scholarly journals Inclusion of Intellectually Disabled Children in Early Childhood Education in Hungary in the Light of the Law

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Krisztina Kovács
Keyword(s):  
Inclusive Education ◽  
Census Data ◽  
Professional Competence ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Intellectually Disabled ◽  
Number Of Children ◽  
The Disabled

The study commences with the introduction of the major Hungarian and international tendencies and the legal background of the inclusive education of children with special educational needs in Hungary, then it presents the strategies and tasks of kindergarten teachers in terms of the inclusive kindergarten education of intellectually disabled children, based on the results of our own empirical study. The actuality of the topic is demonstrated by the fact that, according to the statistical data, there is a large number of children with special educational needs in the mainstream kindergartens, which has an impact on the expectations in connection with the professional competence of the kindergarten teachers. According to the 2011 census data, 10% of the Hungarian population is intellectually disabled. The Central Statistics Bureau’s data published in 2018 shows that in 2016, 4.3% of the population belonged to the disabled population. From 2011 to 2016, the number of people with intellectual disabilities increased by 25% and it had exceeded 50,000 people.

scholarly journals INFORMATION TECHNOLOGY OPPORTUNITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS PREPARATORY TO SCHOOL

2017 ◽  
Vol 3 ◽  
pp. 81
Author(s):  
Ilga Prudņikova ◽  
Jekaterina Jankovska
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Professional Competence ◽  
Communication Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern Learning ◽  
Information And Communication

Modern educational process is a qualitative condition in preparation of children with special educational needs for school. Information and communication technologies incorporation in the educational process is a requirement of modern learning environment. Preparation of children with special needs for school, inclusive education and individual approach is possible with innovative methods in the educational process in preschool. On one hand, information and communication technologies are learning environment improvement factors, as well as a challenging factor for teachers affecting teachers’ professional competence development.

scholarly journals Anthropological providing educational services to children with special educational needs

2018 ◽  
Author(s):  
Igor Grygus ◽  
Olha Nagorna ◽  
Anzhela Nogas ◽  
Walery Zukow
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Institutions ◽  
Educational Services ◽  
Qualitative Composition ◽  
Rehabilitation Center ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Special Child

In pedagogical circles always having the discussion concerning the effectiveness, feasibility of one or another form of training. A difficult issue is the differentiation of the psycho-medico-pedagogical commissions on the selection of programs and learning, educational institution. Thus, the actual research of the education of children with special educational needs on the example of educational institutions of Rivne.Research objective: to study the formation of the system of education for children with special educational needs. Research objectives: 1. To conduct a systems analysis of the scientific literature on the topic of research. 2. Examine the network of inclusive schools in Rivne. 3. Analyze the provision of educational services to children with disabilities in Rovno educational and rehabilitation center "Special Child". 4. Synthesize statistical information and reveal the dynamics of qualitative and quantitative nosology of children with disabilities in schools.Research methods: theoretical analysis of literary sources, summarizing statistical data of educational institutions of city Rivne. Analysis of the changes of the quantitative and qualitative composition of the inclusive class allows you to infer that children with special educational needs enrolled in inclusive classrooms for nosology violations observed a certain imbalance. So, the advantage for inclusive education is given to students with cognitive and reports violations. Almost twice smaller number of children in violation of the locomotor and hearing. Significantly fewer students with disorders and mental retardation. Not specified such diagnoses as an autistic spectrum disorder and down syndrome. Obviously, these were incorporate into the category of violations.Data analysis allows us to draw conclusions that the implementation of the State programme concerning the staffing system of inclusive education is effective, but does not provide the full needs of schools in all members of the interdisciplinary team of rehabilitation support a child with special educational needs. In particular, not all educational institutions are equipped properly to ensure the needs of the child and the implementation of a full-fledged correction support; not organized by specialized facilities, inadequate rehabilitation equipment, special furniture for pupils with impaired function of the musculoskeletal system; missing tiflocorrection means, tiflopedagog; the physical therapist is not available in all schools.Conclusions. The analysis of this problem leads to the following conclusions: in the scientific and methodical sources analyzed the effectiveness and usefulness of various forms of educational services for children with special needs. Analysis of inclusive classes shows positive dynamics of this process and increase the number of pupils with impaired psychophysical development in secondary schools.Experience of the Rivne training and rehabilitation center "Special Child" and confirms that as a result of the implementation of inclusive education in school has increased the number of children with complex disabilities development, accompanied by intellectual retardation and existing disabilities. Therefore, special educational institutions should be multiprofile that will provide your child with special educational needs education and obtaining proper corrective rehabilitation support.Due to the focused State policy implementation of the inclusion in the General space training and re-training of teachers contributed to the increase in the number of pupils with special educational needs, allowed to expand as the quantitative and qualitative composition inclusive classes.Prospects of the further researches. There is an objective need for further study of the entire complex of issues related to the implementation of the right to education of children with disabilities. In particular, no special educational institutions, with the possibility of teaching a child with disabilities in comprehensive school essential not making are the problem of ensuring the continuity of rehabilitation.

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

scholarly journals ADMINISTRATIVE AND LEGAL REGULATION OF INCLUSIVE EDUCATION IN PRESCHOOL EDUCATION INSTITUTIONS AND SECONDARY EDUCATION INSTITUTIONS IN UKRAINE

2021 ◽  
pp. 122-137
Author(s):  
O. Yu. Kryvoruchko ◽  
M. S. Shevchenko
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Comparative Method ◽  
Research Work ◽  
Preschool Education ◽  
Legal Regulation ◽  
Educational Needs ◽  
Administrative Law ◽  
Special Educational Needs ◽  
Number Of Children

The article is devoted to the issues of improving the administrative and legal regulation of inclusive education in institutions of preschool education and secondary education instituions in Ukraine. Addressing this topic is certainly relevant due to the fact that, firstly, inclusive education is a new institution for Ukrainian society and a real challenge for children, teachers and the legislator. Secondly, in the science of domestic administrative law there is no comprehensive study of Ukrainian sources of law in the field of inclusive education, which would also fully identify the challenges of this field. Thirdly, administrative and legal acts in the field of inclusive education, unfortunately, do not correspond to reality, have gaps in both the field of law and in the field of pedagogy. The authors set themselves the following tasks: to analyze the sources of law governing relations arising in the field of inclusive education in Ukraine; highlight the current challenges of the inclusive education in Ukraine and make suggestions on ways to overcome them. The methodology of this article includes: the method of analysis and synthesis, the systemic and functional approach, the historical method, abstraction, the comparative method, explanations, research interviews, modeling and forecasting methods. So, the authors of the article translated and studied the legislation of the State of Israel as a progressive country in the field of inclusion. To achieve the main goal of the research it was also conducted a survey among the heads of educational institutions in the city of Odessa, where currently inclusive groups or classes are functioning. This has identified challenges such as gaps in the most legally established procedure for opening inclusive groups and classes; providing schools and kindergartens with assistants who should help educators /teachers and children with special educational needs; the question of the number of children with special educational needs in a group or class and the nature of nosologies. Having studied each of the challenges in detail, the authors proposed appropriate changes and additions to the current legislation, which are detailed in the comparative tables. The conclusions of the article can be used both in research work for the further development of Ukrainian administrative law and in national lawmaking by making appropriate changes to Ukrainian legislation and the adoption of relevant legal acts regulating important issues in the field of inclusive education.

scholarly journals Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity

2018 ◽  
Vol 8 (4) ◽  
pp. 31-38
Author(s):  
Abdullah Bora Özkara
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Inclusive Education ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Classroom Learning ◽  
Special Needs Education ◽  
The Disabled ◽  
The Government ◽  
French Education System

Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.

scholarly journals On the issue of teacher’s preparedness to inclusive education

Osvitolohiya ◽  
2018 ◽  
pp. 101-107 ◽  
Author(s):  
Anatoliy Pedorych
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Practical Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Scientific Article ◽  
Special Educational Needs ◽  
Emotional Perception

The article reviews one of actual and debatable problems in modern education – inclusive education of children with special educational needs. Timeliness and relevance of the study at the moment of writing the scientific article has been justified. The purpose of the study is to reveal the separate issues of potential readiness of teachers of institutions of general secondary education of Chernihiv region for the introduction of inclusive education. Analysis was conducted for achievements of scientists, who studied different aspects of teachers’ readiness for professional activity and forming the professional competence within the inclusive education. Potential professional readiness of teachers at general secondary educational institutions was demonstrated via two main indicators: professional readiness and psychological readiness. It was found that level of emotional perception is higher than level of theoretical readiness to include children with special needs in educational process – not to mention the practical experience of work with such categories of students. The emphasis is on avoiding the risks during introduction of inclusive education in Ukraine (formal inclusion, «strong-willed inclination», «spontaneous», uncontrolled inclusion). Analysis was conducted for results of studying the teachers at general secondary educational institutions of Chernihiv region. Recommendations were provided on training and retraining of teachers at general secondary educational institutions – for their adequate preparation within realities of Ukrainian school. This is development and implementation of training discipline for students of higher pedagogical education, as part of their work with children having special educational needs. It also includes advanced training courses for teachers, regarding the peculiarities of work with children having special educational needs – within the framework of inclusive education.

scholarly journals TRENDS IN THE PROFESSIONAL COMPETENCE OF THE TEACHER FOR ADAPTED PHYSICAL EDUCATION

2019 ◽  
Vol 16 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Adapted Physical Education ◽  
Special Educational Needs ◽  
The Republic

The regulation of inclusive education in the Republic of Bulgaria places new requirements on the professional competence of teachers. Physical education is an integral part of the educational process of children with special educational needs. In this context, the report analyzes trends in the teacher's professional competence for adapted physical education in different countries.

scholarly journals Psychological and pedagogical characteristics of a future first grader: kindergarten and school continuity problems

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Svetlana Shabas ◽  
Nina Vasilyeva
Keyword(s):  
School Readiness ◽  
First Graders ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Sharing Responsibility ◽  
High Level ◽  
School Maladjustment

The article examines the psychological and pedagogical characteristics of a first grader as a continuity problem indicator between preschool and primary school education levels. The increase in the number of children with special educational needs, inclusion, and modernization of education put children, teachers, and parents in new socio-psychological conditions in which kindergarten graduates may have difficulties in passing the educational route. In preschool and school educational organizations, there are differences in the assessment of the child's psychophysical development specifics, there is a mismatch in the leading education and training lines. The authors show that the continuity problem is currently very relevant and contains problems of an organizational and methodological nature, sharing responsibility problems between a child, family, society, and educational organizations, as well as cooperation problems of all participants in the children transition from one education stage to another. According to the research data, more than a third of future first-graders may fall into the risk group for possible school maladjustment. More than half of children have impaired hand-to-eye coordination and a high level of anxiety. The revealed relative disadvantage indicators of the children's psychophysical development indicate the need for meaningful cooperation between kindergarten teachers, educational institutions, and parents to create conditions for success in the continuity of various stages for adequate readiness for school for each child. The main areas of interaction can be the kindergarten teachers-psychologists training in early prevention of school maladjustment, psychological and pedagogical education of parents of future first-graders on school readiness, and increasing the kindergarten teachers competence in working with children with special educational needs.

scholarly journals Inclusive education in Kazakhstan: analysis of the organizing process and the possibility of its further development

2021 ◽  
pp. 89-109
Author(s):  
M. B. Turlubekova ◽  
R. O. Bugubayeva
Keyword(s):  
Time Series ◽  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Educational Needs ◽  
Quality Data ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Trend Model ◽  
Further Development

The purpose of the study is to analyze the process of organization and the possibility of using inclusive education in Kazakhstan on the basis of the identified forecast values.The methodological basis of the study is a system of various techniques that make up a set of methods, mechanisms, principles, and measures to improve the effectiveness of the use of tools for improving inclusive education, which are a necessary condition for the further development of the education system.Research methods. The following methods were used in the study:- theoretical, which include: theoretical analysis of the research of domestic and foreign scientists in the field of inclusive education; analysis of legislative and regulatory documents on the implementation of inclusive education and education in general;- methods of high-quality data processing;- methods of mathematical and statistical processing.Methods of mathematical modeling and forecasting were used in the processing and systematization of data. A trend model was constructed using the least squares method, which allowed us to prove the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear trend and to make a forecast for 2021-2023.The conclusions and results of the study were presented using a graphical method of presenting the results obtained.The methods used for the study of economic phenomena and the processing of primary information in their entirety allow us to ensure the reliability of the analysis and the validity of the conclusions.The originality / value of the research. The study is based on the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear development trend, and if this is proved by the author in the course of the study, it will be possible to make a forecast for 2021-2023.Findings. The author determined the forecast values of the indicator "The total number of children with special educational needs covered by inclusive education" for 2021-2023, as a result of which:1) according to the Irwin criterion, it was found that the original time series does not contain anomalous observations;2) using the criterion of "ascending" and "descending" series, it was determined that the time series under consideration contains a trend component;3) as a result of data approximation, a trend model was obtained;4) the quality of the resulting model was evaluated in two ways: checking the adequacy and evaluating the accuracy of the model.5) predicted values of the share of educational organizations (the share of state preschool organizations, the share of state general education schools, the share of state technical and vocational education (TVE) organizations) that have created conditions for inclusive education for 2021-2023 have been determined.As a result of the study, the author analyzed the trends in the development of inclusive education in Kazakhstan, which showed that the promotion and development of access to inclusive education, social integration and non – discriminatory treatment of persons with special educational needs is relevant. In this regard, there is an urgent need to review the concept of inclusive education at the national level and conduct empirical research on the integration of children from vulnerable groups into the general education system of Kazakhstan in order to fully cover children with special educational needs with inclusive education.

scholarly journals Possibilities of Inclusive Education for Students With Special Educational Needs

2018 ◽  
Vol 3 (2) ◽  
pp. 21
Author(s):  
Jana Kožárová
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Whole Child ◽  
Special Educational Needs ◽  
Paper Briefly ◽  
Number Of Children ◽  
Psychosocial Conditions ◽  
Spectrum Disorders ◽  
Educational Need ◽  
Children First

There are approximately 800 million young children worldwide affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. Conservative estimates state that dyslexia, a learning disability that impedes a person’s ability to read, affects approximately 6 percent of Europe’s population, whilst the prevalence of autistic spectrum disorders is also estimated to be higher than previously thought. Children with SEN frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Children with SEN are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including-personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child. Presented paper briefly introduces different categories of special educational needs and subsequently describies inclusive education as a concept potentially successful for their academic and vocational performance.

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