Inclusive Form Of Education Research Articles

Community Communication in Realizing Inclusive Education for People with Disabilities: Description of UMJ Disabled Care Community

Physical limitations are not one of the obstacles for people with disabilities in carrying out activities, but facilities and infrastructure that are important for their lives. The spirit embedded in continuing education forms a motivation in them to always try their best in seeking knowledge. Agencies or institutions that provide educational facilities for those with special needs generate attention and attract their own interest to people with disabilities. This study aims to see the support and obstacles felt by people with disabilities regarding campus life in inclusive education. Descriptive qualitative methods using interview, observation and field study techniques became the basis for the formation of this research. Inclusive education is one of the important means for people with disabilities in carrying out learning activities, the availability of various facilities makes them feel the same opportunities as other students. However, this research resulted in people with disabilities, especially the blind, still finding it difficult with the unavailability of guiding blocks in the campus area of the University of Muhammadiyah Jakarta, so they need friends or companions to access or visit every corner of the campus. In addition, increasingly advanced technology provides online learning. It is also a challenge for blind people with disabilities by relying on their hearing ability to absorb every knowledge provided. The needs for people with disabilities, especially the blind, are means of information, achievements in academic and non-academic and also companions. Then, in terms of inclusive education, students with disabilities and non-disabilities will build mutually beneficial relationships so that communication between them will be established by understanding each other and the form of inclusive education can be carried out in accordance with its goals

Inclusive Education in NEP 2020

The NEP 2020 released by the Government of India makes along way in the form of Inclusive Education. The different techniques, methods and strategies paved the way towards Inclusive Education. The well-defined policies are essentially required to provide proper education to underprivileged and disabled children. It is an acceptable fact that education is compulsory for all irrespective of any status of Socio-economically Disadvantaged Groups and it is no longer a privilege in our country. This is the most important aspect of providing alternative and accessible education to all needy persons. The Inclusive Education policies ensured the platform for the development of education for all for further development and growth in all walks of life. The reasons for the requirement of the introduction of inclusive education were analyzed in detail by the expert committee of NEP 2020 and suggested a good amount of measures to reach the needy.

ANALISIS MANAJEMEN PELAYANAN SEKOLAH INKLUSI MELALUI PENGAMATAN LINGKUNGAN FAKTOR INTERNAL DAN EKSTERNAL

Education is the right of every citizen, including Children with Special Needs (ABK). Education for ABK is carried out in the form of inclusive education. The achievement of goals in inclusive education is pursued in various ways, including through service management. Service management includes planning (planning), organizing (organizing), implementation (actuating), and supervision (controlling). This research is a type of qualitative research that aims to determine the analysis of inclusive school service management through environmental observations. Data collection techniques were carried out through in-depth interviews, observation, and documentation. While the data analysis technique is done by data exposure, data condensation, and drawing conclusions. The results of the study show that Muhammadiyah 1 Tulungagung Elementary School as a school providing inclusive services conducts a SWOT analysis when planning service programs for Students with Special Needs (PDBK). The results of the SWOT analysis are used to determine the type of service to be provided. Good service management is expected to be able to increase a sense of comfort, self-confidence, and the ability to socialize in students with special needs. Finally, the ultimate goal of inclusive education, namely increasing competency in PDBK, will be achieved.

The Forms of Organization of an Inclusive Educational Process for Teaching Computer Science

Currently, the process of improving the education system is actively underway in our country. Along with solving everyday problems, systematic measures are being taken to ensure that children have equal opportunities for all. The article considers the forms of organization of the inclusive education process in teaching computer science to schoolchildren. The experience of inclusive education poses a number of problems for secondary schools and teachers. These problems include the organization of lessons in an inclusive classroom, the choice of the form of education for children with special educational needs, as well as other issues of the organization of the educational and educational process. The article presents ways to solve the above problems. The importance of research in the field of organizing training in the context of inclusive education is due to the need to develop a flexible education system, taking into account the individual needs of students. The modern education system offers two interrelated forms of education for children with special educational needs, this is an inclusive form of education that allows you to directly participate in the life of a comprehensive school and home education, in which an individual training program is developed. The article considers the possibility of using the capabilities of internet services in the implementation of these forms of education.

INCLUSIVE ORIENTATION OF THE EDUCATION SYSTEM IN UKRAINE

Under the influence of global processes of humanization, modern Ukrainian society is changing its attitude towards people with disabilities. These changes can be seen as overcoming social and educational barriers.One of these barriers is the traditional division of education into general secondary and special (correctional), which are represented by segregation institutions. But the modern approach to the development of education breaks down this barrier.Integration processes into the European community determine the urgency of the problem of inclusive education. It is primarily due to the fact that the number of children in need of remedial education is growing steadily. The emergence of the ideology of inclusive education is due to the need to improve the system of organization of children’s education. This improvement is to create a single educational space for each child.The term “inclusion” differs from the terms “integration” and “segregation”. With inclusion, all stakeholders must be actively involved to achieve the desired result. Recognizing the value of inclusive education, it is necessary to take into account certain factors that hinder the implementation of the ideas of inclusive education. We believe that this is primarily not a tolerant attitude of the population to children with disabilities, psychological unwillingness to accept these children as full members of society. But despite the emerging disputes and disagreements, the system of inclusive education is an effective mechanism for the development of an inclusive society. This is the key to inclusive education. Rejecting all misunderstandings, we can say that inclusive education is education for all, regardless of their physical, intellectual, social, emotional, linguistic or other characteristics. It gives the opportunity to join the general process of learning and education (development and socialization), which then allows an adult to become an equal member of society. In general, an inclusive form of education and upbringing is a long-term strategy.The development of inclusive education in Ukraine requires the creation of a barrier-free environment that includes physical and psychological components. Special work with the use of additional education resources on the organization of interaction of children with and without disabilities, aimed at harmonizing children’s relationships; creating an atmosphere of emotional comfort and mutual acceptance. By changing society’s attitude towards children with disabilities, the process of integrating such children into secondary schools will gain popularity and become successful. A well-organized inclusive education will help parents of children to look at the phenomenon of integration in a new way and provide evidence that children with disabilities will not only not harm their children to full development, but will also provide additional opportunities.

Проблеми та перспективи розвитку інклюзивної освіти в Україні

Розглянуто особливості запровадження інклюзивної освіти в Україні в контексті євроінтеграції. Проаналізовано динаміку реалізації інклюзивного навчання в контексті реформи системи освіти. Розглянуто складові підготовки системи освіти до реалізації процесу інклюзії як для педагогів, так і для дітей з особливими освітніми потребами та основні проблеми формування освітнього середовища.

Perceptions of Inclusive School Quality and Well-Being Among Parents of Children with Disabilities in China: The Mediation Role of Resilience

ABSTRACT Recent decades have witnessed the development of inclusive education in China. Yet, the national program of ‘Learning in Regular Classroom’ – a form of inclusive education with Chinese characteristics – has been criticised for lacking sufficient system support. Under these circumstances, parents play a key role in support for their children with disabilities in regular schools in China. This study investigates the relationship between inclusive school quality and the well-being of parents of children with disabilities and the mediating effect of resilience on such a relationship. A sample of 310 Chinese parents of children with disabilities completed the Perception of Inclusive School Quality Scale, the Diener Well-being Scale, and the Davidson Resilience Inventory in the study. The results indicated that parents’ perceptions of inclusive school quality had a positive relationship with their subjective well-being, and resilience showed a partial mediating effect on that relationship. Implications are discussed.

PECULIARITIES OF INTRODUCTION OF INCLUSIVE EDUCATION FOR PERSONS WITH CARDIOVASCULAR DISEASES

An important component of public policy in Ukraine is progressive changes in the strategy of education for children with special needs with a dominant focus - the introduction of inclusive education in secondary schools, where the educational environment is adapted to the individual learner: for students with special educational needs created groups with inclusive form of education - this is the integration of children with special educational needs in the general educational space.
 Among the diseases that afflict our contemporaries, the most dangerous are diseases of the cardiovascular system. That is why the disease of the cardiovascular system is reflected in the decrease in the functional activity of the whole organism - the creative abilities and efficiency of a person are reduced.
 Diseases of the cardiovascular system are caused by many factors: congenital defects; malnutrition; intoxication; inflammatory processes; metabolic disorders; sedentary lifestyle, etc. At diseases of cardiovascular system mechanisms of medical action of physical exercises are applied. Therapeutic exercise is indicated for all diseases of the cardiovascular system, and to maintain the results you need to perform exercise throughout life. Only movement, which is the most physiological means of influencing the body, can provide a high vitality, good mood, self-confidence and long life without disease.

ПСИХОДИДАКТИЧНІ ЗАСАДИ УКЛАДАННЯ ПІДРУЧНИКІВ ДЛЯ УЧНІВ З ПОРУШЕННЯМИ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ

In the light of educational reform in Ukraine on the way to European values of equality and nondiscrimination, general secondary education institutions with an inclusive form of education should receive educational materials that meet the needs, interests, individual characteristics and capabilities of each student, including students with intellectual disabilities. The functions of differentiated and individualized teaching of a modern textbook indicate the need to reconsider the role of the school textbook in an inclusive educational space. Yes, it should not be exclusively a source of information, it should be a factor in the intellectual development of students according to their needs and abilities. Accordingly, the school textbook in content, form and design should be a projection not only of scientific knowledge, but also the basic laws of intellectual development of the individual in the learning process. The article considers the main requirements for the textbook for students with intellectual disabilities. These students are characterized by a slowdown in the speed of receiving and processing information; general decrease in mental activity and, as a consequence, narrowing of a stock of knowledge and representations about the world around and about itself; speech disorders, communication difficulties; insufficiency of verbal mediation of activity, inconsistency of figurative and verbal spheres of psyche, etc. Adherence to the methodological requirements for the school textbook for students with intellectual disabilities involves the compliance of materials with the age characteristics of students in terms of content, emotional impact; clear structural division and graphical selection of conclusions, key provisions, key concepts, etc .; a sufficient number of illustrations that facilitate the perception, understanding and memorization of educational material, conveniently located and associated with the text; inclusion of tasks that stimulate the development of a certain degree of independence in solving problems, the formation of skills to use the stock of available knowledge. All these requirements are met when selecting verbal material (articles, exercises, examples) for explanation, consolidation, repetition of educational material, methodological apparatus (rules, instructions, tasks, questions), illustrations (drawings, photographs, graphs, etc.).

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

МОДЕЛЬ ПСИХОЛОГО-ПЕДАГОГІЧНОГО СУПРОВОДУ УЧНІВ ПОЧАТКОВИХ КЛАСІВ ІЗ МОВЛЕННЄВИМИ ПОРУШЕННЯМИ В ЗАГАЛЬНООСВІТНІЙ ШКОЛІ МІСТА КИЄВА З ІНКЛЮЗИВНОЮ ФОРМОЮ НАВЧАННЯ

The article highlights the stages of creating a model of psycho- pedagogical support of primary school students with speech disorders in one of the schools in Kiev with inclusive form of education. Clearly given the terms that are fundamental to this topic: "inclusive education", "inclusion in education", "individual development program", "individual curriculum","adaptation","team psychological and pedagogical support","portfolio of the pupil". Also the modern clinical and pedagogical classification of speech disorders is briefly considered, the basic aspects of activity of a team of psychological and pedagogical support with the indication of duties of each expert with more profound detail of speech therapy intervention function are designated. The article notes the positive impact of long-term support from specialists on the success of education of young learners with speech disorders. It is noted that use of the personal-oriented approach at each lesson allows to form at pupils with speech disorders positive motivation to study, develops communication and speech skills. The author of the article focuses on the fact that this approach in combination with systematic support of a team of psychological and pedagogical support allows to maximize the potential of a student, his "strengths", to stimulate the development of speech, thinking, memory, communication skills, individual characteristics of each child, his creative potential. The essence of the components of diagnosing young learners with speech disorders in inclusive learning environment is described, and thus the assessment of individual achievement of students in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of students with speech disorders in an inclusive learning environment is described, and thus the assessment of individual achievement of learners in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of young learners with speech disorders, and all learners in the class.

INTEGRITY OF THE PEDAGOGICAL PROCESS IN SCHOOLS WITH INCLUSIVE FORM OF EDUCATION

The article analyses the approaches to the definition of “integrity”. There were considered such pedagogical aspects of integrity as the integrity of the goals and the contents of education, the integrity of system of teaching methods. It is shown that the idea of integrity is a backbone one for developing the educational programs or lessons. The article substantiates the need for appropriate teaching aids for the integrity of the pedagogical process, which would promote the consistency of its components – purpose, educational information, schoolchildren, teachers, methods, forms, teaching aids. The article examines the methodological regulators of building a modern strategy of a holistic approach to the study and design of educational reality.

РОЗВИТОК ЕМОЦІЙНОГО ІНТЕЛЕКТУ УЧНІВ ІНКЛЮЗИВНИХ КЛАСІВ: РЕСУРСИ ТЕХНОЛОГІЇ «КЛАСНИЙ МЕНЕДЖМЕНТ»

The article is devoted to the issue of building an effective educational space with an inclusive form of education. We consider the teachers’ and students’ emotional intelligence as one of the important components of the effectiveness of a such space. Authors analysed various aspects of emotional intelligence as a factor of success in learning, social development of students, as well as methodological developments of researchers on the technology of «Classroom Management» in the context of forming certain features of emotional competence of secondary education students. The main focus of our article is to systematize the resources of «Classroom Management» as a means of influencing the formation of inclusive classes pupils’ emotional intelligence as well as testing the effectiveness of this influence on each structural component of emotional intelligence. In our work we rely on the New multilevel model of emotional intelligence (Drigas & Papoutsi), which we modified in accordance with the psychological characteristics of primary school pupils. For each level of this Model we have selected methods of influence from the resource base of the technology «Class Management». Our study, which covers 6 grades of public and 5 grades of private schools, was conducted using methods: forecasting, surveys, semi-structured interviews, benchmarking, pedagogical experiment, product analysis, continuous expert coaching. Criteria for assessing the state of the educational space have been developed by experts based on groups of classroom management resources that contribute to the formation of pupils’ socio-emotional qualities. The pedagogical experiment lasted 8 months and consisted of purposeful training of teachers and continuous expert coaching of the educational process carried out by them. The results of the experiment show a positive trend in the competence of teachers in using environmental resources to form pupils’ emotional intelligence and build an atmosphere of emotional well-being in the classroom, which allows teachers to increase the technology of implementing effective and favourable for all participants educational process.

THE RESULTS OF THE FORMATION OF CORRECTIONAL AND PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS WITH INTEGRATED AND (OR) INCLUSIVE FORM OF EDUCATION

THE RESULTS OF THE FORMATION OF CORRECTIONAL AND PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS WITH INTEGRATED AND (OR) INCLUSIVE FORM OF EDUCATION

Сучасний стан інклюзивної освіти в країнах європейського союзу

У статті розглядається проблема інклюзивної освіти в сучасному освітньому просторі. Головною метою інклюзивного навчання є усунення будь-якої дискримінації в освітньому процесі, забезпечення доступності освіти для всіх, то досягнення цієї мети може бути організовано по-різному, що й спостерігається в освітніх системах різних країн. Висвітлено завдання, що потребують впливу з боку системи державного управління освітою щодо організації навчання дітей з особливими потребами.

РЕСУРСНА СКЛАДОВА ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ ПЕДАГОГІЧНОГО ПРАЦІВНИКА ЗАГАЛЬНООСВІТНЬОГО ЗАКЛАДУ

This article is a result of the study regarding the problem of training future teachers in Ukraine to work in conditions of inclusion. The article clarifies the concept of «inclusive competence» as a psychological, pedagogical, correctional and rehabilitative readiness and ability to organize an inclusive environment in the classroom, where pupils with special needs study, which involves the implementation of an appropriate educa­tional process, and interaction with all the subjects of this process. Also, for the first time, there was proposed the content of the concept of «resource competence of a teacher» – it is his ability to identify, produce, attract and use resources necessary for the effective functioning of an inclusive educational environment. Therewith, this article defines in details the content of proposed verb interpretations: to identify, to produce, to attract, to apply. The main pedagogical workers of the educational establishment with an inclusive form of education are: school administrators (director, his deputies), teachers, a psychologist, a social pedagogue, teacher assistants and school children assistants. The concept of «resources», which is used in the educational sphere in various interpretations, was also analyzed. It was found that differences in the interpretation of this concept were still complicated by the gen­eral understanding and proper application of different types of resources in science and practice. The analysis of the resources necessary for the implementation and functioning of a general education establishment with an inclusive form of education was performed in the study. Their classification is proposed on the basis of the functional approach: spiritual, human, electronic and technical, which are divided into two groups – internal and external resources. There is also grounded a number of functions that perform the resources of an inclu­sive educational environment. They include: preventive, worldview, developmental, orientational, motivation­al, image, consumer, healthcare, organizational, communicative, recreational, teambuilding components. The classification of resources has been developed, which are necessary for the functioning of a comprehensive educational institution with an inclusive form of education, based on a functional approach. Further research problems are the development of a model for the formation of inclusive competencies in future teachers, in particular, the resource one; definition of a system of criteria and indicators, levels of readiness to carry out pedagogical activities in a general educational establishment with an inclusive form of education.

Current opinions of Czech teachers about the inclusive form of education

The current curriculum for elementary education in the Czech Republic allows inclusion of pupils with special educational needs in mainstream schools. In spite of the fact that today the right of all persons to education is generally accepted, the inclusive form of education frequently raises various doubts in both the lay and professional community. Various concerns stem from inaccurate ideas of this form of education and insufficient information, particularly in relation to successful delivery of inclusion. In some countries, such as in Great Britain or Finland, the experience with the inclusive form of education is much longer and is mostly positive, in our country however, the concept of inclusion is gaining ground relatively slowly. The quality of educating both the healthy population and pupils with special educational needs is influenced by a number of factors. One of the most significant roles in the educational process is taken by the educator. The educator’s role is irreplaceable and is decisive for the degree of success of the development of a child personality. All changes in the educational approaches are related not only to a well thought-out theoretical background but particularly to comprehensive readiness of the principal educational actors, i.e. the teachers. To accomplish this task however, the highest possible amount of information is required. To acquire this information was one of the aims of a research study carried out in the previous year 2014. Keywords: Czech Republic; inclusive form; education

An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes, Knowledge, Skills, and Agency

Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms—an idiosyncratic Chinese form of inclusive education. Our mixed methods study reveals that agency is the fourth pillar of the professional competence for inclusive education teachers in Beijing, China. Results from comparative analysis indicate that the level of teachers’ agency is significantly lower than that of their attitudes, knowledge, and skills. We offer some implications for policy and practice in inclusive education.