum of Poltava National Pedagogical University named after V. Korolenko was studied, in the direction of preparation «Practical Psychology», and it was found a slight amount of teaching hour’s of specifically psychological direction. The current small difference between practical items and special psychological orientation confirms superficiality of training psychologists to work with children with special educational needs. Examining the problem, the author concludes that it is necessary to extend the network of higher educational institutions that train specialists in the area of «Special Psychology» and elaborate the system of thematic optional courses for students studying at Practical Psychology departments. Addressing university training psychologists that have to work with children with special educational needs will not only improve the quality of implementation of psychological support, but also increase the probability of a child with mental retardation of an average child of secondary school and successfully socialize in the community. In the future we plan to compare the substantive contents of its curricula in the areas of «Practical psychology» and «Special psychology» and to find the ways of optimization of training students in «Practical psychology» to work in conditions of inclusive education.
12

ПІДГОТОВКА СПЕЦІАЛЬНИХ ПЕДАГОГІЧНИХ ФАХІВЦІВ ДО РОБОТИ В УМОВАХ ІНКЛЮЗИВНОГО ОСВІТНЬОГО СЕРЕДОВИЩА

63%
Ірина М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 8(62)
264-274
EN
The article investigates the existing state of special teaching staff training to work in inclusive educational environment. The attention is focused on upgrading the system of training specialists providing inclusive education in Ukraine. The problems of their proficiency development are outlined. They are related to the nomination of high-level requirements for their educational activities. The article states that Ukraine has taken the innovative direction in special education development, an inclusive learning. It changes the approaches to special teaching staff training. The modified content of this training is considered to be the important means for ensuring the quality of inclusive education. Universities have to prepare specialists for inclusive education towards the formation of a special professional competence of the teachers. Special educators define and implement the content and methodology of teaching, correctional and educational work with children with special educational needs and coordinate the actions of all participants of psychological and pedagogical support in inclusive educational environment. The article stresses that training specialists in defectology is oriented on providing advisory services in inclusive resource centers which have recently appeared in Ukraine. The general increase in the level of scientific and educational innovation processes has caused new requirements for cultural and professional level of special teachers’ training and their readiness to work in inclusive educational environment. The characteristic features of contemporary inclusive education are the need for continuous improvement of curricula and teaching methods, special teachers’ training to work in inclusion. The methodological solution to the problems mentioned above will eliminate the contradiction between theory and practice, between practices leading position and the lack of scientifically-grounded concepts of training specialists for inclusive education in Ukraine. Basic research in the field of special education has become an urgent need. It is meant to improve personnel policy and training strategies in the field of psychology and pedagogy to meet the needs of inclusion.
13

ІНТЕГРАЦІЯ ЯК ФОРМА СОЦІАЛЬНОГО БУТТЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

63%
Малишевська І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
369-376
EN
The article is focused on the theoretical analysis of the notion «integration» in education. Modern approaches to the definition of this notion are analysed from the point of view of inclusive education in Ukraine. Social values have been rethought under the influence of social and political changes in Ukraine. Among them are child’s rights. Human values have been recognized as the top priority. This fact requires the theoretical rethinking of the notion «integration» considering inclusive terminology. Research shows that integration is not optimal for children with special educational needs and disability due to the objective and subjective factors. The development of inclusive education in Ukraine nowadays is marked by the rethinking of the notion “integration”. New tendencies in social policy influence the process of integration in education. New concepts ensuring equal conditions for achieving different educational levels by children with special educational needs appear. At present there is a tendency to replace the notion «integration» by the notion «inclusion». It implies the transition from the system which provides the adaptation of a child to educational requirements to the system adapting to the needs of a child. All these increase concern about the necessity of introducing inclusive education and make it the topical issue of formation and development of inclusive education in the country. To address the problems at various stages of research the following theoretical methods were used: retrospective comparative analysis of philosophical, psychological, pedagogical and methodological literature, thesis papers to ascertain the state of elaboration of the problems researched; ordering, synthesis, generalization, theoretical modeling. The results of the theoretical analysis of the notion «integration» require further study of such notions as «inclusion», «inclusive education», «inclusive learning environment», their relationship and succession. The results of the theoretical analysis of the essence of the concept «integration» in the light of inclusive education implementation in Ukraine requires further investigation of key definitions, their interrelation and succession.
14
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ФОРМУВАННЯ ВМІНЬ САМООРГАНІЗАЦІЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ З ОСОБЛИВИМИ ПОТРЕБАМИ

51%
Чайка B. M., Писарчук O. T., Ратушняк H. O., Теслюк O. Я.
Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo
|
2021
|
issue 5
163-176
PL
Na podstawie analizy literatury psychologicznej i pedagogicznej scharakteryzowano treść podstawowych pojęć badania: „samoorganizacja działań edukacyjnych”, „edukacja włączająca” i „dzieci o specjalnych potrzebach edukacyjnych”. Opisano główne cechy działalności edukacyjnej uczniów szkoły początkowej. Wyodrębniono składniki samoorganizacji działalności edukacyjnej (motywacyjny, treściowy, operacyjny lub działania, ewaluacyjno-refleksyjny). Określono dydaktyczne i psychologiczne podstawy kształtowania umiejętności samoorganizacji działalności edukacyjnej uczniów szkoły początkowej o specjalnych potrzebach edukacyjnych. Sformułowano ogólne rekomendacje dotyczące rozwoju sfery poznawczej z punktu widzenia kształtowania umiejętności samoorganizacji działań edukacyjnych uczniów szkoły początkowej o specjalnych potrzebach edukacyjnych.
EN
Based on the analysis of psychological and pedagogical literature, the content of the basic concepts of the study: “self-organization of educational activities”, “inclusive education” and “children with special educational needs” is characterized. The main features of educational activity of primary school students are described. The components of self-organization of educational activity (motivational, semantic, operational or activity, evaluation-reflexive) are singled out. Didactic and psychological bases of formation of skills of co-organization of educational activity of pupils of elementary school with special educational needs are defined. General recommendations for the development of the cognitive sphere from the standpoint of the formation of skills of self-organization of educational activities of primary school students with special educational needs are formulated.
UK
На основі аналізу психолого-педагогічної літератури охарактеризовано зміст основних понять дослідження «самооганізація навчальної діяльності», «інклюзивна освіта» та «діти з особливими освітніми потребами». Описано основні особливості навчальної діяльності учнів початкової школи. Виокремлено компоненти самоорганізації навчальної діяльності (мотиваційний, змістовий, операційний або діяльнісний, оцінно-рефлексивний). Визначено дидактико- психологічні засади формування навичок самоорганізації навчальної діяльності учнів початкової школи з особливими освітніми потребами. Сформульовано загальні рекомендації щодо розвитку когнітивної сфери з позицій формування навичок самоорганізації навчальної діяльності учнів початкової школи з особливими освітніми потребами.
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