Abstract
The article is devoted to the problem of optimizing the process of providing correctional and developmental services to children with special needs education in the conditions of significant territorial distances. The study outlines Ukraine's achievements in introducing inclusive education in the country, creating conditions for children with special educational needs to receive quality educational and correctional services, including in educational institutions that are most accessible and close to their residency. It is noted that children with speech disorders make up a significant share among them. Emphasis is placed on the difficulties of receiving correctional and developmental services by such children in rural areas, especially in remote settlements. Taking into account the experience of foreign colleagues, the available legal documents reflecting the consensus developed by all countries of the world on future directions of education for people with special needs education, in the article sets out its vision for their partial solution through the use of speech therapy assistance telepractice. The article formulates and presents the author's definition of telepractice, which means a teacher-speech therapist providing correctional and developmental services using information and communication technologies to accompany and support children with speech disorders and their parents in significant territorial distances. The main advantages of this form of work are substantiated, the specifics of realization of remote interaction models are covered, the expediency of their association for qualitative estimation, diagnostics, correction, and speech development’s monitoring of the child is proved. The problems that hinder the introduction of telepractice in Ukraine, the ambiguous attitude of speech therapists to it are pointed out.
Highlights
Children with disabilities run into barriers to education, which means that the level of school attendance and the percentage of those who have completed their education are much lower than those of their peers (Getae et al, 2018, р. 7)
Among the strategic directions and tasks of the National Strategy for Education Development in Ukraine until 2021: ensuring the functioning of an effective system of inclusive education, which provides for the creation of new models and forms of education for people with special educational needs, including distance learning for such children; diversification of models of organization of education for children living in rural areas by creating educational districts, regional distance learning centers, branches of primary schools, their full staffing with multimedia equipment, etc. (National Strategy for Education Development in Ukraine until 2021, 2013)
It ensures the territorial accessibility of education, in some way solving the problem of education and upbringing of children with special educational needs at the place of residence, on the other – promotes an inclusive educational environment that would allow such children to receive correctional services and psychological and pedagogical support taking into account the state of health and peculiarities of development
Summary
Children with disabilities run into barriers to education, which means that the level of school attendance and the percentage of those who have completed their education are much lower than those of their peers (Getae et al, 2018, р. 7). The implementation of the state policy on ensuring the right to quality and accessible education without discrimination on any grounds, including based on disability, was the result of the introduction of inclusive education in Ukraine. The advantages of such training are that it solves the problem of education and upbringing of children with special needs in educational institutions that are most accessible and close to their place of residence and makes it possible for them to receive correctional and developmental services, taking into account the state of health, the peculiarities of psychophysical development. During 3 years, the number of inclusive classes has increased 3.1 times, the number of schools with inclusive classes has increased 2.5 times, and the number of children receiving education has increased 2.8 times (Ministry of Education and Science of Ukraine, 2019)
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