The key challenges of the educational process in the conditions of war are limited ways of organizing motor activity, reduced motivation to use various forms of such activity and deterioration of the ...psycho-emotional state of participants in the educational process. Goal of research is to identify pedagogical problems in ensuring the appropriate level of motor activity of children with disabilities in the context of mixed education. Research methods used: theoretical analysis, systematization, comparison of different views on the investigated problem, generalization of data from scientific and methodological and special literature. The results. It was found that motor activity is considered as a means of achieving the highest possible positive result in the specified indicators of the state of functioning of body systems. The leading place in this process is given to expanding the potential of PE in the process of getting an education. The main pedagogical problems that require a systematic and comprehensive solution in the process of inclusive physical education of children with disabilities, which is implemented in a mixed format, are highlighted: ensuring the implementation of the fundamentals of inclusive pedagogy; flexibility in planning and modification of activities aimed at ensuring the optimal level of motor activity of children with disabilities; a comprehensive approach to problem-solving; permanent monitoring and implementation of new domestic and foreign practices for the implementation of high-quality remote physical education, development of motivation in children with disabilities for systematic physical activity; ensuring independent motor activity of children with disabilities in conditions of mixed education; a differentiated approach in the implementation of motor activity; implementation of a multisensory strategy. Conclusions. The possibilities of mixed learning in the implementation of physical education for children with disabilities as a means of realizing the appropriate level of their motor activity have been clarified. The identified problematic aspects lead to the need to develop a new model of the inclusive physical education process for a system-wide solution. This approach is based on interdisciplinary integration processes of using distance technologies and innovative technologies of mixed learning to solve the issues.
•In this study the attitudes of869 teachers from Central Asian (CA) countries were surveyed.•The analysis shows a noticeable shift from the segregation strategy to inclusion and equity for students ...with SEND.•The attitudes of teachers from CA countries still vary from positive to ambivalent, and even negative
Teachers’ attitudes towards inclusive education, particularly towards students with special educational needs and disability (SEND), have become a focus of research in the past years. In many countries, the process of the implementation of inclusive education has either not been smooth or, in some cases, stalled by negative attitudes of teachers. Teachers are regarded as key drivers of the implementation of inclusive education as they are at schools and classrooms, which are strategic delivery points. Central Asian countries have embarked on a process of implementing inclusive education in their respective education systems. Therefore, in this quantitative study, using regression analysis, and one-way ANOVA, the attitudes of eight hundred and sixty-nine (869) teachers from Central Asian countries i,e Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan were surveyed. The analysis shows a noticeable shift from the segregation strategy embedded in defectology to inclusion and equity for students with SEND. However, the teachers’ attitudes still vary, the teachers could be classified into six groups according to their settings towards inclusive education.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
3.
Inclusion in education: Its bonds and bridges Iarskaia-Smirnova, Elena; Salnikova, Darja; Kononenko, Rostislav
Children and youth services review,
March 2024, 2024-03-00, Volume:
158
Journal Article
Peer reviewed
•Parents of a child without SEND have a higher level of accessed social capital, which means that they tend to gain a greater access to social capital resources and get higher returns from them. This ...result is in line with our first hypothesis. The access to social capital resources depends on a structural position an individual occupies within the social network. Parents of a child with SEND, being a more vulnerable group, tend to have less access to social capital resources.•Despite limited access to social capital resources of parents who have a child with SEND, the composite measure of structural social capital is higher for this group of parents as compared with those who have a child without SEND. This means that parents of a child with SEND more often seek communication with other parents and are more actively involved in activities of public organizations and associations.•Our study demonstrated that in schools perceived as non-inclusive, parents of children with SEND interact with other parents more often than parents of children without SEND. This finding is confirmed for both parents who have a child with physical disabilities and the ones who have a child with mental impairments. They seek communication with both parents of a child with SEND and parents of a child without SEND, which makes their social networks heterogeneous. This implies that in schools considered as non-inclusive, parents of a child with SEND on average have a higher level of bonding and bridging types of social capital than parents of a child without SEND.•Parents who agree that the school where their kids with SEND study is really inclusive tend to communicate less with other parents with SEND. In other words, their bonding capital decreases, which corroborates our third hypothesis. This is especially true for parents who have children with mental impairments. Such parents have more opportunities to accumulate bridging capital. This is also confirmed by the data on parents of a child without SEND. The more they consider their school as inclusive, the higher their bridging capital. Disability interacts with other structural elements of a student's social status and affects them, such as social class, gender, and ethnicity.
Social capital is one of the core concepts in the studies of education. This concept is broadly used in relation to inclusion. At the same time, the analysis of social capital of parents of children enrolled in mainstream schools in post-socialist countries is still missing in the literature. Based on a survey carried out in Russian mainstream schools in 2020 – 2021 by means of regression analysis with interaction terms and principal component analysis, we attempt to fill in this gap by examining and comparing social capital types among the parents of children with and without special educational needs and disabilities (SEND). On the one hand, the parents of a child with SEND have limited access to social capital resources. On the other hand, the level of structural social capital is higher for this group of parents as compared with those who have a child without SEND. This indicates that parents of children with SEND seek to interact with other parents more often than parents of children without SEND and are more actively involved in activities of public organizations and associations. When school policies prove to be more accessible and inclusive, parents of children with SEND decrease their bonding and increase bridging ties. This study outlines the main challenges of acquiring the social capital in post-socialist cultural and political context and formulates recommendations on how to facilitate social capital of families of children with SEND.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The article emphasizes that Eidetic is one of the effective methods of forming the cognitive interests of preschool children with special educational needs (SEN). Eidetic methods include chain, ...acroverbal, pictographic, phonetic associations, the method of loci (based on visual associations), nonverbal associations, paradoxical verbal transformations, enlarged structuring of educational material. Their use helps to transform incomprehensible information into an achievable and understandable form to them. Due to Eidetic, various analyzers are involved in cognitive activity at the same time. The child can see and hear and touch, smell, and even taste. At the same time, children's mastery of new knowledge is based on already well-known images, so Eidetic creates a boundless play space in which children's imagination has a wide field for development. The authors note that a characteristic feature of the cognitive interest of preschool children is a selective focus on interest in phenomena, objects, and environmental processes. For students with special educational needs the subject of cognitive interest, as well as for their peers with normative development, is not the whole environment, but only some of its elements, which are personally relevant, attractive, and valuable. The cognitive interest of preschoolers can be both situational and sustainable. It occurs in the process of performing a certain action but may disappear immediately after its completion. At the same time, with systematic pedagogical support, it can become a relatively stable personal quality of a child with special educational needs.An important positive aspect of the use of Eidetic in working with preschool children with SEN is that it creates a psychological situation of success, activates the neurodynamics of brain activity. As a result, the problem areas of the central nervous system and children's deviant behavior are corrected. Eidetic performs a dual developmental and educational function. Due to its application, such mental processes of personality as attention, imagination, memory, different types of thinking are developed, and thus the mastery of educational material is activated. Thanks to the methods of Eidetic, all the child's analyzers are involved, which allows him/her to see, hear, touch, smell, taste, and perceive something new and unknown through the channels of learning about the surrounding reality available to the child with SEN.
The paper examines the peculiarities of the adaptive and rehabilitation processes of children with special educational needs. It was found that one of the most significant issues of rehabilitation ...work with children with special educational needs is to create the conditions for their integration into society. This stipulates the determination of the state of their adaptive and rehabilitation potential formation suggesting identification of social characteristics and social relations of the children with special educational needs; definition of the levels of their learning opportunities, skills and abilities development; elucidation of the peculiarities of intra-family relations in families bringing up children with special educational needs; research of rehabilitation processes features being passed by children with special educational needs. For studying the state of adaptive and rehabilitation potential formation in working with children with special educational needs, we have conducted a diagnostic study among children with special educational needs who receive rehabilitation services at the Shepetivka City Center for Social Rehabilitation of Disabled Children of Khmelnytskyi region. The parents of the children took part in the study as well. The results of the diagnosis revealed that the children with special educational needs are dominated by medium and low levels of formation of self-concept and comprehention of their relations with the social environment; they are characterized by medium and low levels of general mental development; children with special educational needs suffer hostility and conflict in their families, while their parents experience feelings of guilt, anxiety, and mental stress; the difficulties being faced by the children with special educational needs during the rehabilitation process are mainly related to their focusing on their own illness. In this regard, we have developed and substantiated the forms and methods for regulating the adaptive and rehabilitation processes in working with children with special educational needs, which, in our opinion, should be applied by specialists at the centers for the social rehabilitation of children with disabilities.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
The basic democratic values established in Ukraine and Romania are freedom, openness, tolerance. The space covered by inclusive education in both countries is determined by interdependent and ...interpenetrating processes of humanization and democratization. The humanistic approach is the basis for the functioning of a democratic society with its system of social ties, archaic values of spirituality, religion, and culture. The values and principles declared by inclusive education are recommended and follow from the content of international documents. The approval of a number of regulatory documents on the introduction of inclusive education indicates that the Ukrainian and Romanian social policies have reached the level of norms declared by international and European legal norms. It has been found out, that the transformation of European values in both countries takes place on the basis of the international human rights instruments. This circumstance has intensified the actualization of the development of inclusion and the manifestation of reflexive spirituality, humanity and democracy.
Education has always been a special function of the society and the state, aimed at the formation and development of socially significant qualities of each person as a society member and a citizen of ...the country. The society's consciousness formation is influenced through education, and the processes of conscious self-development of citizens are regulated. As a social and cultural phenomenon, education is the humanity attribute, its integral supporter in the progressive movement of evolutionary development. The European system of general secondary education with its variety of types and diversity of educational institutions, in particular those that take care of the education of children with special needs, is a key element of the modern European model of the social system, which is attractive to countries with a post-totalitarian regime (including Ukraine) in view of the tasks, goals and prospects of solving urgent problems of a social and pedagogical nature. Starting from the '70s there were changes in the system of special education in advanced European countries, and as a result, integrated and inclusive education of children with developmental disabilities was defined as the main form of their education. The article identifies the conceptual and terminological field of inclusive education; the trends and problems of the inclusive education formation in some European countries are highlighted, in particular, it is about the state policy of supporting inclusive education in Italy, Belgium, Austria, the Netherlands and Sweden.
The article examines foreign experiences of integrating technology into preschool education with an inclusive approach. The author analyses the main initiatives that have emerged in the framework of ...international cooperation between European countries and presents practical experiences of using technology to support the education of children with special educational needs in several countries, including Sweden and Scotland
The current scale of environmental changes creates a real threat to people's lives, which makes the problem of changing humanity's attitude to nature urgent. This goal is served by environmental ...education, which involves systematic pedagogical activities aimed at developing environmental culture among pupils and students. Therefore, the primary task of teachers and science-pedagogical workers is the formation of environmental knowledge in pupils and students, the education of love for nature, the desire to preserve and increase it, and to cultivate a culture of nature use. The game is one of the most used methods for providing educational services, as it enables successful solving of educational tasks in the field of environmental education of children. The purpose of the article is to provide scientific substantiation and theoretical analysis of modern game forms of ecological education of school-age children, to determine the types of games and the peculiarities of their use in the process of implementing the tasks of environmental education in the institution of extracurricular education.
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