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SPECIFICITY OF TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

100%
Rafailov T.
Student niepełnosprawny. Szkice i rozprawy
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2020
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vol. 20
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issue 20(13)
55-59
EN
The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative tech-nologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the tea-cher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.
2

Communicative Approach to Inclusive Education in Pre-School

100%
Kraukle S.
Discourse and Communication for Sustainable Education
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2015
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vol. 4
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issue 1
50-56
EN
The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.
3

Quality of Life Assessment of Elementary School Age Children with Special Needs

100%
Švekle I., Cibule L., Vētra A., Eglīte G.
Signum Temporis
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2010
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vol. 3
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issue 1
76-83
EN
Introduction. Health related quality of life is often considered to be a general informative health index. Therefore it is essential to involve children in its assessment as early as possible using measurements that are recognized world-wide. In the developed countries the indices of quality of life are used as a basis for the implementation of policies to meet children's needs, which includes not only the needs of individuals, but are also used in the analysis of economic, social, cultural, educational and political aspects of the entire society.The Aim of the Study. To compare self-reports of the quality of life of children with special needs aged 7-10 in Riga with the assessments of their parents and with the European normative data developed by the KIDSCREEN research group.Materials and Methods. The theoretical aspects of the quality of life and the measurement techniques used are analyzed using KIDSCREEN. Information regarding the quality of life of children with special needs obtained by using KIDSCREEN-52 is also analyzed (questionnaires for children and parents were in Latvian).Results. The assessments of the quality of life were analyzed by making comparisons according to the groups, parents and children (boys and girls from a comprehensive school or a specialized school, or who attended a day-care centre/lived at home). In general, self-reports of the children with special needs indicated a higher quality of life than their parents' assessment within the KIDSCREEN dimensions 8-10.Conclusions. Children, aged 7-10 with development disorders living in Riga, scored lower in the assessment of the quality of life in comparison with the European normative data, developed by the KIDSCREEN research group.
4
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UNIVERSAL EDUCATIONAL DESIGN IN AN INCLUSIVE EDUCATIONAL SCHOOL

100%
ANNA H.
Scientific Bulletin of Chełm - Section of Pedagogy
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2019
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issue 1
55-59
EN
The urgency of the problem of creating a universal educational design of education in the context of integration of countries into the European educational space is described in the article. The author substantiates the main aspects of the implementation of inclusive education in school practice, in particular the peculiarities of working with children with special needs and their parents. Some pedagogical conditions, on which the effectiveness of creating an inclusive educational environment in primary school are outlined.
5

ФОРМУВАННЯ ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ В УМОВАХ ІННОВАЦІЙНОЇ ПАРАДИГМИ ОСВІТИ

88%
Бондар Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 7(41)
153-162
EN
Ukraine is building inclusive society by developing inclusive education. However, kindergartens, schools, and universities are facing the lack of professionals ready to work with children and youth with special needs. There is a contradiction to be solved between the necessity to move towards inclusion to meet the children’s special needs and the insufficient training provided to future teachers. The article considers the terms ‘competence’ identified as an individual’s ability to perform any professional activity. One should differentiate between key competences basics for social life and professional competence that is necessary for any professional activity. Professional competence includes motivational, cognitive, operational and reflexive components. Inclusive competence is identified as the combination of skills and knowledge that enables a person to work in inclusive setting and meet children’s special needs. Based on the idea of professional competence components, the inclusive competence components are motivational, cognitive, operational and reflexive components. These components were classified as content (motivational, cognitive and reflexive) and functional or operational components. Motivational component deals with teacher’s values, needs, and motives that determine the attitude to the professional activity in the inclusive setting. Cognitive component includes awareness, perception, judgment and reasoning. Reflexive component is understood as a foundation for professional development and teacher’s self-evaluation. The operational (functional) component includes the ability to perform in inclusive setting using the internalized skills and experience. It includes the lists of skills or competencies that could be used in efficient teaching – diagnostic, prognostic, analytic, constructive, organizational, communicative, technological, correctional, and research). Inclusive competence should be included in the list of key competences and professional competences. The future studies should focus on the content of inclusive competence for different categories and the ways how the inclusive competence should be developed.
6
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The model of combination between medical and educational intervention for children with developmental disorders in Vietnam – Through case studies

75%
Trang Thu D. N.
Szkoła Specjalna
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2018
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vol. LXXIX(4)
272-280
EN
Special education must be interdisciplinary in order to ensure the comprehensive quality of education for children with special needs in general and children with developmental disorders in particular. For children with developmental disorders such as autism spectrum disorder, attention deficit hyperactivity disorder, learning disabilities, etc., regular education interventions are important as they provide children with essential knowledge and help them practice necessary skills before utilizing these skills in their social integration process. This article introduces intervention models used in an educational institution in combination with medical therapy and the effects of this combination in two case studies of children with developmental disorders. Through concrete evidence and results of clear case studies, the article desires to contribute to a clearer illustration of the combined model of health and education used in interventions for children with special needs in general and especially for children with developmental disorders in Vietnam.
7
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Nonformal Education of Children with Special Needs from Inclusive Perspective

63%
Bizová N. a.
Państwo i Społeczeństwo
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2020
|
issue 1
101-115
EN
Participation in nonformal education positively influences individual’s health and is dependent on individual and environmental factors. The International Classification of Functioning, Disability and Health (WHO, ICF: CY) in particular emphasises the social meaning of participa on of pupils with special needs. The effective participation of pupils with special needs in inclusive setting is complicated by barriers of organisations and actors of nonformal education that is consequently reflected in the quality of social interactions among pupils. Pupils of special schools are in a specific situation, because nonformal inclusive education is for them the primary source of social interactions with non-disabled peers in an institutionalised setting. The aim of the study is to reflect on the social aspects of participation of pupils with special needs in the conditions of nonformal inclusive education on the basis of the available research studies, more specifically the social position of a child with special needs and the nature of mutual social interactions among participants.
8
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Development of Special Education in Ukraine (90th years of the XX – the beginning of the XXI century)

51%
Shevchenko V.
Niepełnosprawność - zagadnienia, problemy, rozwiązania
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2019
|
issue 1(30)
55-78
PL
The author describes the features of special education in Ukraine. The article deals with the issues of development and reform of special education in Ukraine after 1991. The experience of organization of special education is analyzed. The general tendencies and problems in the system of special education are revealed. Stressed is the importance of scientific research of scientists in Ukraine for the development of special education. Considered are the most common single controversial issues in teaching children with special needs. Ukrainian educational legislation and current regulations in the field of inclusive education presented by the author show that the trends of the present stage of national education system’s development, are possible only in continuous improvement of general and special educational systems and the elimination of borders between them, which still exist today. The article notes that the reform of special education started in Ukraine requires deep, comprehensive and creative interpretation of correction and rehabilitation activities as a social phenomenon.
EN
Autor opisuje w niniejszym artykule kwestię edukacji specjalnej oraz przedstawia problematykę dotyczącą rozwoju i reformy kształcenia specjalnego na terenie Ukrainy po roku 1991. W artykule przeanalizowano kwestie organizacji edukacji specjalnej, ukazano ogólne tendencje i problemy w systemie edukacji specjalnej, podkreślono znaczenie dla jej rozwoju prowadzonych na terenie Ukrainy badań naukowych, a także omówiono najbardziej powszechne i kontrowersyjne kwestie dotyczące edukacji dzieci ze specjalnymi potrzebami edukacyjnymi. Przedstawione przez autora ukraińskie ustawodawstwo edukacyjne oraz aktualne regulacje z zakresu edukacji włączającej wskazują, że rozwój narodowego systemu edukacji jest możliwy tylko w przypadku ciągłego doskonalenia ogólnych i specjalnych systemów edukacyjnych oraz dzięki eliminacji istniejących między nimi barier. W artykule zwrócono uwagę na fakt, iż rozpoczęta na terenie Ukrainy reforma edukacji specjalnej wymaga głębokiej, kompleksowej i twórczej interpretacji zajęć korekcyjnych i rehabilitacyjnych jako zjawiska społecznego.
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