The Influencing Legal and Factors of Migrant Children’s Educational Integration Based on Convolutional Neural Network

This research aims to analyze the influencing factors of migrant children’s education integration based on the convolutional neural network (CNN) algorithm. The attention mechanism, LSTM, and GRU are introduced based on the CNN algorithm, to establish an ALGCNN model for text classification. Film and television review data set (MR), Stanford sentiment data set (SST), and news opinion data set (MPQA) are used to analyze the classification accuracy, loss value, Hamming loss (HL), precision (Pre), recall (Re), and micro-F1 (F1) of the ALGCNN model. Then, on the big data platform, data in the Comprehensive Management System of Floating Population and Rental Housing, Student Status Information Management System, and Student Information Management System of Beijing city are taken as samples. The ALGCNN model is used to classify and compare related data. It is found that in the MR, STT, and MPQA data sets, the classification accuracy and loss value of the ALGCNN model are better than other algorithms. HL is the lowest (15.2 ± 1.38%), the Pre is second only to the BERT algorithm, and the Re and F1 are both higher than other algorithms. From 2015 to 2019, the number of migrant children in different grades of elementary school shows a gradual increase. Among migrant children, the number of migrant children from other counties in this province is evidently higher than the number of migrant children from other provinces. Among children of migrant workers, the number of immigrants from other counties in this province is also notably higher than the number of immigrants from other provinces. With the gradual increase in the years, the proportion of township-level expenses shows a gradual decrease, whereas the proportion of district and county-level expenses shows a gradual increase. Moreover, the accuracy of the ALGCNN model in migrant children and local children data classification is 98.6 and 98.9%, respectively. The proportion of migrant children in the first and second grades of a primary school in Beijing city is obviously higher than that of local children (p < 0.05). The average final score of local children was greatly higher than that of migrant children (p < 0.05), whereas the scores of migrant children’s listening methods, learning skills, and learning environment adaptability are lower, which shows that an effective text classification model (ALGCNN) is established based on the CNN algorithm. In short, the children’s education costs, listening methods, learning skills, and learning environment adaptability are the main factors affecting migrant children’s educational integration, and this work provides a reference for the analysis of migrant children’s educational integration.

Refugee Status, Settlement Assistance, and the Educational Integration of Migrants’ Children in the United States

Initial relations between the host society and migrants are likely to influence whether and to what degree migrants receive tangible and intangible settlement support that might affect their children's educational integration. As part of the 1980 Refugee Act, the United States officially began to provide settlement support to one group of migrants - refugees, thus institutionalizing more favorable host-society relations for refugees compared to non-refugee migrants. This article assesses the general idea that post-1980 US refugees will show higher levels of integration than non-refugees by testing the specific hypothesis that refugees’ foreign-born children will attain (by adulthood) higher levels of educational attainment than their non-refugee counterparts. As expected, we find that more schooling is completed among refugees’ children than among non-refugees’ children, all else being equal. We also observe that the level of governmental support at arrival is positively associated with educational attainment among refugees’ children. As expected, schooling differentials also drop in accordance with arrival-period declines in support due to drops in refugee children's schooling. The results highlight the pivotal roles that initial host-society/migrant relations play in fostering refugee integration and underscore the potential societal benefits from adopting and maintaining settlement policies for migrants.

The educational integration of digital technologies preCovid-19: Lessons for teacher education

The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.

CREATING AND USING DIGITAL INTERACTIVE MATERIALS FOR KIDS 3–7 YEARS old IN KINDERGARTEN „MARGARITKA“

Kindergarten „Margaritka“, Plovdiv, works and strives to implement activities and policies in the field of educational integration, ensuring equal access to quality education for all children and does not lag behind the emerging modern trends. It increasingly combines established forms of pedagogical interaction with children whose mother tongue is different from Bulgarian with those in which information and communication technologies are utilised. With this idea the pedagogical staff focused on developing a model for digital creation of educational content material to support the learning of the Bulgarian language by children, for a more successful adaptation and socialization in the transition from kindergarten to school.

O processo de regionalização da educação superior na América Latina: breves reflexões acerca do Mercosul

This article reflects on the process of regionalization of higher education in Latin America, discussing the advances and challenges for the constitution of an integrated space for higher education in the Southern Common Market – Mercosur. This is a descriptive-exploratory research that deals with the theme, based on the analysis of categories that express political-educational elements. As a result, it appears that there is still no space for higher education in Mercosur; the presence of supranational forces acting in the bloc's integration policies; as well as the existence of political, educational and social asymmetries between the member countries of the bloc, making possible major obstacles to the educational integration process.

Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

В статье рассматривается актуальная проблема специальной психологии — коммуникативная дезадаптация. Представлены результаты теоретико-экспери­ментального изучения предпосылок коммуникативной дезадаптации старших дошкольников с задержкой психического развития и общим недоразвитием речи в условиях образовательной интеграции. Обоснованы теоретические подходы к изучению проблемы коммуникативно-личностного развития детей с разными вариантами нарушенного развития. Авторами выявлен дисбаланс в развитии мотивационных и операциональных компонентов общения у дошкольников, выделены дети группы риска, раскрыты механизмы возникновения коммуникативной дезадаптации у дошкольников с задержкой психического развития и общим недоразвитием речи, с учетом чего дифференцированы задачи коррекционного воздействия с целью коммуникативно-личностного развития этих детей и профилактики возникновения у них коммуникативных трудностей. Методологию исследования составляет коммуникативный подход к диагностике и коррекции коммуникативно-личностного развития старших дошкольников в условиях дизонтогенеза. Коммуникативный дизонтогенез рассматривается в контексте понятия «коммуникативная дезадаптация», а в качестве механизма возникновения коммуникативной дезадаптации у старших дошкольников с задержкой психического развития и общим недоразвитием речи — рассогласование в развитии мотивационной и операциональной сфер их общения. The article focuses on communicative disadaptation, as a relevant issue of special psychology. The article presents the results of theoretical and experimental investigation of the precursors of communicative disadaptation in preschool children with mental retardation and speech delay in the conditions of educational integration. The article substantiates theoretical approaches to the investigation of communication development of children with health impairments. The authors analyze the unbalanced development of motivational and operational components of communication in preschool children, describe risk groups, discuss the mechanisms of communicative disadaptation syndrome development in children with mental retardation and speech delay, which enables the authors to single out correctional strategies aimed at children’s communicative and personal development and communication problems prevention. The research is performed within the framework of a communicative approach, it focuses on the assessment and correction of senior preschool children’s communicative and personal development associated with disonthogenesis. Communicative disonthogenesis is treated through the prism of communicative disadaptation, whose mechanism is associated with mental retardation and speech delay in senior preschool children.

FROM THE EXPERIENCE OF INTRODUCING INCLUSIVE TOURISM AMONG STUDENT YOUTH

The article “From the experience of introducing inclusive tourism among student youth” highlights the relevance and necessity of solving the problem of overcoming the barrier for the successful socialization of people with special needs. The article describes the experience and practices of implementing inclusive tourism during the educational process.Creating and ensuring appropriate conditions at the faculty for people with disabilities is one of the priority tasks. Involvement of students in solving such problems not only contributes to the development of their professional competencies, but also helps to develop communication skills with different categories of people, including people with disabilities. Integration and socialization of people with special needs at the faculty takes place through excursions, participation in various programs, writing scientific papers, etc. Active involvement of students with disabilities has a significant impact on their social adaptation in modern society.The development and implementation of programs promotes the development of inclusion at the university. Working with different agencies allows you to better explore the problem and find ways to solve it. It is worth noting that the faculty has a scientific and practical Center for Social and Educational Integration, and Inclusive Rehabilitation and Social Tourism “Without Barriers”, which is one of the main centers for creating a barrier-free educational environment.During the quarantine, the creation of an inclusive environment became relevant for the virtual space. Today, providing online services to people with disabilities is not an advantage but a necessity. The faculty actively studies the problem of inclusion at all levels and promotes its implementation. Keywords: inclusive education, inclusive tourism, people with special needs, overcoming barriers, socialization, integration, social adaptation, social and psychological rehabilitation.