Problems of Organization of Education of Children with Special Educational Needs in the Conditions of Contemporary Primary School (in the Context of Neuropedagogy) (original) (raw)
Related papers
Eduweb
Recently in academic papers by educators and practical psychologists, the issue of searching for means and tools designed to make the life of people with disabilities full and independent has been increasingly raised. Many scientists point to the need for new forms of education that promote the integration of people with special needs into society. An inclusive education deserves special attention among them. This article aims to identify and characterize the benefits of an inclusive classroom for children's development and socialization. The article studies the academic papers on the work of inclusive classes from the perspective of their role in the development and successful socialization of education applicants. Also, it investigates the results of the questionnaire survey of teachers and parents of children studying in inclusive classes. During the research, we studied the content of the inclusive education concept and features of this educational process form, established ...
The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social inclusion of children with disability in common schools. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors. The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.
The International Journal of Social Sciences and Humanities Invention, 2015
The inclusion in education, is defined as the most favorable mean that creates the equal opportunities in education for all the children, with or without disabled abilities. The increase of the number of children with special needs and especially with those with autism within the classes, but this is followed with new challenges for the teachers of the inclusive classes in the Albanian schools. The problems of the teaching task of the teachers in these classes are a lot, but to minimize them the teaching process worldwide is paying too much favorable space by analyzing and orientations to make these problems a bit slighter. This research aims to be an empirical survey, while from its nature and condition to be qualitative. For the collection of the datas and statistics are used observations, interviews and focus groups. And as for the target group are considered the classes and the teachers that have in their members students with autism.
Journal of Educational Sciences, 2019
This article discusses the developed methodology for the adaptation of children with mental retardation in the context of inclusive education. The study involved 20 children with mental retardation, students in inclusive classes of secondary schools, as well as parents of these children. The experimental work carried out in three stages: at the first stage, a complex of organizational and pedagogical conditions developed for the adaptation of children with delayed psychical development by means of inclusive education in an educational institution. The second diagnostic and staging stage there was a theoretical and pedagogical justification; teaching and methodological, didactic and advisory materials created for parents and teachers. A stating experiment conducted; at the third stage, the organization of experimental work in general education schools on the implementation of a set of organizational and pedagogical conditions for the adaptation of children with delayed psychical development by means of inclusive education (formative experiment). According to the results of the formative experiment, it found out that inclusive education makes it possible to ensure the socialization of children in this category; each child can develop in his or her own way and receive affordable quality education tailored to their individual needs and their own opportunities in an inclusive education environment.
Concepts and Contexts of Special and Inclusive Education
The main thesis of the paper is to explore some of the issues, challenges and dilemmas that children on the autism spectrum experience in inclusion. A specific aim of the paper is not only to present the issues and the dilemmas but also to propose some possible ways forward. The terms of “Autism Spectrum Disorders (ASD)” and “Inclusion” are being analyzed in the beginning of the paper. Thereinafter, the paper explores some of the dilemmas that often create confusion for practitioners, such as the identification of ASD, the common curriculum, the parent-professionals relationship and the integration dilemma as well as the issues that they induce. As a final part, solutions to the issues and the challenges above are presented and analyzed from the perspective of the children with ASD, the parents, the teachers and the school community.
Meeting Children’s Special Educational Needs in School. A Lithuanian Case
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015
This article is been based on the research with the aim to reveal the features of pedagogical and special pedagogical support for pupils with special educational needs (SEN) as well as to assess the demand for changes in the mentioned field on the ground of the survey of Lithuanian pedagogues and professionals (in all 1518 respondents). The number of children with SEN educating in mainstream schools is increasing, however, not only involvement of pupils having diverse needs (including those having SEN) into mainstream education is important, but also qualitative analysis of the educational process and content too. The analysis of highlighted character of implementation of pedagogical and special pedagogical support as well as the demand for changes showed the main focuses for improvement: support to child in a classroom decreasing exclusion, involving other participants (peers, parents, volunteers etc.), using flexible models and strategies of support.
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...
SPECIAL EDUCATION FOR INTELLECTUALLY ABLED
The aim of this paper is to address the fact that disability is a socially constructed phenomenon and it results from the interaction of various social and biological factors. Also, this paper addresses how schools and teachers can better support inclusion of all children. All that is required is an inclusive lifestyle rather than theories on inclusion for which, presently we are struggling. Every human has deficits and challenges and, also strengths and gifts. When we, as a society, start looking at each other from the eyes of strengths each of one of us has, rather than the deficits then only we can achieve our objective of "perfectly inclusive society."
Anthropological providing educational services to children with special educational needs
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....