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ІНКЛЮЗИВНЕ НАВЧАННЯ В УНІВЕРСИТЕТАХ ТА КОЛЕДЖАХ КАНАДИ

100%
Чирва А.
Педагогічні науки: теорія, історія, інноваційні технології
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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
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The work process for the promotion of students with special needs integrated in the kindergartens of regular education: the case of Israel

100%
Bar N.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2017
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issue 17
271-286
PL
The Special Education Law in Israel was legislated on July 12, 1988. The law determined precedence and advance preference for the placement of special needs students in the regular educational system over the special education system. In the spirit of the law, methodical and painstaking processes that arrange the work with special needs students in the educational system were determined. This article presents two work processes implemented in parallel in the regular kindergartens. The first work process is with students who have functional difficulties, before their definition and as prevention of their definition as students with special needs. The second process is the work process with the special needs students who are integrated in the regular kindergartens, intended to prevent their referral to frameworks of special education. These processes reflect the development that occurred in the importance ascribed in the educational system in Israel to careful and adjusted work with students who have difficulties and special needs and are integrated in the kindergartens of regular education. Alongside the described development, the article presents the challenges and the questions that the implementation of the processes poses.
3
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Социально-психологическое сопровождение студенты c OПФР в системе высшего образования

100%
Leonyuk N., Doropey O.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2013
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issue 1
133-138
EN
Professional education of disabled people is an important sphere of education, which allows people with disabilities to achieve independence and self-sufficiency, to provide the possibility of integration them into society. However, education of students with special needs is accompanied by the financial, social and psychological barrier. Necessary conditions for a smooth learning is often insufficient. Organization of social and psychological help in modern education is necessary to form the complex integration of students with special needs.
4
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The Possibilities of Education of Students with Special Needs at Universities in the Czech Republic Aiming at the University of Ostrava in Ostrava

88%
Kovářová R.
The New Educational Review
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2014
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vol. 36
303-311
EN
The aim of this paper is to present the possibilities to support students with special needs at universities in the Czech Republic. The paper focuses on the theoretical and legislative scope of the issue and it analyses the current situation of students with special needs at universities in the country. It is also referred to the ongoing project at the University of Ostrava in Ostrava which is focused on the active support of the tertiary education of students with special educational needs.
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