scholarly journals Preparing future teachers to work with children experiencing difficulties in mastering basic educational programs of general education, development and social adaptation

2016 ◽  
Vol 5 (1) ◽  
pp. 167-171
Author(s):  
Inessa Konstantinovna Kondaurova
Keyword(s):  
General Education ◽  
Children With Disabilities ◽  
Educational Programs ◽  
Social Adaptation ◽  
Teaching Mathematics ◽  
Special Educational Needs ◽  
Future Teachers ◽  
Research Activity ◽  
General Education Development ◽  
Education Development

The article describes the author's approach to the design and implementation of professional-methodical training of future math teachers to work with children experiencing difficulties in mastering basic educational programs of general education, development and social adaptation, including children with disabilities, in the context of the requirements of the National educational initiative Our new school, the National strategy of actions in interests of children for 2012-2017, a number of other normative documents. Objectives of the study, expected outcomes and approximate contents of the section Methods of teaching mathematics to students with difficulties in mastering basic educational programs of general education, development and social adaptation, including children with disabilities discipline Methods of teaching mathematics to children with special educational needs. The structure of the content is presented in three modules. The first is the study of psycho-pedagogical aspects and regulatory documents providing training, education and development of students with difficulties in mastering basic educational programs of general education, development and social adaptation. The second module includes general questions of methodology of teaching mathematics to students with difficulties in mastering basic educational programs of general education, development and social adaptation. The third module presents particular questions of methods of teaching mathematics to students with difficulties in mastering basic educational programs of general education, development and social adaptation. In conclusion, the article presents recommendations on organization of educational and research activity of future teachers of mathematics in the context of the methodological material examined.

scholarly journals Functional Limitations and Perceived Neighborhood Walkability Among Urban Dwelling Older Adults

2021 ◽  
Vol 9 ◽  
Author(s):  
Rie Suzuki ◽  
Jennifer Blackwood ◽  
Noah J. Webster ◽  
Shailee Shah
Keyword(s):  
Older Adults ◽  
General Education ◽  
Functional Limitations ◽  
Walking Distance ◽  
Lower Income ◽  
Cross Sectional Survey ◽  
General Education Development ◽  
Education Development ◽  
Cross Sectional ◽  
Neighborhood Walkability

Older adults with functional limitations (FLs) often experience obstacles to walking. Although health promotion programs targeting physical activity are available in lower-income areas, few studies have compared the walking experiences of older adults who have FLs with those who do not in the community. The purpose of this cross-sectional survey was to compare perceptions of neighborhood walkability among older adults living in lower-income communities with and without FLs. Participants (N = 132) were recruited in 2018 at regional health clinics in Flint, Michigan. To be eligible, participants had to be 65 years of age or older, report no cognitive decline, and be Flint residents. Of the 132 participants, the mean age was 69.74 (SD = 4.97). The majority were female (66%); African American (77%); single, divorced, or widowed (72%); educated below the General Education Development level (57%), and had a FL (67%). Older adults with FLs were significantly (p < 0.05) less likely than those without to visit many places within walking distance, to have well-lit neighborhoods at night, and to reside in neighborhoods where sidewalks were separated from the road and traffic. Multiple regression analyses revealed that having a FL was associated with poorer neighborhood perceptions of mixed-land-use (b = −0.19, p < 0.05) and more walking hazards (b = −0.26, p < 0.05). Findings suggest that a FL is associated with perceptions of walkability. It is essential to develop disability-friendly support systems and accommodations to encourage walking in lower-income communities.

scholarly journals The Concept of A Religious Humanis Values Education

2017 ◽  
Vol 4 (2) ◽  
pp. 218-232
Author(s):  
Hamam Burhanuddin
Keyword(s):  
General Education ◽  
Values Education ◽  
General Education Development ◽  
Education Development ◽  
Good Science ◽  
The Earth ◽  
Scientific Disciplines ◽  
The Face ◽  
Development Concept

the study in this paper discusses the concept of a religious Humanist Values Education. Islam never experienced a heyday into the study of various disciplines, this is evident by the presence of muslim scientists. But with the passage of time that Islamic intelektualisme begin to Dim along with the understanding and the culture of taqlid. Whereas the Qur'an gave instructions in order to examine all the scientific disciplines, it can be seen from the verses of the Qur'an which was ordered to examine the nature and seisinya. Religious Humanist Values education which leads to the study of the komprehenshif of good science is both religious and General Education Development Concept is as Islam that humanizing of man in accordance with the duties of man as abdullah and the Caliph in the face of the Earth.

Social resources mobilization for general education development: A case study for secondary schools in Ho Chi Minh city, Vietnam

2021 ◽  
Vol 5 (2) ◽  
pp. 10-17
Author(s):  
Thanh Dac Nguyen ◽  
Phuong Nam Nguyen
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Social Resources ◽  
The South ◽  
General Education Development ◽  
Education Development ◽  
Roles And Responsibilities ◽  
Scale Reliability ◽  
Depth Interviews

The mobilization of social resources for educational development in schools is considered an important demonstration of the roles and responsibilities of parents and the community for the cause of education. This paper describes the frequency and efficiency of nine categories of social resources mobilization used in secondary schools in the South of Vietnam. The research team identified the reasons for and methods by which the mobilization of social resources takes place in six secondary schools in Southern Vietnam. We combined a questionnaire, completed by 202 school teachers and school managers, with in-depth interviews, observation and document analysis. The results showed high levels of both implementation and efficiency (scale reliability Cronbach alpha 0.93 and 0.92) of the mobilization of social resources, revealing a high interest in and engagement with social resources mobilization by social educational forces. Based on those results, we make a number of suggestions for improving the efficiency of this work, particularly in the South of Vietnam in reality.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

scholarly journals Learning geometry in pro-gymnasium: achievements and challenges

2012 ◽  
Vol 53 ◽  
Author(s):  
Viktorija Sičiūnienė ◽  
Janina Dargytė
Keyword(s):  
Student Achievement ◽  
General Education ◽  
Phase I ◽  
Assessment Tool ◽  
Development Phase ◽  
Self Assessment ◽  
General Education Development ◽  
Education Development ◽  
First Time ◽  
Achievement Levels

In Lithuania project “Standardized assessment of student achievement and self-assessment tool for schools of general education development” (Phase I) has been carried out for three years. It is the first time testing specialists’, specialists’ in didactics and teacher’s experience have been merged and statistical and expert information have been systematised and generalized. Standardized grade 8 math programme was created, in which for the first time three students’ achievement levels descriptions and illustrated tasks’ examples are presented. Creation of the programme and programme’s presentation to mathematics community gave rise to many discussions about the different students’ achievement levels abilities and reasons for it. Extra-large ability differences emerged in the field of geometry, which encouraged the authors to go deep into the problems of this area. Authors took advantage of the project database and completed geometry tasks and their solutions deep analysis. This article presents the summarized results of the study.

DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 6-10
Author(s):  
Kochesokova M.G. ◽  
Nogerova M.T. ◽  
Taukenova L.M. ◽  
Afaunova L.M.
Keyword(s):  
Experimental Model ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Future Teachers ◽  
Formative Experiment ◽  
Raising Children ◽  
Special Children ◽  
And Control

The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.

Generalizability of General Education Development ratings of jobs in the United States.

1981 ◽  
Vol 66 (2) ◽  
pp. 186-192 ◽  
Author(s):  
Noreen M. Webb ◽  
Richard J. Shavelson ◽  
Jerry Shea ◽  
Enric Morello
Keyword(s):  
United States ◽  
General Education ◽  
The United States ◽  
General Education Development ◽  
Education Development

scholarly journals Factors Associated With Community Corrections Involvement Among Formerly Incarcerated People in Recovery

2016 ◽  
Vol 29 (9) ◽  
pp. 909-924 ◽  
Author(s):  
Dina Chavira ◽  
Roberto Lopez-Tamayo ◽  
Leonard A. Jason
Keyword(s):  
Substance Use ◽  
General Education ◽  
Psychiatric Hospitalization ◽  
Criminal History ◽  
Community Supervision ◽  
General Education Development ◽  
Education Development ◽  
Formerly Incarcerated ◽  
Use Patterns ◽  
History Of

The current study examined whether current community supervision status was associated with differences in demographic characteristics, lifetime substance use patterns, and criminal history among a sample of formerly incarcerated individuals with a history of substance use problems. Results of multivariate analyses revealed participants on community supervision were more likely to have graduated from high school or earned a General Education Development test credential (GED; odds ratio [OR] = 1.60; 95% confidence interval [CI] = [0.15, 17.24]) and were less likely to have a history of psychiatric hospitalization (OR = 0.88; 95% CI = [0.08, 9.35]). These characteristics may be proxies for social and emotional functioning that influence eligibility for community supervision. Despite these apparent advantages, the community supervision group did not significantly differ from the formerly incarcerated group without current justice involvement on lifetime substance use patterns or criminal history, suggesting formerly incarcerated individuals with substance use disorders may require more intensive interventions to promote existing strengths.

scholarly journals Training of pedagogical personnel for inclusive education children with disabilities

2021 ◽  
Vol 98 ◽  
pp. 04005
Author(s):  
Irina Yakovleva ◽  
Sergey Yakovlev ◽  
Vera Khitryuk
Keyword(s):  
Teacher Training ◽  
General Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
New Technologies ◽  
School Teacher ◽  
Project Based Learning ◽  
Professional Activity ◽  
Special Educational Needs ◽  
General School

With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.

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