Special Education System Research Articles

Rehabilitacja dzieci z implantami ślimakowymi w Ukrainie w nowoczesnych warunkach

The aim of the article is to consider the problem of rehabilitation of children with cochlear implants at the current stage of development of the special education system in Ukraine. The author discusses the issues of cochlear implantation, rehabilitation and training to work with children with cochlear implants in modern conditions, and presents statistical data of the State Statistics Service of Ukraine, main aspects of the detection of hearing loss at various stages, the occasional development and the modern method of hearing aids (slime implantation). The article describes the main indicators of hearing development in a child after grafting an implant and the significance of a complex approach to rehabilitation, an important element of which is the training of a specialist. The author draws attention to the fact that in Ukraine the number of users of cochlear implants is increasing year by year. However, the training of specialists to work with this category of children is not true, but in the process of teaching deaf educators, it is still treated confidentially. Therefore, with the support of a non-governmental organization, the project “Rehabilitation of persons with cochlear implants in Ukraine” was created, the aim of which is to train specialists to work with such children. Today, about 500 specialists receive knowledge in this district. The importance and finality of the implementation of correctional programs in the process of slime implantation, treatment of methodical treatments for specialists and relatives, and literature on the direction of educators and educators were also emphasized.

Immigrant Latino Parents’ Experiences and Participation in the Special Education Process

This study examined the experiences of first-generation immigrant Latino parents of children with disabilities while navigating the special education system and how those experiences influenced their participation in the special education process. A researcher-created survey was used to collect data. Quantitative data were examined using descriptive and inferential statistics. Additional comments provided by participants were analyzed for patterns and themes. Although half of the participants had emerging English language skills, they communicated and often collaborated with school personnel. Most participants trusted professionals, had a positive perception of school personnel, and disagreed with statements suggesting that teachers knew best about their children’s needs. Participation in the special education process was influenced by the children’s disability and the parents’ knowledge of the American education system, among other factors.

Finding Common Ground: Medical Professionals and Special Education Providers Supporting Young Children and Families

Several types of professionals support families of young children with disabilities as they navigate the early intervention and early childhood special education systems (EI/ECSE). Medical professionals are often the first to discuss service provision with families, while EI/ECSE providers are responsible for evaluating, determining eligibility, and providing services. The alignment between these two groups can directly influence child and family outcomes. We explored the experiences of medical professionals and EI/ECSE providers working in one large Northeastern U.S. city to understand how each group views their respective roles within the system and to gauge the degree to which they collaborate. Our findings revealed that both groups are committed to the families they serve but are often frustrated by conflicting recommendations for EI/ECSE service delivery. We provide suggestions to improve opportunities to communicate and collaborate to increase the effectiveness of support for children and their families.

INFLUENCE OF PHYSICAL EDUCATION ON THE MENTAL HEALTH OF COLLEGE STUDENTS

ABSTRACT Under the influence of the special education system in China, after entering the free and open college environment from a tightly-controlled high school, many students suffer psychologically from a “weaning period”. During the students’ initial contacts with society, they can simultaneously experience confusion and psychological conflicts in interpersonal communication, perception, emotions, and free will. If these problems persist, they can cause psychological problems. Through field investigation, this paper found that physical exercise can not only improve the intelligence level of students, but also have a positive impact on their emotional and psychological states and their interpersonal skills. Evidence Level I; Systematic review.

Formation of the professional culture of future teachers-speech therapists through the use of innovative technologies

Еducation is aimed at individualization, improvement of the professional route and the process of professional training of future speech therapists. Of particular importance are issues of professional, personal and moral culture, which embody the positive socio-personal achievements of pedagogical skills, personal values and communicative interaction in the system of special and inclusive education to be followed by both children and their parents.
 The purpose of the work is to determine the criteria, indicators and diagnostic tasks of formation of the professional culture of future speech therapists, to diagnose the state of formation of the professional culture of future speech therapists.
 Diagnostic sections allowed us to determine the criterion-indicator base of formation of the professional culture of future teachers-speech therapists.
 The culture of professional communication reflects the level of proficiency in reference speech in compliance with all established requirements of the Ukrainian language (orthoepic norms, lexical and grammatical design, etc.), intonation and content saturation of expression, degree of erudition and general tolerance, conscious and respectful attitude to the subject process.
 Personal and professional competence reflects the degree of formation of value professional orientations of the individual, dynamic activity, non-standard and flexible thinking, constant enrichment of special knowledge, interests, skills, broadening horizons, creative understanding of non-standard pedagogical problem situations.
 We have developed a set of diagnostic tasks for each of the selected criteria and formed a scale for evaluating their implementation.
 Since professional culture is a complex concept that includes integrated personality traits, we have identified the levels of its formation

Preparing OT Student-Clinicians for Effective School-Based Interprofessional Team Dynamics Through a Remote Interprofessional Education Workshop

Abstract Date Presented 03/31/2022 The American Occupational Therapy Association’s (AOTA’s) Vision 2025 promotes OT practitioners working collaboratively within systems (AOTA, 2017). School-based practice is considered the second-largest system, in which 14.5% of OTs in the United States practice (AOTA, 2020). Therefore, there is a need to prepare OT student-clinicians to interact with other professions. An innovative remote school-based interprofessional education (IPE) workshop is an effective method for improving perceptions of OT care coordination in special education systems among professionals. Primary Author and Speaker: Ellen Berger Rainville Contributing Authors: Lisa Shooman, Kristina Curro, Sue Foo

Creation of a speech environment for preschool children in their native language in conditions of its insufficient functioning in family and society

Preschool educational organizations participating in the revitalization of the ethnic languages ​​of the indigenous peoples of the North, Siberia and the Far East need a special bilingual educational system with an effective methodology for creating a speech environment, developed on the basis of the federal state educational standard for preschool education and an environmental approach. In this regard, in order to eliminate language deprivation, which has become a stable phenomenon in preschool educational organizations in which children of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation are brought up, it is necessary to take systemic measures aimed at improving the quality of the native speech of teachers, creating didactic materials, including digital resources to create a developing speech environment, the development of a special technique that reveals the speech potential of children. The purpose of the research is the creation of a model of the ethnocultural speech environment in the native language for preschool children in conditions of insufficient functioning of the native language. The article provides a comprehensive description of the research results on the creation of a speech environment in preschool educational institutions in native languages ​​of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation. The results are presented: 1) a description of educational practices, built on the principle of “one person – one language”, aimed at the development of early bilingualism in preschool children; 2) analysis of the main problems of the speech environment in preschool educational organizations located in places of compact residence of indigenous minorities; 3) a description of the model for creating an ethnocultural speech environment in the native language for preschool children based on the principle of “one person – one language” and the concept of “developing speech environment”. As part of this study, a model for creating an ethnocultural speech environment for preschool children has been developed, taking into account the requirements of important state documents regulating the educational activities of kindergartens. First of all, the model is intended for the use by kindergartens implementing an educational program in conditions of insufficient functioning in the family and society of the native language of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation. In order to introduce a model for creating an ethnocultural speech developmental environment for preschool children in the educational process, guidelines have been developed for parents and employees of preschool educational organizations.

Parent-Educator Partnerships in Special Education Services Provision: A Thematic Exploration of Challenges Faced by Culturally and Linguistically Diverse Families

Among its many provisions, the Individuals with Disabilities Education Act (IDEA) stipulates that educators and parents work together to improve the quality of education for children with disabilities. This study explores the cultural understandings of disability and special education concepts among ten culturally and linguistically diverse families. It is essential and relevant to examine these families’ experiences to gain insight into what influences their involvement in the education of their children with disabilities. Data was collected through interviews, field notes, and document reviews. Grounded theory techniques were used to conduct an inductive analysis of the qualitative data. The findings reflected an array of families’ cultural perspectives when working with educators and service providers navigating the special education system. Further, families raised concerns about the red tape in accessing special education services and the lack of humanity when interacting with service providers.

Reproductive Health and Substance Use Education for Autistic Youth.

We provide an update on reproductive health education (RHE) and substance use prevention education (SUPE) participation for autistic youth compared with other youth with and without individualized education plans (IEPs) and 504 plans. The 800 000 autistic youth served by the US special education system need education to make informed decisions about reproductive health and substance use. Data were from the National Longitudinal Transition Study-2012, a survey designed to yield nationally representative estimates of the experiences of US youth. Autistic youth (n = 390) who received RHE and SUPE were compared with youth with all other IEP classifications (n = 4420), with a 504 plan (n = 350), and with no IEP or 504 plan (n = 980). All youth were ≥14 years old and able to self-report on a survey. Bivariate and multivariate regression analyses were performed for each group to identify characteristics associated with RHE and SUPE receipt. Autistic youth reported a significantly lower rate of RHE (47.4%) and SUPE (49.6%) inclusion versus students with no IEP or 504 plan (59.2% and 57.4%, respectively). Autistic girls were more than twice as likely to report RHE receipt than autistic boys (55.1% vs 45.9%). For autistic youth, no markers for receipt of SUPE were identified. Autistic youth are underserved when it comes to school-based RHE and SUPE, potentially undermining self-determination and leading to poorer lifespan health trajectories. Research and policy advocacy are needed to ensure that these youth have access to RHE and SUPE.

Roles and Responsibility of the National Institute for the Empowerment of person with Intellectual Disabilities in India: A Study

The Indian Government supports various programmes to empower PWD. Therefore, the government pays particular attention to people with intellectual disabilities, including special education, career opportunities, etc. One of the main organisations initiated by the Indian Government for People with Mental Disabilities is the National Institute for the Empowerment of Persons with Intellectual Disabilities (NIEPID). This organisation provides assistance for the community, rehabilitation, education, career development, medical care, etc. This paper made an attempt to study the functions and duties of the PID in NIEPID. The NIEPID plays a key role in special education classes, research development, advanced technology, etc. Their essential duties are to help them learn the special education system and provide the PID with activities for skills development.

Integration of Madrasah diniyah learning systems for strengthening religious moderation in Indonesian universities

<em><span>Madrasah diniyah</span></em><span> is a very special Islamic education system in Indonesia that can be implemented from primary, secondary, and even higher education levels. This study aimed to explain the integration of the madrasah system in Islamic Religious Universities in the framework of strengthening religious moderation. The research method used was qualitative with a symbolic interactionalism approach. The main informants in this study were eleven people from the elements of the chancellor, vice-rector 1, head of <em>Madrasah diniyah</em> (Mudhir), teachers/</span><em><span>ustadz</span></em><span>, and students at State Islamic Institute (IAIN) Tulungagung selected by purposive sampling technique. The research implementation procedure was technically carried out by the stages of data collection, reduction, presentation, and analysis. This study found that the integration of the <em>Madrasah diniyah</em> system into the learning system at IAIN Tulungagung is quite effective in increasing students' religious knowledge. The implementation of <em>Madrasah diniyah</em> needs the support of all stakeholders in higher education. The obstacles faced need to be minimized in terms of infrastructure improvement and participant readiness. The <em>Madrasah diniyah</em> system which is integrated into the learning system in universities is a breakthrough in the world of higher education. With the effective integration of the <em>Madrasah diniyah</em> system into the learning system at Islamic religious universities, the implementation of <em>Madrasah diniyah</em> requires the support of all stakeholders. Therefore, the <em>Madrasah diniyah</em> system integration model is a model that can be developed in other Islamic religious universities.</span>

Implementation of Inclusive Education for Children With Special Needs in Indonesia

Inclusive education is a sort of equity and nondiscriminatory education in which children with and without disabilities receive the same education. Inclusive education is a type of special education that requires all children with disabilities to get an education on a par with their peers. Until now, children with varying abilities (disabled) have received unique educational facilities called Special Schools that are adapted to their degree and kind of disability (SLB). Inadvertently, the special education system has erected a barrier of exclusivity for students with disabilities. Implementing inclusive education for children with special needs should generate a pleasant, welcoming environment and build students' confidence in their ability to get an appropriate education according with their rights. In Indonesia, inclusive schools are still not being implemented according to the concepts and rules proposed, both in terms of pupils, teacher credentials, facilities and infrastructure, and parental and community support. Inclusion in education is still a relatively new phenomena in Indonesia.

From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC’s unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss how teacher preparation programs can support the needs of SETOC.

ОРГАНИЗАЦИОННО-СОДЕРЖАТЕЛЬНЫЕ АСПЕКТЫ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ ДИАГНОСТИКИ СЛЕПЫХ ДЕТЕЙ

Introduction. Based on the data obtained during the psychological and pedagogical diagnostic tests of blind children, their individual correctional and educational trajectory is built. The specific features of blind children due to profoundly impaired or absent vision have a significant impact on both the objectivity of the assessment and the productivity of the entire psychological and pedagogical diagnosis procedure. The paper aims to reveal the organizational and conceptual aspects of psychological and pedagogical diagnosis of visually impaired children. The following objectives were defined to achieve the aim: – to study the theoretical aspects of the problem under consideration; – to reveal the specifics of the psychological and pedagogical diagnosis of blind children, which determines the content of diagnostic tools and the nature of the results obtained; – to present the mechanism for organizing psychological and pedagogical diagnosis and the procedure for the selection of stimulus material. Materials and methods. The work on the paper involved the use of analytical methods (retrospective analysis of scientific literature) and practical methods (personal long-term experience in training and advanced training of teaching staff in the special education system). The results of the study. Based on the vast research experience, a procedure for the construction and implementation of psychological and pedagogical diagnostic tests of blind children is proposed. The examination procedure implemented during the class is divided into two stages. The first (main) stage suggests that the subjects form elementary ideas about the materials and objects which they will then have to perform manipulations with. Children are introduced to the algorithm of work. This necessity is due to their limited sensory experience and the ideas formed on its basis, which prevent the development of substantive and practical actions. The second (test) stage of the class involves diagnosis of the blind children. Conclusion. The proposed approach to the implementation of psychological and pedagogical diagnosis of blind children can be applied by learning support specialists (special education teachers, visual impairment teachers, speech therapists, and psychologists) working with blind children at all levels of education.

Professional readiness of educational professionals for individualised psychological and pedagogical support of children with severe and multiple developmental disorders

Introduction. The current trends in modern education dictate the need for transformation and reconfiguration of the entire educational network; the changes are also reflected in updating the content for training specialists working in the system of special (remedial, correctional) and inclusive education. In this regard, the society and the state impose certain requirements on such specialists; one of them is continuous improvement of professional competencies, including practical knowledge of fundamentally new, individualised and individually differentiated technologies and practices of psychological and pedagogical support of children having severe and multiple developmental disorders. Purpose of the study: to identify the level of professional preparedness of specialists working in the system of remedial and inclusive education towards individualisation of psychological and pedagogical support for children with significant developmental disabilities. Research methodology and techniques. The research involved 64 specialists (special education teachers and special education psychologists from educational organisations of Chelyabinsk and Chelyabinsk region of the Russian Federation). The developed methodology included seven blocks in accordance with the professional activity goals and was aimed at identifying the level of formation of theoretical knowledge and the respondents’ readiness to practical activity along seven components: communicative, cognitive, planning, technological, methodological, perceptual, personal. PRI is the index of professional readiness to implement individual psychological and pedagogical support of preschool children with severe developmental disorders. Results. As a result of the experimental work, the respondents showed a medium level of readiness for individualisation of psychological and pedagogical support of children having serious developmental disorders (PRI=52.0%). The obtained data revealed a regularity manifested in the respondents’ orientation towards theoretical aspects of different professional activity tasks versus readiness for their practical realisation (the mean PRIt exceeds PRIp by 18.6%). Conclusions. The research results evidence the need for optimisation of the content and organisational forms of professional development for teachers realising the basic education programmes adapted for children with disabilities, due to the specialists’ insufficient preparedness to properly solve a number of professional activity tasks connected with individualisation of psychological and pedagogical support of children having severe and multiple developmental disabilities.

Some aspects of system of inclusive and special education and parents in this system

Abstract. We analyze certain aspects of the current system of education of children with special educational needs as one of the most important directions of Russian social policy. The Government of the Russian Federation takes a course for the further development of inclusive and special education, which provides an opportunity to implement an evolutionary approach in updating the special and inclusive education system. The spectrum expansion of childhood diseases is associated not only with the environmental situation in the world, but also with the socio-cultural component of the family: unhealthy family environment, child abuse, unfavorable living conditions, etc. Along with the measures taken by state and administrative bodies in special education, it is necessary to form an active position of parents in the process of inclusive practice, their understanding of its essence and purpose of the educational process as one of the main conditions for the effective development and socialization of children with disabilities. We present the experience of interaction between specialists of the Chechen State Pedagogical University with parents on the example of the Network Consulting Center for Comprehensive Support of families raising children, including with developmental anomalies “Parent University”. This experience can be used by other educational organizations of different levels – from early aid institutions to higher educational institutions. Educating parents on the basics of pedagogy, family education has a beneficial effect not only on the abnormal child and their family, but it is also a starting point in the formation of a tolerant position of society.

A study of national clothes and games as an individual part of cultural heritage

It is believed that the national clothes and games, which are one of the inalienable, ancient values of the culture of peoples, serve as one of the important factors reflecting the past and future of society. The national games, with their form, meaning, and content, embody the national features of our people, the rich life experience that has stood the test of centuries. From the first days of our independence, the restoration and development of our national culture were considered one of the most pressing issues. The main task today is to study and analyze our national costumes and folk games, which are our cultural heritage, and to promote them in kindergartens and schools through sports, secondary special and higher education systems, and in the community.

Pupils With Intellectual Disabilities and Service to Education. The Specifics of Special Education System in Romania

Disability is the umbrella concept resulting from the interaction between impairments and attitudinal and environmental barriers that prevent a person’s full and effective participation in the society. Intellectual disability belongs to the general aspect of disability, being a disorder with onset in the child’s developmental period. It includes deficits in intellectual and adaptative functioning in the conceptual, social, and practical areas. Children with intellectual disabilities constitute one of the most vulnerable population groups in any society, facing barriers to participation in society and being at increased risk for a wide range of associated problems. Their education is both a priority and a concern for societies, and it is often marked by challenges in terms of inclusion in the appropriate form of education.

ANALYSIS OF FOREIGN EXPERIENCE ON THE MATTER OF IMPLEMENTATION OF INNOVATIVE TECHNOLOGIES IN INCLUSIVE AND SPECIAL EDUCATION

The article analyzes foreign experience on the introduction of innovative technologies in inclusive and special education through the disclosure of conceptual issues related to the functioning of the system of general, special and inclusive education both in Ukraine and abroad. Domestic and foreign achievements in the direction of social and pedagogical rehabilitation of children with special educational needs are analyzed. It is revealed that in the USA and Europe, they actively promote access to education, mainstreaming, integration, and inclusion. It is proved that in most European countries and the USA, special education is an organic part of general education, has an integrated material base and specific methods of teaching a child with special needs within the framework of adjusted standards and individual educational programs. Foreign publications, which cover the introduction of active teaching methods, organizational forms and innovative technologies in inclusive and special education, are analyzed. In the course of the analysis of the foreign experience of inclusive and special education, it is established that the optimization of interpersonal relations of children with special needs should be carried out in different activities, taking into account their characteristics A correctional and developmental program for optimizing interpersonal relationships with peers of primary school children with hearing impairments in the form of development of communication skills and social behaviour skills is developed, which includes the following aspects: development of empathy, development of social behaviour, positive attitude “I”, the formation of a positive attitude towards peers. The step-by-step psychological and pedagogical support of inclusive education of junior schoolchildren with special educational needs is offered: preliminary, activity, effective. Innovative rehabilitation technologies in inclusive and special education, which are of interest for comprehensive practice, are highlighted.
 Keywords: analysis; foreign experience; innovative technologies; inclusion; special education; inclusive education; children with special needs; correctional and developmental program.

PECULIARITIES OF ORGANIZING REMEDIAL AND DEVELOPMENTAL PROCESS FOR CHILDREN WITH DOWN SYNDROME AT DIFFERENT AGE STAGES OF THEIR DEVELOPMENT

The article analyzes the psychomotor profile of children with Down`s syndrome, describes the positive and negative lines in motor, socio-emotional, communicative-and-speech as well as cognitive development. The author considered the vertical structure of rehabilitation and educational institutions in which children with this genetic anomaly can receive habilitation, rehabilitation and educational services. The article reveals peculiarities of the organization of habilitation and rehabilitation work on the basis of the family-centered model of early intervention; the necessity and efficiency of this direction are proved. The author analyzed the modern system of special education of children belonging to this nosological group. An inclusive and special model of providing educational services to children with Down`s syndrome was considered. The article describes peculiarities of organizing psychological and pedagogical remedia; and developmental support in institutions and establishments that provide rehabilitation services. The author highlighted the main links of the organizing remedial and developmental support, which are related to the age periods of development of children of the outlined category. The first link is formed by habilitation facilities, aimed at the initial formation of functions and missing skills. The second link comprises centers of comprehensive rehabilitation and inclusive preschool education, whose activities are aimed at adapting to the conditions of the children's team, providing a range of services for physical, psychological, pedagogical and social rehabilitation. The third link is represented by inclusive general secondary education institutions, special education institutions, whose activities are aimed at obtaining education, full socialization of children with Down`s syndrome in society. Organization of the process of modern special and inclusive education is based on the principles of continuity, consistency, and also takes into account the age and individual characteristics of children with a defined genetic anomaly.