Conditions Of Inclusive Education Research Articles

ИНКЛЮЗИВТІ БІЛІМ БЕРУ ЖАҒДАЙЫНДА ЕРЕКШЕ БІЛІМ БЕРУ ҚАЖЕТТІЛІКТЕРІ БАР БАЛАЛАРДЫҢ ТҰЛҒАЛЫҚ САПАЛАРЫН ҚАЛЫПТАСТЫРУ

A pressing issue is the education of children with special educational needs and the provision of psychological and pedagogical supports to them in the context of inclusive education in general education. The purpose of the article is to analyze the scientific and theoretical foundations of the formation of children's personal qualities in the conditions of inclusive education. Based on factual data, a norm has been adopted on the implementation of the state order for the education of children in need of special psychological and pedagogical support. However, it was confirmed that the formation of personal qualities of children in this category can be carried out systematically in accordance with the rules of the state educational standard of general education. And also those children may experience temporary difficulties. Analyzing scientific data, the authors describe the personality development of children of this type and their personal qualities.

Modeling and development of professional competences of pre-service social educators’ personality to work in conditions of inclusive education

Modeling and development of professional competences of pre-service social educators’ personality to work in conditions of inclusive education

Підготовка фахівців до роботи з дітьми в умовах інклюзивної освіти в загально­освітніх закладах України [Training of specialists to work with children in the conditions of inclusive education in general educational institutions of Ukraine].

The article proves the urgency of introducing inclusive education in general educational institutions; the system of vocational training of future primary school teachers in conditions of inclusive education is analyzed. The article actualizes that one of the prerequisites for Ukraine’s entry into a single European educational space is the introduction of European norms in education and science. The need for improving the Ukrainian education system, raising its level of quality is an important task, which is conditioned by the need to create positive conditions for the formation and realization of the student as a future professional and his personal self-realization. The solution of this problem is possible with the preparation of a future teacher with deep knowledge, has developed pedagogical abilities, perfect professional skills, professional self-awareness, pedagogical thinking, has the skills of self-education, self-improvement. Therefore, the formation of the readiness of the future teacher of an elementary school for professional work in modern conditions acquires special significance.

ASSESSMENT BY THE PEDAGOGICAL COMMUNITY OF INCLUSIVE COMPETENCIES OF SPECIAL TEACHERS

The article is devoted to the issues of the readiness of special teachers to work in the conditions of inclusive education. The current state and problems of the formation of inclusively oriented professional competencies of special teachers are analyzed. The importance of inclusive competencies for special teachers for successful work in the general education process is proved, and the necessity of systematic and comprehensive pedagogical activities for the formation of these competencies is substantiated. The article presents brief results of a specially organized interview of the administration and teachers of secondary schools, the purpose of which was to identify their opinions on the level of readiness and formation of inclusively oriented professional competencies of special teachers. It was determined that teachers and the administration of general education organizations attributed to the professional qualities of a special teacher who effectively implements his activities in inclusive education: competence, pedagogical ethics, practical skills, understanding and acceptance of a child with disabilities, flexibility and adaptability, the ability to adapt by the characteristics of the child or the educational situation, sociability and willingness to cooperate, emotional stability and stress resistance, skills of working in an interdisciplinary team, responsibility, diligence, availability of certain organizational skills, etc. Keywords: special teacher, readiness, university training, inclusive education, limited opportunities, professional competencies.

Medical and social problems of education and adaptation in children and adolescents with autism spectrum disorders

Introdution. The presented review revealed pronounced trends in the increase in the number of disabled children in the world, including those with autism spectrum disorders (ASD). The considered features of the psychological status in ASD children are characterized by difficulties in socialization and communication, reduced ability to establish emotional connections; impaired speech development, perception, motor skills, memory, low concentration of attention. The peculiarities of the interaction of ASD children and adolescents determine the difficulties of their adaptation in the conditions of inclusive education in schools, colleges and universities. The necessity of a comprehensive system of support for children and adolescents by tutors, social educators, as well as providing special training for teachers working with ASD children and adolescents is substantiated. Attention is paid to the issues of occupational orientation in ASD persons. The use of distance learning, which should be an auxiliary method so as not to interfere with the adaptation of ASD persons in the team, is considered.

FORMATION OF PROFESSIONAL COMPETENCE OF A LECTURER IN AN INSTITUTION OF HIGHER EDUCATION UNDER INCLUSIVE CONDITIONS

The article describes the process of formation of professional competence of teachers in institutions of higher education in the process of professional activity in the conditions of inclusive education. Now, competence is interpreted as the ability or readiness to implement the acquired knowledge, skills, and abilities in real activity. Competence components are subject and operational knowledge, skills and abilities - ability and readiness to use them in activities and confidence in activities and responsibility for their results. In modern society, which is constantly undergoing changes, the high professionalism and professional competence of teaching specialists, teachers, has acquired an important importance, because the competitiveness of specialists is an urgent issue that is being prepared by a higher education institution. This directly applies to workers in the field of education with an inclusive population, because teachers must be competent in the scientific field of activity, because professional education has always been and continues to be aimed at the comprehensive development of the individual in order to prepare him for active and effective participation in public production with the greatest benefit for themselves and for society as a whole. In world educational practice, the concept of competence acts as a central, a kind of "nodal" concept, because the competence of an individual: combines the intellectual and practical components of education; the concept of competence contains the ideology of interpreting the content of education, which is formed from the result; the competence of the individual has an integrative nature, as it incorporates a number of homogeneous or closely related knowledge and experience belonging to broad spheres of culture and activity (informational, legal, etc.). Personal competence has a certain structure, the components of which are related to a person's ability to solve various problems in everyday, professional or social life. The structure of competence of a person includes: competence in the field of independent cognitive activity; in the sphere of civil and social activities; in the field of social and labor activity; competence in the household sphere; in the field of cultural and recreational activities. Among the knowledge and practical experience formed in the process of a person achieving a certain level of competence are the skills of self-education, critical thinking, independent work, self-organization and self-control, teamwork, the ability to predict the results and possible consequences of various solutions, establish cause-and-effect relationships connections, find, formulate and solve problems.

THEORETICAL AND PRACTICAL ANALYSIS OF THE PREPARATION OF PHYSICAL CULTURE BACHELORS FOR INCLUSIVE EDUCATION IN MODERN EDUCATIONAL INSTITUTIONS

Pedagogical training of future specialists is closely related to pedagogical conditions. In order to determine the pedagogical conditions aimed at the preparation of bachelors of physical education for pedagogical activities in the conditions of inclusive education, it is necessary to define the very concept of "pedagogical conditions". In the definition of V.Muravyov, the concept of "conditions" is given a pedagogical orientation. In connection with this, conditions are understood as requirements and recommendations for the organization of pedagogical activity, subject to the general principles of the pedagogical process. The study was based on the definition of Yu.K. Babansky, who defines pedagogical conditions as an environment where the components of the educational process are presented in the best interaction and which enables the teacher to work fruitfully, manage the educational process, and the students to work successfully.

GOALS AND TASKS OF ORGANIZING INCLUSIVE EDUCATION IN GENERAL EDUCATION SCHOOLS

In this article, the implementation of Inclusive education, its participants, tasks and their psychological-pedagogical issues are highlighted in general education schools organized in the conditions of inclusive education.

Effective Technologies of Teaching Algebra in Inclusive Education

Teaching mathematics in the context of inclusive education is currently a major challenge for teachers. In this article, based on practical exercises, a set of inclusive educational technologies, methods, and techniques which necessary to obtain high quality, effective and affordable education for learners with disabilities is defined. Comparing the conditions of inclusive education in the USA, Turkey and Kazakhstan, obstacles were identified, and proposals were developed for their solution. While conducting experimental lessons, the methods and technologies used in teaching are analyzed, and effective teaching when level-based teaching, collective teaching, individual teaching, and game technologies are established. Effective and ineffective moments were identified and presented in the form of tables based on the using these technologies in the classroom. As guidelines for each technology, standard tasks were created. It was noted that all the above teaching technologies contribute to the perception of educational material by learners with disabilities, including their active participation in cognitive and educational activities. To achieve this goal, it is necessary that the project and plan of each lesson in an inclusive class be developed in advance according to organizational and pedagogical inclusive technologies, considering the characteristics of learners in consultation with a subject teacher, methodologist, and leader.

THE EDUCATIONAL AND UPBRINGING FUNCTIONS OF CHILDREN'S MUSICAL THEATRE IN THE INCLUSIVE EDUCATION ENVIRONMENT

The initial hypothesis of this article is to determine the educational and upbringing functions of children's musical theatre in the conditions of inclusive education as a triad: supervisor-director, participants-performers, and parent audience. Each of these links in the triad creates an expressive subsystem, and its comprehensive complex is subordinated to the sphere of the educational-artistic context of the emergence and implementation of both literary and musical creative concepts since the multifaceted problem of synthesizing arts has been and remains an actual problem of scientific research. A detailed description of the musical sound palette confirmed the validity of our research regarding the objective realization of musical works in performance as a procedural process in the formation of art images of sounds and words, the diversity of their perception of meaning by performers, which is an extraordinary factor in the formation of stage images in a play involving children and adolescents with special needs. Taking this into account, the director should rely on his entire previous background, worldview, general cultural, aesthetic, and pedagogical experience to develop the creative activity of children through theatrical activities, considering their psychological and physical peculiarities.
 The purpose of the article is to actualize the role of children's musical theatre as a genre-forming extracurricular institution in the conditions of inclusive education, to determine its educational and upbringing functions, to study the peculiarities of stage action in the artistic reproduction of images, to reveal the significance of the musical palette as an expression of the artistic idea for creating a creative atmosphere of the performance based on artistic-pedagogical experience, and to determine the cognitive needs of children and adolescents with special developmental needs through theatrical activity.

Czech and Finnish Primary School Teacher in the Background of Inclusive Education

The paper discusses the issue of primary school teachers in the conditions of inclusive education in the Czech Republic and Finland. The aim of the thesis is to create and compare real profiles of Czech and Finnish primary school teachers with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in the Czech context. The key aim is to create an ideal profile of a first grade teacher in inclusive education, i.e., a conception of the teachers’ own learning processes, competences and real conditions that a teacher needs for his/her work in a heterogeneous classroom. In order to achieve the goal, the comparative nature of the work and the design of the qualitative case study was chosen, where the case is understood as a primary school teacher against the background of inclusive education — the total number of participants is 20 teachers (10 Czech and 10 Finnish). The main methods for securing data were content and thematic analysis of Czech and foreign sources. The findings became the basis for further reflection and the creation of semi-structured interviews and observations. The first round of data processing used case studies of individual participants, which were subsequently supplemented by data obtained by axial coding. Real profiles of both Czech and Finnish teachers were then created. These profiles were compared and a draft ideal profile of a primary school teacher in inclusive education was created, which reflects the data obtained by the research of this thesis with the data from the thematic analysis and was created from below, based on the opinions and experiences of the teachers themselves. The results show that the professional primary school teacher has a positive attitude towards inclusive education; uses a variety of teaching strategies leading to active involvement of pupils; is involved in his/her own professional development and the development of the school as a community; uses individualisation and differentiation in his/her work and is part of a multi-professional team. Conditions must be created for the teacher to do his/her job where other teaching staff are available to take away from the teacher’s high demands for specific knowledge of special education and legislation; lower class sizes; the introduction of pupil assessment criteria and the use of appropriate forms of assessment.

STUDY OF THE STATE OF COMMUNICATION TIES OF PRIMARY SCHOOL AGE CHILDREN IN THE PROCESS OF SUPPORT DURING INCLUSIVE EDUCATION

The state of communication ties of primary school age children in the process of support during inclusive education is a very relevant topic in modern education. Inclusive education allows providing equal opportunities for learning and development to all children, regardless of their characteristics and needs. However, successful implementation of inclusive education requires establishment of effective communication between students, teachers and parents, as this allows for mutual understanding, assistance and development of all children. The purpose of research is to study the state of communication ties of primary school age children in the process of support during inclusive education, to find out characteristics of communication between students and teachers, to identify problems of interaction and to develop recommendations for improving communication ties in the inclusive education. Research methods applied: theoretical analysis of literature devoted to the issue of communication of primary school age children in the conditions of inclusive education, projective method «School of animals», the author’s Questionnaire for parents «Determining the level of child’s adaptation to school», work of focus groups with participation of representatives of the support team, as well as quantitative and qualitative data processing. The results of the study can be useful for development of effective strategies for support and assistance of children with different educational needs in the learning process, which is extremely important for successful implementation of inclusive education. In addition, this research can contribute to improvement of approaches to education and upbringing of children in the inclusive environment, as well as to ensure their successful adaptation in society.

SOCIAL AND PEDAGOGICAL SUPPORT OF CERTAIN CATEGORIES OF CHILDREN WITH SPECIAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION

The article deals with the theoretical foundations of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education. The concept of inclusive education, support, social support, socio-pedagogical support is analyzed. The main categories of children with special needs who need socio-pedagogical support in the conditions of inclusive educational institutions are highlighted. It has been proven that inclusive education as a modern educational system requires the creation of appropriate conditions and the development of a system of socio-pedagogical support for children with special educational needs.
 The rules of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education have been formulated. Special attention is paid to the description of the features of socio-pedagogical support of educational activities of children with intellectual disabilities, with autism, cerebral palsy, visual and hearing impairments. It was noted that the forced stay in the institutions of the special educational system violates basic human rights and freedoms, however, with improper organization of inclusive education, the inability of children with special educational needs to adapt successfully to the existing conditions of educational institutions leads to their social exclusion and marginalization. They do not even receive the help and services that they would receive in the special educational system.
 The need to take into account the educational difficulties of the main categories of children enrolled in inclusive education and determine the level of their support is emphasized. The main difficulties of certain categories of children with different nosologies in the conditions of inclusive education are described, the consideration of which will contribute to increasing the effectiveness of the organization of education in the inclusive class. The legislative basis for the organization of inclusive education and the creation of a socio-pedagogical support team has been analyzed. It was concluded that the effectiveness of the educational process in an inclusive educational institution depends on the productive interaction of the teacher, the teacher's assistant, and the child's assistant.
 Further research into the problem of socio-pedagogical support of certain categories of children with special needs in the conditions of inclusive education will be aimed at identifying an effective interaction mechanism of all members of the socio-pedagogical support team. There is a need to specify the description of interaction mechanisms and the distribution of functional responsibilities for different nosologies, special educational difficulties and different levels of socio-pedagogical support.

Methodological Foundations of Psychological and Pedagogical Counseling

The article analyzes the theoretical and methodological foundations of psychological and pedagogical counseling in the sphere of today's education in the interdisciplinary aspects, in particular, neuropsychology and neuropedagogy. An attempt to substantiate psychological and pedagogical counseling as a service of providing psychological assistance to the client through training and forming a new experience of adaptive behavior in accordance with the requirements of the educational environment is made. Theoretical and methodological foundations of psychological and pedagogical counseling are analyzed on the basis of the works on the current issues of psychological counseling by foreign and domestic researchers. The importance of psycho-consultative interaction in the conditions of inclusive education and teaching special children, taking into account the competencies of neuropedagogy, neuropsychology and neurophysiology was substantiated. The personal approach in the methodology of today's psychological and pedagogical counseling is defined as the main one, which is integrated with psychological approaches to counseling. The methodological foundations of psychological and pedagogical counseling are defined by theoretical and methodological principles, psychological mechanisms for organizing and conducting counseling work and ethical principles and norms for manifestation of professional competence of a counselor. It was found that psychological approaches such as person-centered, problem-oriented, and professional-competence approaches are most often applied to psychological and pedagogical counseling.

Professional Competences in the Context of Inclusive Education: A Model Design

<p style="text-align: justify;">The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).</p>

DIGITAL TECHNOLOGIES FOR BUILDING AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article discusses one of the areas of educational integration of digital technologies in education and upbringing of children with special educational needs in educational institutions. Communicating with children with special needs can be a challenge as they may have limitations in understanding and using standard forms of communication. Methods of interaction with the help of digital technologies and their use to create conditions of interaction as a means of alternative and additional communication are systematized. The need to use digital technologies to ensure productive educational activities in the conditions of inclusive education is characterized. The specific features of the means of alternative and additional communication as a component of the educational process, which contribute to the stimulation and improvement of the communication competence of children with difficult communication needs, are singled out. The essential characteristics of digital technologies for use in working with children with communication difficulties are revealed. Some digital tools are suggested for use in working with children with speech difficulties. Among them: the domestic mobile application "Digital Inclusion", Google Docs Voice Typing, Dragon NaturallySpeaking, Otter Voice Meeting Notes, Windows Speech Recognition, Apple Dictation, Dictation.io. The use of special software provides additional support for students with different characteristics (programs for speech recognition, programs for text translation, programs for reducing visual load, etc.). In general, information on the practices of using alternative and additional communication in inclusive education has been highlighted and summarized. Inclusive education involves the creation of the necessary adapted educational environment and the provision of services, rather than simply granting individuals the right to attend an educational institution.

Methodical features of the implementation of level differentiation in teaching mathematics to students of ZZSO in the conditions of inclusive education

Problem formulation. On the basis of the State standard of basic general secondary education , the acquisition by children with special educational needs of high-quality, unified and professional education is considered one of the main and necessary conditions for their successful socialization, ensuring their participation in the life of society, which brings the results of self-realization in various types of professional and social activity. In fact, inclusive education allows to guarantee the socialization of children in a better way than training in correctional and developmental schools. In order to implement this direction to the full extent, updates are needed in teaching methods, in particular, in the teaching of mathematics. The aim of the article is to determine the methodological features of the implementation of level differentiation in the teaching of mathematics to students of primary and secondary schools in the conditions of inclusive education . Materials and methods. To conduct this research, the following methods were applied in a complex: analysis of psychological-pedagogical and methodical literature, systematization and generalization of different views on the methodology of teaching mathematics in conditions of inclusion. Results. On the basis of the analysis of questions regarding the methodical features of the implementation of level differentiation in the teaching of mathematics of secondary school students in the conditions of inclusive education, the main principles on which the organization of the inclusive education system is based were determined, the essence of the concept of «differentiation» in the process of teaching mathematics was examined in detail, and different types of differentiation were distinguished. It is indicated that for the correct application of different-level tasks, the teacher needs to take into account the composition of the contingent of students in inclusive classes, and a scheme for dividing students into groups is provided. Taking into account the composition of students in an inclusive class, the levels of knowledge acquisition are highlighted: advanced level (gifted children and children with a high degree of education); basic level (children of the age norm, children with OOP (with preserved intelligence)); minimally adaptive (children with intellectual disabilities and children with medium or low developmental potential). Depending on the features of students’ perception and processing of information, including those with special educational needs, the following categories are distinguished: audials , visual and kinesthetic . It is described by what signs the above categories can be recognized in the learning process. Methodological features are presented, which can be applied in the preparation of different level tasks of selected levels of knowledge acquisition, taking into account the peculiarities of perception of each level. Conclusions. The application of the presented methodological features in the preparation of tasks, in accordance with the types of information perception by students ( audials , visuals , kinesthetics ) , allows you to organize learning in an inclusive class, involving all students in the process, including children with special educational needs, this element of learning technology helps effectively teach diverse children in the existing

TYPES OF PROFESSIONAL COMPETENCE OF A MODERN TEACHER

The article defines the essence of the concepts "competence", "professional competence", "inclusive" and "methodical" as components of the teacher's professional competence. The essence of each of the components of inclusive competence was considered and the expediency of including inclusive competence in the composition of key (life) and professional competences was determined. The levels of formation of knowledge, abilities and skills of the participants of educational activities in an inclusive environment are summarized, and it is also clarified that the unity of theoretical and practical readiness of a specialist to perform professional functions is professional competence. In accordance with this, the components of inclusive competence (motivational, cognitive, operational and reflective) are distinguished. According to the views of many scientists, the problems of competency reform have been identified, namely, that currently up to 65% of teachers who are students of professional development courses do not know the methods of working with children with special educational needs. The article highlights the teacher's readiness for socio-pedagogical activities in schools with inclusive education, taking into account the criteria of inclusive readiness. The structure of methodical competence and its components were studied, namely: methodical culture, methodical creativity, methodical thinking, as well as the formation of methodical competences of workers. The basic regulatory and legal documents that define organizational issues and outline an inclusive indicative vector of personnel training have been provided. The article focuses on the formation of the situational interest of teachers in the formation of inclusive and methodical competence, the motives for mastering professional growth in the conditions of inclusive education. A teacher's pedagogical competence is the unity of his theoretical, practical, and ethical readiness to carry out pedagogical activities. And also, the contradictions between the modern world trend of recognizing the professional training of teachers to work in the conditions of an inclusive environment from the priority areas of educational training and the approach in Ukraine are determined.

Formation of Preschoolers' Communicative Competence in the Conditions of Inclusive Education

Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.  

PROFESSIONAL READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO THE WORK IN THE INCLUSIVE EDUCATION

In modern terms, the inclusion has become a priority in the educational policy of our state. It is noted that effective and successful organization of the educational process in the conditions of inclusive education is possible only under the condition of special systematic professional and pedagogical training of future teachers with children with special educational needs. The aim of the article is to substantiate and analyze the theoretical aspects of professional readiness of future primary school teachers in the inclusive education within a higher education institution. Research methods: analysis, synthesis, generalization of theoretical aspects of professional readiness of future primary school teachers in the conditions of inclusive education within the institution of higher education. The updated conditions for the functioning of general secondary education lead to the updating the system of teacher training, the restructuring, the special training of teachers in higher education: changes in content (taking into account changes in society), goals and objectives of professional activities of primary school teachers; the formation of pedagogical competence; training on the principle of integrity, system and integration; taking into account the following components: psychological, methodological, scientific-theoretical, special, practical and methodological, as well as the components of professional and personal training of future teachers to work in the inclusive education. The final result of professional training is the formation of pedagogical competence, which will ensure the readiness and ability of the individual to carry out the inclusive education of primary school students in general secondary educational institution.