The Education of Children with Special Needs: Barriers and opportunities in Central and Eastern Europe (original) (raw)
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Kulagina E.V., 2014
The monograph, based on the data from the Russian Federal statistical observations, as well as on interviews with teachers, school directors and parents of children with disabilities, considers Russian educational policy concerning children with disabilities. It shows controversial aspects of the legislation in the sphere of education, inconsistency between different normative acts. There are analyzed statistical data: number of children with disabilities in the system of general education, structure of disabilities, forms of their education (in special schools, in special classes, in regular classes), structure of their distribution by types of special schools, education conditions, number of special institutions and their types. Differences in the accessibility of education between Moscow and average data for the Russian Federation are examined. The author shows specifics of the education process in special and inclusive schools, learning conditions in the education system and mechanisms of social protection of people in difficult situation, as well as resources of families for parenting children.
Education of People with Special Needs
In the present scenario, the paper discusses about the education of pupil with special needs. During the 1880s Christian Missionaries started schools for the disabled on grounds of charity. After the world conference on Special Needs Education in Salmanca in 1990s, inclusion became the magic world in the educational field however the changing approaches to disability from the charity model to the Human Rights model. The paper, therefore proposes and inclusive education for disability.
Special Education as an Area for Change – Polish and Czech Solutions
2020
, changes in special education in Poland, changes in special education in the Czech Republic. * Ditta Baczała-postdoctoral degree in social sciences in pedagogy, associate professor; scientific interests: education and rehabilitation of individuals with intellectual disabilities, their social development and social skills. ** Pavel Zikl-Ph.D. in humanities, associate professor; scientific interests: preschool and early-school education, special pedagogy (especially education of pupils with intellectual and multiple disability).
Invisible Children: the Face and Reverse of Special Education in Bosnia and Herzegovina, 1958–1990
Historia scholastica , 2024
Bosnia and Herzegovina (BiH) was one of the republics of the former Yugoslavia (SFRJ), a state with an established totalitarian regime that kept its subjects under control and imposed a recognized ideology on them. Although it tried to present itself as a country with equal rights for all people, that was not the case. Namely, the example of people with disabilities reveals the double face of the regime. While other republics developed already inherited institutions for the care of children with disabilities, BiH did not even have a higher education institution for the education of specialists for working with children and adults with disabilities until the mid-1990s. Special elementary schools were also rare. In some elementary schools, there were auxiliary departments for children with disabilities. Segregation was highly emphasized and parents often hid their children because of shame and public condemnation. In this paper, I will try to show how the Republic of Bosnia and Herzegovina treated special education within the state of Yugoslavia. It is obvious that, despite the needs, special education in BiH was underdeveloped. At the higher education institutions that trained future teachers, there was no mention of working with children with disabilities. For the most part, schools solved this issue according to their priorities and possibilities. Although they talked about the importance of health and inclusion in the education of all, the example of this republic shows the opposite. So, it is evident that the ideology of a totalitarian regime in the 20th century misuses the concept of child health. In doing so, such regimes use childcare to publicly promote their ideological intentions and social awareness while the situation in practice testifies otherwise. From the data obtained by researching three pedagogical journals in the period from 1958–1990, it is clear that special education remained somewhere in the corner and that schools or teachers decided by themselves whether or not they would accept these children into their environment. Therefore, the situation in education in BiH, a society that called itself socialistic, often had results that showed the opposite, and this was exactly what was reflected in the field of special education. Keywords: children, special education, politics, ideology, socialism
During the last 20 years Moldavian and Ukrainian societies have been developing inclusive infrastructures, being under complicated transformative changes. There are two main tendencies of the current situation for children with disabilities. The first one is that the inherited system of internat special schools is rapidly changing its functions, expanding, due to work with children from marginal families. In this case economic polarization forms a specific family strategy to protect their children from family economic problems, “intentionally putting” their children in these special school internats. The second strategy is directed towards deinstitutionalization of the system of special school internats, the development of inclusive infrastructure and involvement the non-profit organizations etc. The article is discussing these tendencies, through a case study approach.
Development of special needs education in the Republic of Moldova: paradoxes as to inclusion
Development of special education in Moldova: paradoxes as to inclusion. Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and Practical Perspectives. England: Routledge, 2021
This is the accepted version of a chapter published in Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and Practical Perspectives. Abstract Countries of Central Eastern Europe, despite their common ideological backgrounds have experienced a nexus of local challenges toward inclusion. However, the current trails to inclusive education reflect a broader spectrum of interconnections among political, economic and social circumstances. The research investigation focuses on the Republic of Moldova’s (RM) social-cultural origins, and political choices and practice towards inclusion. The current study investigates special needs education (SNE) development through policy reforms in education and practical arrangements between the late 1980s and 2014. This sequence symbolises borders between two periods of the history of SNE in RM: the Soviet one and the period of Moldovan state independence. The research methodology focuses on the shift to the post-Soviet phase as to the development of SEN within the early phases of RM independence. The main findings are divided into three overarching themes: adoption of the Soviet pattern of SNE; ‘endemic stress’ of breaking the pattern and paradoxes of resolution. Keywords: special needs education, inclusion, Moldova, students with special educational needs
Special Education in Romania: Past, Present, and Future Tensions
Journal of International Special Needs Education, 2007
Immediately after World War I, in 1918, Romania gained new territory, including the Transylvania region in the north-central part of the country. The first Romanian law directed specifically at the education of children with disabilities was passed in 1924 to authorize special classes within mainstream schools. The typical placement practice at the time for students with disabilities was in separate special schools, if these students participated in the educational system at all. From its beginning, Romania has had a history of endorsing education for all children. In this context, Romanian legislation usually addresses special education within the broader concern of equal access for marginalized groups in general, including groups with different first languages, marginalized cultural groups such as the Rroma (Gypsies), and students in rural areas. In this paper we will trace these patterns, and others, in the education of children with disabilities beginning in 1989 at the fall of the communism in Romania. In addition, we will outline some of the recommendations that special educators currently aspire to accomplish in serving children with disabilities.
Children with Special Educational Needs (SEN) in the Polish Education System
2017
The law currently binding in Poland favors students with disabilities and SEN. The parents have a right to choose between many forms of education and facilities which, in their opinion and according to the suggestions of a psychological and educational support centre, will give their child the best opportunities of development. The Ministry of National Education Regulation of 10 June 2015 on grading, classifying and promoting students demands adjustment of educational requirements to the needs of the student with a certificate confirming his/her special education needs (&3 clause 1) in each education establishment. Theoretically, the situation is extremely favorable. However, for now, the research studies have shown that the readiness of teaching staff, children, and parents for these different possibilities are insufficient; therefore, the legal regulations do not make the conditions of educating students with disabilities or SEN perfect. What is more, the perception of e.g. integr...
Education for students with disabilities – Polish and Hungarian solutions
2020
The article is a direct outcome of a discourse aimed at exchanging experiences and views in the area of education and rehabilitation for people with disabilities in Poland and Hungary, undertaken as part of scientific cooperation between universities which deal with the issues of special education among others. The authors attempt to perform and present a comparative analysis of current academic solutions for students with disabilities in both countries. Similarities and differences in the solutions discussed, especially problematic areas currently showing in the educational systems, constitute the basis for further discussion and research aimed at developing best practices that would ensure quality education for children and adolescents with disabilities.
The Present Situation and the Future Development of Special Education in Bulgaria
This paper describes the present situation of special education in Bulgaria and discusses the results of a study of attitudes toward the mainstreaming of students with intellectual disabilities. The first part of the paper discusses the classification of children with intellectual disabilities into "educable" and "non-educable" categories and the historical segregation of "educable" children with intellectual disabilities into special schools. The educational requirements of the special education policy in Bulgaria are also reviewed. The second part of the paper reveals the results of a questionnaire on student integration distributed to administrators, university teachers, teachers in regular schools, and teachers in special schools (n=103). Results indicate that the concept of integration is not very popular among teachers in regular schools and special schools, that different groups perceive integration differently, and that a majority of teachers do not recognize the rights of children with intellectual disabilities to be educated in regular schools. A majority of teachers were also found to believe that the resources and conditions in regular schools were not appropriate for the needs of children with intellectual disabilities. Recommendations are made for introducing more integrated environments. The statistical results of the questionnaire are attached. (CR)