scholarly journals Methods of conducting physical and health classes with judo elements for children with special educational needs

2021 ◽  
pp. 83-87
Author(s):  
O.P. Pilipchuk ◽  
I.M. Skripka
Keyword(s):  
Development Program ◽  
Educational Needs ◽  
Educational Process ◽  
Individual Development ◽  
School Age Children ◽  
Physical Culture ◽  
Special Educational Needs ◽  
Culture And Health ◽  
The Individual ◽  
And Training

The article stipulates that the priority of state policy in the field of education is to create conditions for people with disabilities, children with various disabilities of their physical and mental development in order to realize their rights to equal access to quality education, personal intellectual and professional development. It has been established that due to the creation of an inclusive educational environment, the problem of physical education and training of school-age children with special educational needs has been receiving a lot of attention recently. The data on the need not only to organize the educational process according to the individual development program, but also the importance of taking into account the psychological and motivational component of education of children with special educational needs are confirmed. Analysis of literature sources and recent research has confirmed the need to develop and apply the latest technologies in physical culture and health work, namely the development of methods of physical culture and health activities using elements of different sports for children with special educational needs. The method of physical culture and health-improving classes for children with special educational needs with the use of judo elements has been developed and the peculiarities of conducting classes for children with special educational needs, moving games with the use of moving games with judo elements have been determined. In physical culture and health classes for children with special educational needs, moving games with elements of martial arts were used in order to improve and develop motor skills.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals PECULIARITIES OF PREPARING OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS TO SCHOOL

2021 ◽  
Vol 1 (2) ◽  
pp. 49-59
Author(s):  
HANNA SLOZANSKA
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Individual Characteristics ◽  
Individual Development ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Individual Educational Program ◽  
The Individual

The development of inclusive education in Ukraine is gaining momentum. Mechanisms for organizing a comfortable educational environment in educational institutions are being actively developed in recent years. The issue of developing effective strategies, methods, techniques for inclusive education in educational institutions is acuted. New approaches to education and upbringing of children with different types of educational difficulties, activation of their potential, development of their individual capabilities, satisfaction of their needs and interests; technologies of successful integration of children with special educational needs into the educational space of secondary school, etc. are developed. It has been proved by foreign researchers that the properly organized preparation of children with special educational needs for schooling in preschool institutions facilitates the process of adaptation and improves the process of learning. Therefore, the article actualizes and characterizes the peculiarities of preparing a child with special educational needs to study in general secondary education. Based on the analysis of a number of scientific papers published in the public domain Google Scholar, it has been identified a number of features that should be considered when preparing a child with special needs for school studying. Among them: 1) the development and implementation in the institution of preschool education: the individual educational program of preparation of a child with special needs for schooling, taking into account the individual characteristics of each child; individual development program taking into account the recommendations proposed by the Inclusive Resource Center in the conclusion on the comprehensive assessment of child development; individual curriculum for working with a child with special educational needs, which contains information about the list of services need to be provided to the child, adaptations and/or modifications necessary for the child; 2) development of pedagogical workers’ professional competencies necessary for working with children with special educational needs; 3) ensuring the effectiveness of the process of psychological support of a child with special educational needs in preparation for school.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals Neuropsychological Support of Education and Creative Activity of Primary School Age Children with Special Educational Needs

2021 ◽  
Vol 12 (3) ◽  
pp. 105-126
Author(s):  
Larysa Sushchenko ◽  
Liudmyla Lysohor ◽  
Olena Pavlyk ◽  
Oksana Shvets ◽  
Myroslava Kulesha-Liubinets ◽  
...  
Keyword(s):  
Primary School ◽  
Emotional Disorders ◽  
Extracurricular Activities ◽  
Educational Needs ◽  
Educational Process ◽  
School Age Children ◽  
School Age ◽  
Psychomotor Skills ◽  
Special Educational Needs ◽  
Primary School Age

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

scholarly journals ЗАСТОСУВАННЯ ТЕХНОЛОГІЙ ІНКЛЮЗИВНОЇ ОСВІТИ ЯК ЗАСІБ СТВОРЕННЯ БЕЗБАР’ЄРНОГО НАВЧАННЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

2020 ◽  
pp. 3-6
Author(s):  
Нагорна О. В.
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Individual Characteristics ◽  
Educational Process ◽  
Structural Components ◽  
Special Educational Needs ◽  
Full Inclusion ◽  
The Individual ◽  
Free Environment ◽  
Barrier Free

Today, one of the priorities of the Ukrainian state policy in the field of education is the creation of a universal barrier-free environment, barrier- free education, which makes it impossible to ensure the full inclusion of children with special educational needs in the educational process. The current situation in the modern education system is characterized by processes of modernization in all its structural components in particular it concerns educational standards, educational programs, principles of interaction of participants of the educational process, principles of organization of the educational environment, etc. The basis of inclusive education is to take into account the individual characteristics of children, the diversity of their educational needs, opportunities, and interests. Therefore, there is a need to change working methods, forms and technologies.

scholarly journals Creative Drama in Support Therapies for Children with Learning Disorders

2013 ◽  
Vol 3 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Dana Kollárová
Keyword(s):  
Elementary School ◽  
Qualitative Data ◽  
Educational Needs ◽  
Learning Disorders ◽  
Drama Therapy ◽  
Educational Process ◽  
Individual Therapy ◽  
Creative Drama ◽  
Special Educational Needs ◽  
The Individual

Abstract The paper familiarizes the reader with the output of the project titled Support Therapies for Children with Learning Disorders which we implemented at an elementary school. It describes the individual therapy types which were used and which can, to certain extent, help the pupils with special educational needs. The paper focuses on our experiences with the use of creative drama elements and drama therapy with 5th - 9th grade pupils. It presents the acquired qualitative data which show the reader the specifics of the educational process and public presentation of pupils with learning and behaviour disorders.

scholarly journals PRECONDITIONS OF DEVELOPMENT OF LEISURE ACTIVITIES FOR CHILDREN WITH SPECIAL EDUCATION NEEDS IN OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS (END OF XX – EARLY XXI CENTURIES)

2021 ◽  
pp. 124-128
Author(s):  
A. KOBOBEL
Keyword(s):  
Leisure Activities ◽  
Educational Needs ◽  
Educational Process ◽  
School Education ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
The Public ◽  
Public Consciousness ◽  
The Individual ◽  
Out Of School

The article considers the preconditions that contributed to the development of leisure activities for children with special educational needs in out-of-school educational institutions. The preconditions include: the formation in the public consciousness of the view on the importance of leisure as a sphere of self-realization of the individual; availability of a global international educational policy on positive and constructive approaches to the education of children with special educational needs; availability of historical experience in the development of models for providing education to such children in out-of-school education institutions; the presence of a community of democracies formed in the public consciousness regarding the humanistic paradigm of inclusive education; the influence of the national pedagogical heritage and the existence of an extensive network of out-of-school educational institutions at the time of Ukraine's independence. The inclusive model is defined as bringing together all participants in the educational process, including the gifted, the disabled, the socially maladapted, children from vulnerable places, children from poverty and destitution, children from national minorities and children from immigrants. It is proved that the inclusive paradigm is not aimed at adapting the individual to social, social, economic relations, but on the contrary to the restructuring of the entire system of mass education to meet the educational needs of children with special educational needs. This innovative approach promotes the development of leisure activities for children with special educational needs in out-of-school education institutions. The author's definition of the term "inclusive extracurricular education" is considered as an innovative paradigm of educational relations, which focuses on humane treatment of children with special educational needs, excludes any discrimination aimed at social inclusion of children in extracurricular educational space and their social communication.

Formation of Professional Competence of Assistant Teacher of Inclusive Education in Secondary Education Institutions

2021 ◽  
Author(s):  
Vladyslava Liubarets ◽  
Nataliia Bakhmat ◽  
Olena Matviienko ◽  
Oksana Tsykhmeistruk
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Professional Competence ◽  
Development Program ◽  
Educational Process ◽  
Individual Development ◽  
Educational Services ◽  
Teacher Assistants ◽  
The Individual ◽  
Teacher Assistant

The research is devoted to the theoretical and experimental study of forming the professional competence of a would-be teacher assistant of inclusive education through pedagogic modeling. The authors specify the notions of “a tutor” (teacher assistant), “inclusive education”, “persons with special needs”, “individual development program”, and “modeling”. The essence of “pedagogical modeling” is defined, as well as the groups of its objects within the professional competence of the would-be teacher assistants in the inclusive education; the implementation of the psychological-pedagogic modeling of an individual development program for persons with special needs is substantiated. It is proved that any model has a sign nature, thus, the psychological bases of the research are the theory of content-based summarization and the “sign” concept of the educational process. The study reflects the methodological system of forming the professional competence of the would-be teacher assistants of inclusive education through pedagogic modeling and substantiates the content component of the model, implemented in the individual development program of persons with special needs and through applying the relevant methods, forms and means of education. It is proved that the efficiency of forming the professional competence of the teacher assistants of inclusive education by the means of pedagogic modeling depends on introduction of an experimental technique, which provides support and increase of the qualitative indicators of both the teaching and the personal properties of the persons with special needs receiving educational services. Due to the synergetic impact of professional knowledge, the would-be teacher assistants of inclusive education develop an increased motivation to forming the professional skills and competences when working with persons with special needs.

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