scholarly journals EARLY INTERVENTION POSSIBILITIES IN ASPECT OF INCLUSIVE EDUCATION

2016 ◽  
Vol 3 ◽  
pp. 128
Author(s):  
Ilga Prudņikova ◽  
Jekaterīna Jankovska
Keyword(s):  
Early Intervention ◽  
Child Development ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Competence ◽  
Professional Advice ◽  
Essential Component ◽  
Support Measures ◽  
Institutional Cooperation

Inclusive education is an essential component, which provides people with special needs state of society in the future. Nowadays   education, bringing together scientists, psychologists, educators theories and knowledge, gives off the focus early intervention idea. Early help is different sectoral expert professional advice and support. Fundamental of early intervention is inter-institutional cooperation that promote child development and socialization. Child's preparation to school is directly related to the timely, early assistance and support measures. Quality of inclusive education depends on all the parties of professional competence.

scholarly journals MENTORSHIP IN THE CONTEXT OF THE INCLUSIVE EDUCATION IN BULGARIA

2018 ◽  
Vol 28 (3) ◽  
pp. 809-814
Author(s):  
Petya Marcheva-Yoshovska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Training And Development ◽  
Cultural Experience ◽  
Economic Changes ◽  
Personal Qualities ◽  
Mentoring System

The report makes a brief analysis of the psychological and pedagogical literature on the issue of mentorship with teachers in the context of the inclusive education and the definitions of the term. Mentorship in the field of the inclusive education of teachers is a strategy of individual and institutional support which is fulfilled by the collaboration for learning of two persons and is predominantly targeted to professional development. It is a partnership, normally between two persons (mentor and mentee), who work in one sphere and share common experiences. Their partnership is based on beneficial relations, trust (confidentiality), protection, mutual confidence and respect. It emphasizes on the necessity to ensure effective mentorship for newly employed young teachers in order to develop their professional skills through a motivating environment in the process of inclusion of students with special educational needs.Socio-economic changes in the country and the modernization of training require a new approach to teachers' professional competence. Their professionalism is becoming a decisive factor in ensuring the quality of education.Main priority is to create conditions for developing the personality of the teacher, self-realization of his / her abilities, further training and development of his / her professional qualities.The professional training and development of future teachers is a unified, continuous and continuous process aimed at building personal qualities, professional competences, knowledge, skills and habits, adequate to his / her personal needs as well as to the qualification requirements for the occupation.Along with the motivational factors, the mentoring system plays a significant role in the development and improvement of teachers as professionals which is an integral part of the young professional's adaptation to the profession, its overall development and improvement.Often the words "mentor" and "perceptor" are used as synonyms and no distinction is made in their meaningful sound. Mentoring is a method that enables in particular disadvantaged groups to become more easily integrated into education or work. Mentoring has a relatively long history and is one of the first forms of learning and transferring socio-cultural experience.

scholarly journals Teachers with Special Needs. De-Psychiatrization of Children in Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Laura Batstra ◽  
Marieke van Roy ◽  
Ernst D. Thoutenhoofd
Keyword(s):  
Mental Disorder ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Competence ◽  
Community Response ◽  
High Time ◽  
Deviant Behaviors ◽  
Adhd Children ◽  
Academic Underperformance ◽  
Additional Capacity

Psychiatrization not only affects adults. Ever more children in Western countries are being diagnosed with a mental disorder of behavior, such as ADHD. Children may often be labelled with the best intentions, for example in order to be able to provide them with suitable care and guidance. However, this labelling can have exclusionary effects and often entails the consequence that important discussion about contextual factors that give rise to (the perception of) unwelcome behavior or academic underperformance rarely, if at all, takes place. In this article we contend that although children are of central concern to schools and the design of pupils’ education, it is important not to make pupils the sole owner of problems that arise. It is therefore high time that a far more critical normative stance towards inclusive education is taken, in which the presently widespread biomedical approach is met with a school community response that focuses not on the nature of individual disorders but on the special need for additional capacity that schools and teachers have in meeting (perceived) deviant behaviors and emotions and/or academic underperformance. We argue that teaching should not set out to remedy individual diagnoses, but that teachers should be supported to extend their professional competence to the benefit of all pupils.

scholarly journals INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS

2012 ◽  
Vol 43 (1) ◽  
pp. 21-32
Author(s):  
Vera V. Khitruk ◽  
Olga A. Ulianova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Purpose ◽  
Professional Activity ◽  
First Year ◽  
Integrated Education ◽  
Educational Integration ◽  
Senior Students

The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect. The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs. The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality. Key words: children with special needs, inclusive education, inclusive tolerance, integrated education and upbringing.

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals THE ADVANTAGES AND DISADVANTAGES OF INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF FUTURE TEACHERS

2021 ◽  
Vol 1 ◽  
pp. 432-441
Author(s):  
Ieva Margevica-Grinberga ◽  
Ilze Šūmane
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Strategy ◽  
Future Teachers ◽  
Advantages And Disadvantages ◽  
Study Programme ◽  
Study Team ◽  
Study Process

In Latvia, inclusive education is relevant as seen in the past several decades, during which time society has developed a more comprehensive understanding of and made significant progress towards implementing inclusive education. Nevertheless, there is still a gap between the priorities of education policy and reality in educational institutions. The quality of education accorded to students is informed by the knowledge, understanding and experience of teachers in the implementation of concepts of inclusive education. The current study aimed at identifying the visions of prospective teachers (already working in schools) concerning inclusive education. To explore the experiences of future teachers, this qualitative study used narratives (i.e., written answers to open-ended discussion questions) of prospective teachers as a research strategy. The study team recruited participants at the University of Latvia, which included 61 students in the work-based teacher education study programme and 46 future pre-school and primary school teachers. Therefore, the current study offers insight into how comprehensive education is implemented in Latvian schools. The results reveal a positive attitude on the concept of inclusive education among most prospective teachers. However, they have concerns about the quality of its implementation, which come as a consequence of limited resources (human, time and financial) and the underdeveloped teachers’ professional competence in the implementation of diversity solutions. Therefore, improving the study process of future teachers enhances the development of their competencies in the provision and promotion of solutions regarding inclusive education.

scholarly journals Promoting Collaborative Consultation to Improve the Quality of Inclusive Education in Indonesia

2018 ◽  
Vol 6 (2) ◽  
pp. 80
Author(s):  
Ahmad Sulaiman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education Sector ◽  
Collaborative Consultation ◽  
The West ◽  
Disabled Students ◽  
Existing Problems ◽  
Education Stakeholders

Indonesia’s education sector has been experiencing development, but the inclusive segment needs more support since the number of disabled students are rising while the readiness of schools to nurture them seems underperformed. The main problem is the discrepancy between school educators’ competence and the special needs of students. In the west, it is common for school to have a collaborative consultation to overcome such problem. It interconnects collaborators in an equal position to reciprocally develop the best solution for existing problems. This paper aims to promote the term for education stakeholders in Indonesia.

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 Inclusive Education in Schools: Organizational-Pedagogical Aspects of the Problem

2019 ◽  
Vol 5 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Nataliia Matveieva
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Necessary Conditions ◽  
Educational Institution ◽  
Diagnostic Tools ◽  
Children With Special Needs ◽  
Legal Documents ◽  
Correctional Programs ◽  
Full Citizen

The article emphasizes that the urgent need today is to create the necessary conditions for meeting the needs of each child, regardless of its capabilities and other factors in realizing its potential, bringing benefits to society, and feeling that it is a full citizen. The author analyzes the main problems concerning the implementation of inclusive education at the present stage, examines the state of the problem's coverage in scientific works and normative-legal documents. The author focuses on a special place in the process of creating a comfortable environment for teaching children with special needs of psycho-diagnostic tools and correctional programs that need to be adapted. The article emphasizes that compliance with a number of requirements can increase the efficiency of the process of inclusive education in a comprehensive educational institution; outlines the main conditions for improving the quality of provision of educational services for children with special needs

scholarly journals Studi Kasus Manajemen Sekolah Inklusi SDN Manahan Surakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 64-68
Author(s):  
Ahmad Hafizh ◽  
Herry Widyastono ◽  
Sunardi Sunardi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Participant Observation ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Assistant Teachers ◽  
Depth Interviews

Inclusive education is one form of special education in Indonesia to provide opportunities for children with special needs to get an education. But the reality faced by inclusive schools in management and implementation has not been satisfactory. Many things are not in accordance with predetermined standards. In this study using a qualitative approach with a case study design. The research technique was carried out by non-participant observation, in-depth interviews and documentation studies. The results obtained show that the management of inclusive schools is still unsatisfactory such as the lack of facilities and accessibility of children with special needs, special educators, special assistant teachers. This will certainly affect the quality of education, learning processes, and evaluations carried out so that certain stages also have an impact on the outputs and outcomes of students with special needs

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

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