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.

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.

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

2021 ◽  
pp. 239-244
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
Rapid Adaptation ◽  
Regulatory Documents ◽  
The Individual

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs. It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

Strategi Optimalisasi Potensi Siswa Berkebutuhan Khusus Melalui Program Pembelajaran Individual

AKADEMIKA ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 222-230
Author(s):  
Diana Dwi Jayanti
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Strategy ◽  
Educational Services ◽  
Learning Needs ◽  
Children With Special Needs ◽  
The Government ◽  
The Individual

Ability, problems, and needs that owned by children with special needs are very heterogeneous. These are the result of the diversity of the specificity and characteristics possessed by each of the individual with special needs. Those heterogeniety in turn have implications for the educational services needed to accommodate such diversity. So far, the government and the community has been organizing educational services for individuals with special needs either in the form of special education service or inclusive education. However, there are still some obstacles, one of which related to instructional strategies that applied. Learning process that has been applied, both in special schools and inclusive schools, it is less able to accommodate the learning needs of children with special needs. The curriculum is felt tends to be more traditional, the learning process is based solely on achieving the objectives of the curriculum, and less able to touch the basic needs of those children. Therefore, in order to develop the potential ability of children with special needs in a more optimal, it is required the development of learning strategy that emphasizes the distinctiveness of individual learning process. This paper tries to propose one of the learning strategies that enable to accommodate the basic learning needs of children with special needs to develop her potential ability, namely individualized educational program.

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.

FORMATION OF SOCIAL COMPETENCY IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS OF ICT

2020 ◽  
pp. 42-46
Author(s):  
L. Tokaruk
Keyword(s):  
Social Competence ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Process ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Technical Developments ◽  
Ict Tools ◽  
The Individual

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

scholarly journals Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi

2020 ◽  
Vol 10 (2) ◽  
pp. 152-161
Author(s):  
M. Kusuma Wardhani
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Development Program ◽  
Individual Development ◽  
Children With Special Needs ◽  
Special Schools ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Equal Right

The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.

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 EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

2017 ◽  
Vol 3 ◽  
pp. 90
Author(s):  
Marite Rozenfelde
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Process ◽  
Student Diversity ◽  
Students With Special Needs ◽  
Support Team ◽  
Inclusive Policy ◽  
Social Pedagogue ◽  
Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

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