General Educational Process Research Articles

The Importance and Role of Inclusive Education in Educational Institutions

Inclusive education is a state policy aimed at eliminating barriers between disabled and able-bodied children, children with special educational needs, adolescents with disabilities for some reasons, developmental disabilities, or is an educational system that represents inclusion in the general education process aimed at adapting to social life regardless of economic difficulties. Inclusive education ensures that children with special needs receive education on the basis of equal rights with children of normal development. Currently, the education of children with special needs in the system of general education institutions is the main topic that has caused a wide discussion at the world level, and declarations and decisions are being made at the world level. Many countries of the world recognized them. But to date there are many problems in their implementation. In some countries, when laws or decisions on general education are adopted, the issue of education of disabled children is not included in it. But the recognition of inclusive education will not depend only on passing laws. Experiments were conducted in 14 schools in 3 cities of the republic. 114 healthy, 41 disabled students, parents of students, 36 pedagogues were involved. During the research, observation, interview, pictures, tests, and social survey were used.

Models for assurance of non-formal education in the context of valuation of students’ free time

The article reflects the approach to non-formal education assurance models in the context of valuation on students’ free time from a methodological perspective. At the level of the general education system and process, the training-development activity of the human personality is designed in a systemic, global vision and is carried out three-dimensionally through the forms of formal education - non-formal (at the institutional level) and informal (at the non-institutional level). Although the need to ensure the integration of formal - non-formal - informal education has become current in the paradigm of curricular reforms with the emphasis on the role of non-formal and informal educational influences, alongside formal educational influences on the formation and development of the student’s/ young person’s personality, but the functional clarity of a framework is missing methodology of non-formal education. Thus, we emphasize the relevance of the functionality of the classical model of achieving non-formal education at the level of class/group of students management, the model of non-formal activities in the online/digital environment, the model of outdoor education, the ,,Different schools” model for the methodological assurance of non-formal education that establish actions concrete and priority to the general education system and process.

ГОТОВНОСТЬ СПЕЦИАЛЬНЫХ ПЕДАГОГОВ КАК ОСНОВНОЙ ФАКТОР УСПЕШНОСТИ ИНКЛЮЗИВНОГО ПРОЦЕССА В ОБРАЗОВАНИИ

The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining the professional competence of a special education teacher to work within inclusive education environment. The authors prove the need to improve the competencies of special education teachers in inclusive educational process. The development of inclusive professional and personal competencies among teachers largely depends on the success of including children with special educational needs in the general educational process. Based on the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special education teachers to work within inclusive education environment. The above-mentioned transformations naturally led to a change in the requirements for teachers responsible for organizing, coordinating and for the success of inclusive education.

FEATURES OF PREPARING STUDENTS FOR SUBJECTS ORIENTED INCLUSIVE EDUCATION

The article attempts to identify the features of introducing inclusive practices into each subject area in teacher education. In the modern world, the introduction of inclusive practices into the education system is one of the leading strategies of a developed state. In accordance with the State Program for the Development of Education in Kazakhstan, inclusive education has been gradually introduced since 2011, designed to provide psychological and pedagogical support for the learning process of children with special educational needs needs in a public school. An increasing number of schoolchildren with special educational needs are enrolling in general education schools at their place of residence, and their education requires teachers to have the appropriate knowledge, skills, and professional competencies. Currently, educational organizations are in dire need of teachers who can work professionally with different categories of students, including children with disabilities, autistic children, gifted children, etc. The need for teachers who are able to work simultaneously with students with different educational needs is increasing, since educational organizations are implementing one of the important provisions of the Law on Education of the Republic of Kazakhstan, which is to “ensure equal access to education for all students, taking into account special educational needs and individual capabilities”. In the Concept for the Development of Inclusive Education in the Republic of Kazakhstan dated January 12, 2021, one of the state’s political strategies is “... the full inclusion of all children in the general educational process, their social adaptation, despite age, gender, ethnic and religious affiliation, developmental delays through the active participation of the family, correctional, pedagogical and social support for the personal needs of the child”.

Pojęcie rekreacji w polskich źródłach drukowanych do 1795 roku

Recreation, alongside physical education, sport and physical rehabilitation, is one of the forms of participation in physical culture. The analysis of works from the times of the First Republic of Poland has shown that this term was used in its Latin version as early as at the beginning of the 16th century. In the early period of its dissemination in the Polish lands, it was translated as ochłoda, which in the Polish language of the time meant enjoyment. Based on the analysis, it was found that the Polonized version of the word recreation was used for the first time in 1584, while the dynamic development of the dissemination of the concept of recreation and the meaning context occurred in the first half of the 17th century. As a result of the analysis, several meanings of the term recreation can be distinguished: as an enjoyment, entertainment, fun, as a rest from studies and a holiday break, which was called school recreation in education and religious recreation in a church institution, and even as an element of the general educational process.

On the uses of machine translation for education purposes: Attitudes and perceptions of Lithuanian teachers

Abstract Technology in the context of education is a subject of debate, from a very positive experience that promotes learning to a very negative one that prohibits the use of various smart devices, tools, programmes, and platforms in the classroom. The problem is how to find a balance between the two positions and how to encourage teachers to introduce possibilities of technologies to benefit the general education process. The topic of machine translation in educational contexts has gained the attention of the research community only recently. Previous studies not only point to the benefits that the technology may bring to the classroom, especially in foreign language learning, but also report mixed views of educators. This study, which is based on the findings from a survey of Lithuanian secondary school teachers, seeks to explore the current status of the inclusion of machine translation in the educational process from teachers’ perspective to envisage the teacher’s role as a facilitator or a mediator in developing children’s machine translation literacy. The conclusions that can be drawn imply that machine translation is rarely considered to be a useful technology by teachers, and its benefits are either unknown or underestimated. Therefore, the need for machine translation literacy instruction emerges.

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.

Competențele-cheie: miză socială, context de formare și probleme de implementare

The article examines the significance of key competencies in the context of postmodern education, argues for the need to reconfigure the current learning process towards the acquiring of key competencies, highlights the main factors that determine the quality of education and training centered on acquiring-developing competencies, and presents advanced solutions for addressing the challenges related to the implementation of this approach in the general education process in the Republic of Moldova.

Psychological and pedagogical foundations of the general educational process in a medical educational institution

The article discusses the psychological and pedagogical foundations of the general educational process in a medical educational institution and the formation of professional training of a modern doctor who is able not only to conduct medical and diagnostic activities, but also to provide psychological and pedagogical assistance. The reorientation of the doctor's activity taking place in modern society from the position of treating diseases to the self-preserving behavior of patients, which aims to preserve human health by preventing the development of diseases and pathologies, involves the involvement of medical specialists in the educational process. The relevance of the topic of the article is due to the need for the formation of psychological and pedagogical competencies of medical specialists receiving higher medical education, despite the complexity and diversity of the doctor's activities. Despite the fact that a sufficient number of legislative and social programs have been implemented by state structures in recent years, which aim to popularize a healthy lifestyle among the residents of our country and reject negative factors, the main obstacle to educating citizens to health-saving behavior is the weak motivation of doctors to use psychological and pedagogical competencies in professional activities. It is obvious that medical diagnostic activity at the present stage of development requires special training from graduates of medical educational institutions, including the basics of a psychological and pedagogical nature. The purpose of the study is to consider the psychological and pedagogical readiness of a doctor after graduation from a medical school for professional activity, to assess professional and business communications in a doctor-patient relationship and the ability to perceive differences between patients of a social, ethnic and cultural nature.

Activities of Club Institutions in the Soviet Period (by the Example of the Tatar Locality of Mordovia)

Introduction. The events of the October Revolution of 1917 completely changed all aspects of public life. This change occurred, among other things, due to large-scale public education. The purpose of enlightenment was the formation and popularization among the citizens of the country of a new proletarian culture based on Marxist-Leninist ideology. The spread of club institutions helped to achieve this goal. The purpose of the article is to analyze the activities of club institutions in the Tatar locality of Mordovia during the Soviet period. The article contains statistics on the number of club institutions and their variety, talks about the difficulties that club institutions faced, and so on. Materials and Methods. The research is based on documents from the Central State Archive of the Republic of Mordovia. Previously published studies that talk about Soviet educational policy have also become an important source. The methodological body of the study includes comparative-historical, chronological and statistical methods. Results. During the study, statistics were prepared on the number and types of club institutions in the Tatar locality of Mordovia, and some of their features have been identified. Problems faced by club establishments have been identified. The main problems were material difficulties, the lack of proper attention to club institutions by local authorities, and the lack of qualified personnel. Discussion and Conclusion. The study of this topic made it possible to establish that the Tatars living in Mordovia, together with the Russian and Mordovian people, became part of the general cultural and educational process that began after 1917. In the Tatar locality, various club institutions developed, which, in the case of good personnel work and a responsible attitude on the part of local authorities, became a real cultural center and carried out large-scale political and educational work. The article also provides examples of the unsatisfactory work of club institutions. For example, they did not function in every Tatar locality. Often, one club could unite several settlements, and this situation was observed throughout Mordovia.

How do numerical and literacy stimulations in mother–child interactions relate to early gender differences in mathematical competencies? Empirical results from the NEPS Newborn Cohort study

While gender differences in mathematical competencies favoring boys are well researched for school and late Kindergarten age, much less is known about their earlier development. Using data from the NEPS Newborn Cohort study, this paper focuses on 4 year-old children and the effects of the numerical and literacy stimulation during mother–child interactions they received at age 2. After controlling for different domain-specific stimulations, structural characteristics of the children’s home learning environment, parental views, important child characteristics, and general educational processes between mother and child, empirical analyses showed small but statistically significant gender differences in mathematical competencies favoring girls. Early domain-specific stimulation in mother–child interactions at age 2 did not offer a good explanation for this math advantage of girls over boys at age 4. Nonetheless, even when 2 year-old girls received numerical stimulation quite similar to that of boys, there was some evidence that girls received a higher input in terms of literacy stimulation, and this is related to the small advantage of girls in mathematical competencies at age 4.

Development and Evaluation of the School Counseling Internship Competency Scale

According to the American School Counselor Association, school counseling interns’ competence should be measured by an instrument grounded in professional standards. However, no valid and reliable instrument exists to assess school counseling interns’ competencies. We created and validated a school counseling supervision instrument with four subscales: Foundational Skills and Dispositions, Multicultural Considerations and Student Services, General Education and Special Education Process, and Classroom Management and Collaboration/Consultation. We provide implications for interns, site supervisors, and university supervisors/faculty.

Forming ecological culture in Russian language lessons

Modern environmental problems do not lose their relevance, since without their solution it is impossible to imagine the formation of environmental consciousness, which is necessary for cultivating a responsible attitude towards the environment and its resources. One of the main ways out of the crisis is the development of ecological culture among the younger generation. The purpose of the study is to show possible ways of integrating ecological culture into Russian language lessons. Achieving this goal determines the setting of a number of tasks, including the identification of difficulties and problems that hinder the formation of eco-culture in the general educational process. The study used both methods of questioning, testing, conversations, and methods of generalization and mathematical statistics. The indicated methodology made it possible to show and prove that it is possible to form an ecological culture with maximum efficiency in Russian language lessons. The main results reflected in the article allow a more fruitful approach both to the process of forming an ecological culture among schoolchildren and to the professional training of a future Russian language teacher. The conclusions indicate that the proposed constructive approach to the stated problem makes it possible to integrate environmental topics into humanitarian school subjects, in particular, the Russian language, thereby most effectively contributing to the environmental education of students. The novelty of the work lies in the study of the levels of training of future teachers of the Russian language, as well as in approaches to studying the formation of the ecological culture of schoolchildren.

Non-formal education at the level of management of the class / student group

The article recovered on some methodological ways to achieve non-formal education in the management of the class / group of students. In this sense, the need to ensure the integration of education in school has become current in the paradigm of national curricular reforms, with the emphasis on the role of non-formal and informal educational influences. For the efficiency of the general education system and process, pedagogical actions of non-formal activities are approached. The theoretical and praxiological approaches of the research elucidate the benefits of ensuring the implementation of non-formal extracurricular / extracurricular activities. Thus, at the level of quality, the responsibility for its organization lies with the decision makers, managers, teachers and all actors of general education.

The Impact of Emotional Intelligence on the Academic Performance of Students with Intellectual Disabilities in Inclusive Education

Background: The development of inclusive education involves the increasing participation of children and adolescents with intellectual disabilities in the general education process, which can be accompanied by several stressful and psychotraumatic situations that negatively affect the academic success of such adolescents.
 Objective: This study aimed to empirically test the probability that the emotional intelligence level of adolescents with intellectual disabilities impacts their academic performance.
 Methods: The study was conducted as a socio-psychological experiment involving experimental and control groups through pre-test and post-test measurements of the emotional intelligence level of adolescents with intellectual disabilities and their academic performance. The study involved students at comprehensive secondary schools aged 12-14 who studied in inclusive classes.
 Results: The Emotional Intelligence Development Programme also aimed to further the inclusion of adolescents in their school lives. The Programme involved a series of classes with a predominance of visual material adapted to the needs of adolescents with intellectual disabilities. The research was motivated by the improvement of inclusive education in Ukraine, which is at the stage of its formation. The Programme is based on applied developments of practical psychologists with the author's extensions. The study was carried out through the EmIn Test adapted by Lyusin to diagnose the level of emotional intelligence. Observations, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and comparison of means through student's t-test were used to analyze the data obtained. The Programme resulted in increased parameters for the emotional intelligence level in the experimental group compared to the control group and improved academic performance in Mathematics and Biology. The results obtained empirically confirmed the positive impact of emotional intelligence on the academic performance of children with intellectual disabilities.
 Conclusion: The primary value of the study was the integration of the author's approaches in the development of emotional intelligence of adolescents with intellectual disabilities. The practical result of the research is the methodological systematization of the experiment results with the aim of further implementation in the general educational process. Further research suggests monitoring the long-term effects of therapeutic intervention programs in working with adolescents with intellectual disabilities.

Class tutoring in Russian schools as a part of social education: The analysis of educational studies

Introduction. The author examines the development of the institute of class tutorship as an element of social education in Russia, taking into account the current problems of socialization of children and youth, as well as theoretical pedagogical concepts of Russian and international school education. The purpose of the article is to conduct a comparative analysis of approaches to moral and social education within various educational systems and identify the characteristic features of class tutoring in the comparative context. Materials and Methods. The research is theoretical in nature, including analysis, comparison and generalization of Russian and international conceptions of social education as a part of school education. The methodological basis of the research includes historical, socio-cultural, cross-cultural and axiological approaches which enable to consider the specifics of the development of class tutorship on the basis of historical analysis, taking into account social changes, the influence of changing requirements of the state and society, as well as the transformation of value orientations in the process of education development. Results. The paper describes the characteristic features of class tutorship as an element of social education within school education system on the basis of the identified trends in the development of this process in the historical aspect; defines the specifics of Russian educational approaches compared to similar phenomena in international school education; identifies the differences in the professional activities of the class teacher and tutor as subjects of psychological and educational support for students; reveals the interrelations and contradictions of the normative educational process and the socialization of students in the changing society. Conclusions. The specificity of class tutorship as an element of social education of Russian schoolchildren is determined by: professional activities of the teacher who carries out their work in strict regulatory restrictions within the centralization of the general education process; reliance on the creation of a relatively cohesive group of students (school class), which remains almost unchanged throughout the entire period of general school education; the desire of the class teacher to create a highly organized group – a collective based on the common activities, values and relationships of all participants of the educational process; maintaining a balance between individualization and collectivism to create appropriate opportunities for self-realization and self-development of the individual with the inevitable influence of group pressure.

Educational space as object of socio-geographical research

The relevance of the study of the general educational space is strengthened by the fact that significant transformations are currently taking place in the general educational space as a component of the social space, which are taking place in parallel with the implementation of the decentralization reform. The article analyzes socio-geographical approaches to the study of the concept of general educational space, which we propose to consider as a component of educational space, from the point of view of general secondary education institutions. The place of educational space, as a component of geospace, is outlined in the socio-economic space, because it is the result of the interaction of social and economic spaces. The study identified local centers of the educational space that belong to educational institutions. The concept of "general educational space" is characterized, which we propose to define as the territory on which general secondary education institutions of various types and forms, as well as participants of the educational process, which ensure the implementation of educational activities, function, organize the general educational process and interact with each other. We determined the structure and properties of the general educational space. We propose to consider the structure of the general educational space as three-dimensional, highlighting at the same time such components (dimensions) as: territorial placement of educational institutions; participants in the general education process; the quality of providing educational services. General educational space, as a component of geospace, is characterized by such indicators as: length, dynamism, structure and continuity. Quantitative and qualitative indicators of the functioning of the general educational space were described. Characterization of the structure of the general educational space of the regional region, which plays a special role in the study of the development of education, was carried out. The general educational space has the potential that creates the foundation of national security, ensures the competitiveness of the country, the region among other national state bodies.

Storytelling Technique in Teaching Ukrainian as a Foreign Language Remotely

Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.

Training a special teacher: Opinions and experience of teachers in the conditions of inclusive education

In the context of the active spread of inclusive education in Kazakhstan, it seems important to modernize their training for work in inclusive schools. Accordingly, the problems of effective preparation of teachers to work with inclusive classes have acquired particular relevance. The aim of the proposed study was a comparative study of the opinions of teachers-defectologists in secondary schools of the region on the organization and implementation of practice in inclusive education. Thus, an interview was conducted with teachers in North Kazakhstan. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinion of special teachers practicing in inclusive organizations, it is argued that inclusive education of children with special educational needs requires a change in approaches to the training of special teachers, modernization of the content, and directions of their training.
 
 Keywords: Defectologists; inclusive education; special educational needs; teacher training.

Ukrainian Orthodox Education in Historical Retrospective

The article reflects the historical background and challenges of the Orthodox Church in establishing religious education in the process of spreading Orthodox Christianity. From historical analysis, one can observe the evolution of not only Orthodox education, but also church teaching, which in turn increased the rates of literacy and education in the population. Because of the work in the dioceses, namely the opening of educational centers, schools, colleges, etc. the general level of education increased. However, with the historical collapse and tumultuous events of Ukraine's past, the success of the Orthodox Church in these efforts has varied significantly in different historical periods. To combat the crisis conditions of the Church in the field of education, under the guidance of diocesan ministers, church educational institutions began to work well, which in turn increased the popular authority of Orthodoxy and consolidated its position in this area. Through such ministry, the Orthodox clergy integrated the principles of morality, Christian teaching, and religious traditions into the general educational process, investing in subsequent generations the basis of a conscious religion of Orthodoxy. Scholars do not deny the progressive role of the Church in raising the levels of education, writing, and faith. In addition, the initiative of the Church in the introduction of public education was positively received by the imperial authorities and secular forces, making it competitive with Catholic and Protestant education on the territory of Ukraine. Analyzing the current state of Ukrainian religion demonstrates the relative uniformity of the spread of religious trends and religious tolerance towards them. Only at the beginning of the 21st century did national and full-fledged autonomies within the Church become known, considering the objective historical and dialectical development of the church structure.