Barriers to Effective Education of Students with Severe and Profound Multiple Disabilities in Bulgaria and Flanders

2019 ◽  
Vol 7 (2) ◽  
pp. 24-33
Author(s):  
Magdalena Hadzhieva
Keyword(s):  
Personal Development ◽  
Multiple Disabilities ◽  
Educational Process ◽  
Educational Systems ◽  
Access To Education ◽  
Effective Models ◽  
Education Of Students ◽  
Educational Inclusion ◽  
Effective Education ◽  
Profound Multiple Disabilities

The education of students with severe and profound multiple disabilities is one of the most discussed topics in the contemporary special education worldwide. The educational systems seek to create and implement effective models of organization of the educational process in order to ensure access to education and qualitative support for personal development. This article aims to present the educational inclusion of students with severe and profound multiple disabilities in Bulgaria and Flanders and discusses the barriers to effective education of children based on empirical study of the views and opinions of pedagogical specialists in both educational systems.

scholarly journals Sabiedrības tiesību uz izglītību un autora tiesību mijiedarbība

2020 ◽  
Vol 2 (17) ◽  
pp. 19-30
Author(s):  
Liene Vindele ◽  
Rihards Erdmanis
Keyword(s):  
Human Rights ◽  
Personal Development ◽  
Basic Education ◽  
Educational Process ◽  
Access To Education ◽  
Health Crisis ◽  
Cultural Rights ◽  
The World ◽  
The Republic ◽  
The Right

Latvijas Republikas Satversmes 112. pants garantē ikvienas personas tiesības uz izglītību, līdz ar to valstij apņemoties nodrošināt iespēju iegūt pamatizglītību un vidējo izglītību. Latvija ir pievienojusies dažādiem starptautiskiem tiesību aktiem, kuros ir ietverta izglītības nozīme. Izglītība kā pamattiesības ir noteikta arī divos galvenajos starptautiskos cilvēktiesību līgumos – Apvienoto Nāciju Organizācijas Vispārējās cilvēktiesību deklarācijas 26. pantā, kā arī Starptautiskajā paktā par ekonomiskajām, sociālajām un kultūras tiesībām, 13. un 14. pantā norādot, ka izglītībai jābūt vērstai uz pilnīgu personības attīstību un tai jāstiprina cilvēktiesību un pamatbrīvību ievērošana. Nesen piedzīvotais pandēmijas laiks radikāli pārveidoja tradicionāli saprotamo izglītības procesu – no skolas sola pie datora mājās. Globālās veselības krīzes laikā gandrīz visas pasaules valstu skolas tika slēgtas, un, lai nodrošinātu akadēmisko nepārtrauktību, mācību process tika nodrošināts tiešsaistē. Līdz ar to gandrīz katras pasaules valsts izglītības sistēmā un tiesību jomā radās jautājums ne tikai par to, kā nodrošināt piekļuvi izglītībai, bet arī par to, vai globālās krīzes izraisītās izmaiņas izglītības nodrošināšanas procesā attaisno autordarbu izmantošanas ierobežojumus, kā ievērot mācību nolūkos izmantoto autordarbu aizsardzību, nepārkāpjot valstu autortiesību likumus, kā līdzsvarot tiesības uz izglītību un autortiesības. Section 112 of the Constitution of the Republic of Latvia guarantees the right of any person to education, thereby ensuring, with the commitment of the State, the possibility of obtaining basic education and secondary education. Latvia has also joined diverse international legislation, which includes the importance of education. Education as a fundamental right is also enshrined in two major international human rights treaties, Article 26 of the UN Universal Declaration of Human Rights, as well as in the International Covenant on Economic, Social and Cultural Rights and Articles 13 and 14, stating that education must be aimed at full personal development and must strengthen respect for human rights and fundamental freedoms. The recently experienced pandemic time has radically transformed the traditionally understandable educational process – from the school bench to the computer at home. During the global health crisis, nearly all schools in the world were closed and, in order to ensure academic continuity, the learning process was provided online, leading to challenges in the education system and rights of almost every country in the world, not only to ensure access to education, but also raised questions about whether the changes in the education process caused by the global crisis justify restrictions on the use of the Authors’ works to respect the protection of the Author’ works used for teaching purposes, without infringing national copyright laws, on how to balance these two rights – education and copyright.

scholarly journals The Families of Students with Multiple Disabilities in the Educational Process

2015 ◽  
Vol 3 ◽  
pp. 115
Author(s):  
Jiří Kantor ◽  
Libuše Ludíková
Keyword(s):  
Theoretical Model ◽  
Educational Intervention ◽  
Educational Practice ◽  
Multiple Disabilities ◽  
Theoretical Background ◽  
Educational Process ◽  
Structured Interviews ◽  
Open Coding ◽  
Education Of Students ◽  
The Relationship

<p><em>This paper focuses on several aspects of the relationship between families of students with multiple disabilities and the educational process. Quality-based methodology was used for the research due to a lack of sufficient theoretical background in this area. The objective of the paper was to elucidate the significance of education of students with multiple disabilities for their families and to describe the process of cooperation between these families and the teachers. This paper uses data and outputs from a qualitative analysis of education of students with severe multiple disabilities (semi-structured interviews with 45 teachers of students with multiple disabilities, observation of 4 students in the educational process and an analysis of 30 samples of educational documents using open, axial and selective coding). The resulting theory was combined with the results of a survey focused on the cooperation between the families and the teachers in order to gain a saturated data sample. This survey used semi-structured interviews with 5 teachers of students with multiple disabilities. The data from these interviews were analysed by means of open coding, compared with the outputs of the previous research and a theoretical model for educational intervention with the families of students with multiple disabilities was constructed and described. This model offers ideas for educational practice as well as further research.</em></p>

scholarly journals Establishment and Development of Vocational School in Ukraine (the second half of the XIX century - 1919): Axiological and Historical-Pedagogical Aspects

2021 ◽  
Vol 7 (5) ◽  
pp. 1001-1013
Author(s):  
Myroslav Pahuta ◽  
Keyword(s):  
Universal Access ◽  
Educational Process ◽  
Vocational School ◽  
Access To Education ◽  
Educational Paradigm ◽  
The One ◽  
Education Of Students ◽  
Main Ideas ◽  
Xix Century ◽  
Ukrainian Society

The article reveals axiological and historical-pedagogical aspects of the formation and development of the vocational school in Ukraine from the second half of the XIX century until 1919. Conducted analysis of axiological and historical-pedagogical aspects of the formation and development of the vocational school in Ukraine in the second half of the nineteenth century - 1919 has proved that this period is characterized by significant axiological and structural transformations of the then educational sphere. On the one hand, this was manifested in the strict control and despotic imperial policy, which instructed imperial officials to ruthlessly destroy any manifestations of educational democracy and the development of national educational trends in Ukraine, and on the other hand, society's demands and time to develop a new, more democratic, education system which had to be based on preparing young people for life. The article reveals the main ideas and approaches that formed the basis for the development of a vocational school in the territory of Ukraine. It has been established that in the specified period, the ideas of free and vocational education of students became especially popular in Ukraine among the progressive segments of the population. The particular value of these ideas for Ukrainian teachers was that they were based on the principles of democratic and humanistic nature, which opened up significant opportunities for teachers in the way of democratization of the educational process, updating the content, forms and methods of teaching and educating students. These ideas and approaches, along with the requirement of universal access to education, formed the basis for the development of a single vocational school during the years of Ukrainian statehood, which provided for the development of the value-based educational ideas within the then national educational paradigm. It is concluded that, despite all the difficulties in the formation and development of the vocational school in Ukraine within the period under study, we can safely say that vocational school itself and the ideas underlying it were essential and valuable for the Ukrainian society at that time.

УКРАЇНОЗНАВЧИЙ ОСВІТНІЙ ЧИННИК В УМОВАХ СУЧАСНОЇ УКРАЇНСЬКОЇ МАСОВОЇ КУЛЬТУРИ

2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна
Keyword(s):  
Mass Culture ◽  
Personal Development ◽  
Negative Impact ◽  
Educational Process ◽  
Point Of View ◽  
Character Trait ◽  
Main Task ◽  
Leading Role ◽  
The Individual

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

scholarly journals Development of Information Competence of University Students in the Process of Mapping and Scribing

2020 ◽  
pp. 93-105
Author(s):  
Natalia Petrovna Tabachuk
Keyword(s):  
University Students ◽  
New Technologies ◽  
Meaning Making ◽  
Digital Transformation ◽  
Learning Technologies ◽  
Educational Process ◽  
Digital Competence ◽  
Professional Activities ◽  
Digital Competencies ◽  
Education Of Students

The study focuses on the fact that during the period of digital transformation, modern models of digital competencies have emerged, which serve as the basis for the formation of new standards in the field of education, for the expansion of the teaching professions of the future, for the transition to new learning technologies (mapping, scribing) and the development of professional competencies of students, one of which is information competence. The following issues («prospects of digital transformation in education», «types of models of digital competencies», «information competence as an existential skill and long-term metaability», «mapping as a process of translation of meaning-making», «specific characteristics of cards», «technology of scribing in education») which rise in modern research and affect the improvement of the educational process in the digital educational environment of the university are subject to discussion. Attention is drawn to the description of the pedagogical experience of using mapping and scribing for the development of information competence of university students. The examples of maps created by students and undergraduates of the direction of training «Pedagogical education» and contributing to the formation of their deep and error-free digital educational footprint are given. The influence of mapping and scribing on increasing motivation to learn and the emergence of new student startups in the field of education is investigated. The leading research methods are: analysis of digital competence models for the relevance of the process of developing information competence of university students; analysis and selection of modern technologies in the period of digital transformation in education; generalization of conceptual provisions on information competence and its role for human development; generalization of the pedagogical experience of using mapping and scribing for the development of information competence of university students. Promising areas of research are: the formation of a collection of maps for use in professional activities, for their cognitive analysis; development of the direction of video scribing for distance and additional education of students; identification of the advantages and disadvantages of mapping and scribing and their effectiveness in the development of students' information competence. The research materials are of practical value for students, undergraduates, university teachers and teachers of other educational institutions who are looking for new technologies in organizing the learning process.

scholarly journals Effects of Intensive Interaction on the Social and Communication Behaviour of Three Students with Profound/Multiple Disabilities

2021 ◽  
Author(s):  
◽  
Heather Drysdale
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Multiple Disabilities ◽  
Multiple Baseline ◽  
Intervention Phase ◽  
Communication Behaviour ◽  
The Social ◽  
Subsequent Intervention ◽  
Profound Multiple Disabilities

<p>Objective: To evaluate the effects of an intervention, known as Intensive Interaction (II), on the social and communicative behaviour of three students with profound/multiple learning disabilities (PMLD). Methods: Three secondary school-aged students with PMLD were observed, and their level of social and communicative engagement rated, during an initial baseline and subsequent intervention phase. The intervention was introduced across participants in a multiple-baseline across subjects design. Results: Social and communicative engagement increased during intervention relative to baseline for each of the three students. Conclusion: II appeared to be effective in increasing social and communicative engagement of the participants and may therefore be viewed as a potentially promising approach for other students with PMLD.</p>

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