Organization of an inclusive educational environment for the development of children with special educational needs

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2022.16.03.1

Palabras clave:

inclusion, children with special educational needs, inclusive educational environment, socialization of children, benefits of an inclusive classroom for child development.

Resumen

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 goals, and highlighted the most important aspects of creating an inclusive environment.

Biografía del autor/a

Nataliia Bakhmat, Kamianets-Podіlskyi Ivan Ohiienko National University, Kamianets-Podіlskyi, Ukraine.

Deputy Dean of Scientific Activity and Informatization of Educational Process of Pedagogical Faculty, Doctor of Pedagogical Sciences, Professor, Department of Theory and Methods of Primary Education, Faculty of Pedagogics, Kamianets-Podіlskyi Ivan Ohiienko National University, Kamianets-Podіlskyi, Ukraine.

Olha Vyshnyk, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine.

Candidate of Pedagogical Sciences (PhD), Senior Teacher, Department of Theory and Methods of Primary Education, Educational and Scientific Institute of Pedagogy and Psychology, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine.

Alla Moskaljova, SHEI “University of Educational Management”, Kyiv, Ukraine.

Candidate of Psychological Sciences, Associate Professor, Department of Management Psychology, Central Institute of Postgraduate Education, SHEI “University of Educational Management”, Kyiv, Ukraine.

Olga Fediy, Poltava National Pedagogical University named after V. G. Korolenko, Poltava, Ukraine.

Doctor of Pedagogical Sciences, Professor, Head of the Department of Elementary Education, Natural and Mathematical Disciplines and Methods of their Teaching, Faculty of Psychology and Pedagogics, Poltava National Pedagogical University named after V. G. Korolenko, Poltava, Ukraine.

Kateryna Lisovska, Gymnasium No. 290 in Kyiv, Kyiv, Ukraine.

Postgraduate student, Faculty of Pedagogy, National Pedagogical University named after M. P. Drahomanova, Teacher of Primary Classes of Gymnasium No. 290 in Kyiv, Kyiv, Ukraine.

Citas

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Bondar, V., & Zolotoverkh, V. (2019). Basic approaches to the introduction of inclusive education for children with special educational needs Inclusive and integrated learning: status, problems and prospects: a collection of scientific papers. According to the general edition of Acad. Prokopenko IF Kharkiv, Mitra, 28-29. Retrieved from: http://hnpu.edu.ua/sites/default/files/files/Kaf_zdor_ta_korr_os/Zbir_SPP_2019.pdf.

Boza-Chua, A., Gabriel-Gonzales, K., & Andrade-Arenas, L. (2021). Inclusive Education: Implementation of a Mobile Application for Blind Students. International Journal of Advanced Computer Science and Applications, 12, 11. DOI: 10.14569/IJACSA.2021.0121189

Dell'Anna, S. (2021). Evaluation models of an inclusive school system. Perspectives of dialogue between implementation, research and (self-) improvement [Modelli di valutazione di un sistema scolastico inclusivo. Prospettive di dialogo tra implementazione, ricerca e (auto-) miglioramento]. Digital Transformation Report. Retrieved from: https://www.researchgate.net/publication/351125364_Modelli_di_valutazione_di_un_sistema_scolastico_inclusivo_Prospettive_di_dialogo_tra_implementazione_ricerca_e_auto-miglioramento

Dila, F. T., & Wijayanti, W. (2020). Management of Inclusion Curriculum in Public Elementary School, Giwangan. Conference: 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy. DOI: 10.2991/assehr.k.201221.019

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Publicado

2022-09-29

Cómo citar

Bakhmat, N. ., Vyshnyk, O. ., Moskaljova, A. ., Fediy, O. ., & Lisovska, K. . (2022). Organization of an inclusive educational environment for the development of children with special educational needs. Revista Eduweb, 16(3), 9–22. https://doi.org/10.46502/issn.1856-7576/2022.16.03.1

Número

Vol. 16 Núm. 3 (2022)

Sección

Articles

Licencia

Derechos de autor 2022 Nataliia Bakhmat, Olha Vyshnyk, Alla Moskaljova, Olga Fediy, Kateryna Lisovska

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

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