How ICT-Enabled Systems Can Enhance Opportunities of Education for Persons with Disabilities

The purpose of the article is to develop a domestic model of society's attitude to disability in the Republic of Kazakhstan. To achieve this goal, the works of a number of foreign and domestic scientists devoted to the attitude of society towards persons with disabilities or developmental disabilities were analyzed. Existing models of approaches to disability in the countries of near and far abroad, as well as in Kazakhstan, were identified and analyzed. It has been established that in world practice there are more than ten models of approaches to disability. It is noted that the existing models of attitudes towards disability have not only certain similarities, but also differences. Practice has shown that society's attitude towards disability depends on social, political conditions, economic opportunities of the state, legislation in the sphere of education, value orientations and accepted cultural norms of society. The study showed that there is no information about domestic scientific works devoted to the issues of training and education of persons with disabilities in Kazakhstan until the 70s of the twentieth century. It was revealed that there are studies on the problems of education and upbringing of persons with disabilities, regulatory support, the formation of the humanistic potential of inclusive education. However, theoretical models of society's attitude towards disabled people and disability have not been developed in Kazakhstan. As a result of the research, the authors have developed theoretical models of approaches to disability in the Republic of Kazakhstan, which cover the time period from the beginning of the 20th century to the present and are most suitable for the historical development of the Republic of Kazakhstan: a medical model (early 20th century and 70s of the 21st century), a social model (80s of the XX century and the beginning of the XXI century), model of inclusion (the beginning of the XXI century to the present). The developed theoretical models of approaches to disability contribute to the success of the development of inclusive education in Kazakhstan. In conclusion, the authors conclude that the developed models of attitudes towards disability in the Republic of Kazakhstan will make a significant contribution to the development of inclusive education and will have practical significance for teachers of inclusive education, educational psychologists, researchers, employees of educational institutions on the training of teaching staff.

In the article the features of functioning of adult education are researching in the system of general educational conception in Ukraine. Also, the article defines the essence and value of the concept of adult education in the system of general educational conception. The conducted researches showed that education of adults follows to explain as one of the powerful directions of democratization in the process of society development and transformation. It takes place through realization of the own rights and duties, forming of the proper legal culture and civil consciousness, society. The conducted analysis showed that the adult education, unlike other structural constituents of the education system, can be realized in different forms, such as: formal, informal and informational. The authors determined the basic components that characterize education of adults, among them: postgraduate education of different specialities and directions of activity; preparation and retraining of skilled workers; formation of unemployed population; education of adult persons and education of persons with the special necessities; health saving education and other. At the same time, the technology of studies is directly an educational process and it is not informing, but comes forward as activity. In the process of such activity adults acquire corresponding decision experience of difficult questions and situations. Also, the process of studies of adult students is not only knowledge but also corresponding type of thinking, and also it is the communication features. On the other hand, the authors underline that the participants of adult education rethink about the vital values and follow forward to the receipt of new level of knowledge, concepts, corresponding options of consciousness and behavior. Taking into account the social development and historical experience the authors formed six strategic components of adult education development in the article. And right these components need considerable attention exactly in Ukraine. The leading tendency of modern education of adults is the transformation, expansion of the semantic field. In present education on the whole and education of adults in particular, everything it is in a greater degree stopped to identify only with formal studies.

Personalized Education is based on individual interest, learning styles and self-pace. It provides more focused and self-directed learning. Education system is advanced in different aspects hence personalized education provides adaptive learning through online resources and interactive tools. This article investigate how adaptive learning systems are integrated with artificial intelligence (AI) for personalized education. It examines the benefits, drawbacks of AI based personalized education over the traditional personalized education. It examines how AI facilitates personalized learning paths, allowing students to progress at their own pace while receiving targeted interventions and immediate feedback. This paper provides survey of current AI uses in personalize education and future predictions of AI uses in education. Furthermore, the paper highlights key applications of transformer- based models in various domains, including healthcare, finance, and education.

In the context of the main challenges that educational systems across the world are facing, the paper analyses the conception of personalised education in prevalent approaches to lifelong-learning, as per OECD. It shows that, at heart, it fails to provide an adequate framework when it comes to achieve leadership, innovation and self-realisation. The current approach, on one hand, emphasises personalised education, highlighting principles such as student-centred, self-directed, innovation and diversification; on the other, when it comes to real life (as in academic programmes, practices and experiences), it over-emphasises the social dimension and accordingly diminishes the personal, individual dimension. Next, the paper suggests a different perspective for a personalised education, so as to reinforce leadership, innovation and self-realisation. In doing so, it brings back key educational issues underlying Western education, namely: education is not only about ‘building a work-force and citizenship education’ (i.e. social dimension) but mainly and basically about ‘personal education’. The paper finally indicates how this approach is more consistent and useful in our time.

A program for psychological education: Some preliminary issues

Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

The scientific article is devoted to the administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities: foreign experience and directions for improvement. The experience of the USA and European countries in ensuring the right to vocational higher education for persons with disabilities is revealed Attention is drawn to the fact that higher education in the USA and Great Britain traditionally belongs to the so-called liberal or market model, which is characterized by a high degree of decentralization of management and diversification of higher education systems. In Italy, the state has exclusive legislative powers regarding general matters in the field of education, the minimum standards to be guaranteed throughout the country, and the basic principles. Regions define school networks within their territories, adjust the school calendar, and have exclusive powers in the field of vocational education and training. Schools are autonomous in terms of didactic, organizational and research work. The Italian state is responsible for funding schools for both educational and administrative purposes. It was concluded that the high-quality formation and implementation of vocational pre-university education for persons with disabilities is possible through the borrowing of positive foreign experience: a) openness of the formation and implementation of state policy in the given field for persons with disabilities; b) active development, encouragement, stimulation of the implementation of innovative activities by institutions of higher education, including vocational higher education for persons with disabilities; a) a qualitatively new paradigm of the content of education - considering it not as a collection of the given volume of knowledge, abilities and skills selected according to a certain specialty, but the formation of a comprehensively developed personality according to a comprehensive approach. There is a shift in emphasis not so much on how much the acquirer knows, in particular, persons with disabilities, special knowledge in the chosen field of study, but on how such professional qualities as the ability to adapt, practicality and initiative, the ability to apply acquired special knowledge, in necessary cases creatively rethink it for persons with disabilities. Therefore, when implementing electronic governance in Ukraine, we need to take into account the experience of foreign countries in order to avoid typical mistakes and acquire the most successful practices for ourselves. The priority for the countries that we studied is the introduction of high-quality professional pre-higher education to vulnerable sections of the population.

There are two backgrounds to this research, namely the mandate of the Convention on the Rights of Persons with Disabilities and Law Number 8 of 2016 to provide inclusive education for persons with disabilities, and conditions of higher education services and facilities that are not yet suitable for access for persons with disabilities. This research was conducted to answer two questions, first, how is the portrait of the fulfillment of the right to education for persons with disabilities in tertiary institutions in Yogyakarta? Second, how is the analysis of human rights law on the practice of fulfilling the right to education for persons with disabilities at universities in Yogyakarta? The answer to this question is done by conducting empirical research. This study concludes that the accessibility of high education for persons with disabilities is still very low. Educational services and infrastructure still prevent persons with disabilities from gaining access to higher education. This also shows that higher education has not been able to fulfill the right to education for persons with disabilities. In the future, it is time for higher education providers to prepare aspects of services and infrastructure that are accessible for persons with disabilities.-

This edited volume is divided into three parts: (1) Confucian, Buddhist, and Chinese Perspectives; (2) Western Philosophy and Religion in Asia; and (3) Multidisciplinary and Interdisciplinary Approaches: Philosophy and Beyond. Some chapters put whole person education in the context of East Asia higher education as case studies; some on the innovative trend of whole person education; some on moral cultures in East Asia; some on social, political, and economic research and value education, and the interdisciplinary studies of them. The classification aims to answer the research questions and fill in the research gap – how the East-West traditions are involved in the philosophy of whole person education, and how values in these traditions become so important and universal.

The integration of Artificial Intelligence (AI) in personalized education is revolutionizing traditional learning paradigms, enabling adaptive, data-driven approaches to enhance learning outcomes. This research investigates how AI-driven technologies, including intelligent tutoring systems, adaptive learning platforms, and predictive analytics, transform the educational landscape by providing tailored, learner-centered experiences. AI facilitates the identification of individual learning patterns, preferences, and challenges, offering customized content delivery and real-time feedback to optimize student engagement and comprehension. The study emphasizes the role of AI in fostering equitable access to quality education by bridging gaps in learning opportunities and addressing diverse needs. Furthermore, it explores the ethical implications of AI in education, such as data privacy, algorithmic bias, and the balance between human and machine-driven instruction. By examining current advancements, case studies, and future prospects, this research aims to provide a comprehensive understanding of how AI technologies can drive innovation in personalized education and contribute to more effective, inclusive, and sustainable learning environments.

This study was conducted with the purpose of developing a standardized personal color practice education program based on VR technology through personal color diagnosis practice targeting various human cases. As a result of the study, it was possible to improve immersion by practicing visual elements, which are a very important part of color-related learning, in a 3D virtual environment similar to the real thing. In addition, excluding setup costs such as initial hardware, practice could be conducted repeatedly without additional costs, and training was possible without restrictions on time and location. This study can be said to be innovative in that it develops a VR-based personal color education program, but it is the basic stage of developing a VR-based personal color education program, and verification through VR experts, personal color education experts, and users has not been conducted. Therefore, in follow-up research, the process of verifying the developed program by applying it to actual personal color-related classes should be conducted.

<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>

Presented is a discussion of the trend toward educational integration of persons with handicaps and a review of some of the concepts and definitions relevant to this pursuit. Persons with handicaps have systematically been denied their human rights and privileges throughout history. Today the main issue in education for persons with handicaps is integration, which is a means by which to forward the goals of normalization. Education for persons with handicaps, if we consider the philosophy of normalization, and adhere to the notion of educational integration, should reflect and be based upon extensive interaction among pupils with handicaps, their teachers, support staff, peers and families.

The paper attempts to analyse the development and trends in education of persons with disabilities (PWD) in India, in light of different policy perspectives, educational practices, and associated problems in educating them. A critical overview of various educational developments and trends, different perspectives and approaches, policy perspectives, and educational practices has brought certain issues to the forefront. There have been marked paradigm shifts with regards different educational policies and programmes for optimising the development of PWD by providing special education, implementing integration, and by ensuring their incorporation into mainstream society. At the same time, however, various backlogs and barriers highlight the importance of undertaking more focused and comprehensive efforts in order to derive optimum benefits. In this regard, the paper attempts to critically analyse the limitations of the policies and the legislation process with special reference to PWD (i.e., Equal Opportunities, Protection of Rights and Full Participation Act 1995). The paper concludes with a discussion of future challenges and prospects, focusing on the need for assessment and training as well as more focused and consistent initiatives for further improvement of the education of PWD in the Indian context.

Principals and assistant principals, collectively referred to as<em> school leaders</em>, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, laws, and concepts associated with inclusion; models of coteaching; transformational leadership theory and traits; roles and responsibilities of school leaders in inclusive education programs; and practical strategies to implement to improve upon current inclusive education practices. This article is designed to be used with emerging, new, and experienced school leaders.