Organization of inclusive education for schoolchildren with special needs in modern school practice

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2023.17.02.5

Palabras clave:

Inclusion, inclusive education; children with special educational needs, socialization of children, educational needs, inclusive classroom.

Resumen

In the article, the features of the organization of the educational process for pupils with special needs, the involvement of a wide range of educational services to improve academic achievement, and the development of the child's personality are considered. The article aims to identify the content, main criteria, and algorithms for organizing inclusive education for pupils with special needs. The attitudes of parents, educators, and social workers to the proposed system of inclusive education are revealed.  The result of the work is an algorithm for introducing inclusive education, determining its effectiveness, and a positive assessment of the system's effectiveness by parents, social workers, and educators (11%, 13%, and 15%, respectively). In this context, it is promising to research and design specific examples of the organization of inclusive education management systems.

Biografía del autor/a

Zhanna Verovkina, Kyiv Secondary school № 4, Ukraine.

Principal, Candidate of Pedagogical Sciences, Kyiv Secondary school № 4, Ukraine.

Iryna Martsinovska, Kamenets-Podolsky National Ivan Ogienko University, Ukraine.

Teaching Fellow at the Special and Inclusive Education Department, PhD in pedagogical sciences, faculty of special education, psychology and social work, Kamenets-Podolsky National Ivan Ogienko University, Ukraine.

Halyna Vasylieva , National Pedagogical Dragomanov University, Ukraine.

Associate professor of the department of management and innovative technologies of sociocultural activity, Candidate of Pedagogical Sciences, Educational and Scientific Institute of Public Management and Administration, department of management and innovative technologies of sociocultural activity, National Pedagogical Dragomanov University, Ukraine.

Natalia Savinova, Kharkiv Humanitarian Pedagogical Academy, Ukraine.

Doctor of Pedagogical Sciences, Рrofessor of the Department of Special Pedagogy and Psychology and Inclusive Education, Kharkiv Humanitarian Pedagogical Academy, Ukraine.

Lesia Chopyk , Public Higher Educational Establishment «Vinnytsia Academy of Continuing Education», Ukraine.

Senior lecturer, Philosophy Doctor in Pedagogics, Department of Psychology, Public Higher Educational Establishment «Vinnytsia Academy of Continuing Education», Ukraine.

Citas

Anis, A. (2017). Role of Teacher in Student's Personality Development. Psychology Behavioral Science International Journal, 2(2). https://doi: 10.19080/PBSIJ.2017.02.555581

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 de Tecnología de Información y Comunicación en Educación, 16(3), 9-21. https://doi.org/10.46502/issn.1856-7576/2022.16.03.1

Boghian, I. (2018). Methodological Guidelines for Elaborating the Curriculum of Intercultural Education with a Focus on the Values of Tolerance. Romanian Magazine for Multidimensional Education, 10(4), 249-264. https://doi: 10.18662/rrem/86

Čuhlová, R. (2019). Intercultural Adaptation Process and Its Determinants. International Journal of Economics, Finance, and Management Sciences, 7(6), 215-221.

Drach, J. (2020). Perspectives of the inclusive principle in higher education. Inclusive educational environment: problems, prospects, and best practices: abstracts of the XX International Scientific and Practical Conference (Kyiv, november 18-19, 2020). 415 s. Retrieved from: https://uu.edu.ua/upload/Nauka/Novini/Actualni%20problemi_konferentsiya/2020/XX/inkluzija20_1.pdf

Dweck, C. S. (2017). From needs to goals and representations: Foundations for a unified theory of motivation, personality, and development. Psychological Review, 124(6), 689–719. https://doi.org/10.1037/rev0000082

Dzvinchuk, D., Radchenko, O., Kachmar, O., Myskiv, I., & Dolinska, N. (2020). Analysis of Platforms and Tools of Open Study in the Conditions of Postmodern Education. Romanian Magazine for Multidimensional Education, 12(3), 125-143. https://doi.org/10.18662/rrem/12.3/313

Hainagiu, (2020). Career Counselling–Essential Part of the Personal and Professional Development Process for the Students and Young Researchers in the Engineering Field. Yearbook of "Petre Andrei" University from Iasi, Fascicula Social Assistance, Sociology, Psychology, 25, 71-77. https://doi.org/10.18662/upasw/25/36

Hill, P. C., & Pargament, K. I. (2017). Measurement tools and issues in the psychology of religion and spirituality. In: Faithful measures: New methods in the measurement of religion (pp. 48–77). NYU Press.

Longstreth, S., Garrity, S., Ritblatt, S. N., Olson, K., Virgilio, A., Dinh, H., & Padamada, S. (2016). Teacher perspectives on the practice of continuity of care. Journal of Research in Childhood Education, 30(4), 554-568. https://doi:10.1080/02568543.2016.1215359

McIntosh, K., Girvan, E., McDaniel, S., Santiago-Rosario, M., Joseph, S., Fairbanks Falcon, S., Izzard, S., & Bastable, E. (2021). Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate, Preventing School Failure: Alternative Education for Children and Youth, 65(1), 1-8, https:// doi.org/10.1080/1045988X.2021.1937027

Minibas-Poussard, J., Bingol, H., & Roland-Levy, C. (2018). Behavioral control or income? An analysis of saving attitudes and behavior, credit card use and buying on installment European Review of Applied Psychology, 68(6), 205-214. https://doi.org/10.1016/j.erap.2018.10.003

Morsink, S., Sonuga-Barke, E., Van der Oord, S., Van Dessel, J., Lemiere, J., & Danckaerts, M. (2021). Task-related motivation and academic achievement in children and adolescents with ADHD. European Child & Adolescent Psychiatry, 30(1), 131–141. https://doi.org/10.1007/s00787-020-01494-8

Muldrew, A., & Miller, F. (2021). Examining the effects of the personal matrix activity with diverse students. Psychology in the Schools, 58, 515– 533. https://doi.org/10.1002/pits.22461

Muñoz-Martínez, Y., Vergara, F., & Carrasco, C. (2021). Training and Support for Inclusive Practices: Transformation from Cooperation in Teaching and Learning. Sustainability, 13(5), 2583. DOI: 10.3390/su13052583

Puranik, S. (2020) Innovative teaching methods in higher education. BSSS Journal of Education, IX(I), 67-75.

Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Psychology, 12, 661427. https://doi.org/10.3389/fpsyg.2021.661427

Selin, C., Campbell, K., Ridder-Vignone, K., Sadowski, J., Allende, C., Altamirano, G., Davies, S., & Guston, D. (2016). Experiments in Engagement: Designing public engagement with science and technology for capacity building. Public Understanding of Science, 6, 634–649. https://doi.org/10.1177/0963662515620970

Shulman, R. D., (2018). 10 Ways Educators Can Make Classrooms More Innovative. Forbes, 19. Retrieved from URL https://www.forbes.com/sites/robynshulman/2018/11/19/10-ways-educators-can-make-classrooms-more-innovative/?s

Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis, Educational Research Review, 21, 33-54. https://doi.org/10.1016/j.edurev.2017.02.004.

Taylor, J., Therrien, W. J., Kaldenberg, E. R., Watt, S., Chanlen, N., & Hand, B. (2012). Using an inquiry-based teaching approach to improve science outcomes for students with disabilities: Snapshot and longitudinal data. Journal of Science Education for Students with Disabilities, 15(1), 27–39.

Tyurina, S. (2019). Development of communicative potential of personality by means of foreign media discourse in digital environment. Media Education, 59(2), 328–336. https://doi.org/10.13187/me.2019.2.328

UNICEF. (2020). Policy brief: Education during covid-19 and beyond. Retrieved March 15, 2021, from https://unsdg.un.org/sites/default/files/2020-08/sg_policy_brief_covid-19_and_education_august_2020.pdf

Villanuevaa, M., Taylorb, J., Therriena, W., & Handa, B. (2012). Science education for students with special needs, Studies in Science Education, 48(2), 187–215

Zheltukhina, M. R., Kutepov, M. M., Kutepova, L. I., Bulaeva, M. N., & Lapshova, A. V. (2021). Desarrollo de la competencia mediática de los estudiantes en el contexto de la educación digital. Revista Eduweb, 15(1), 29–38. https://doi.org/10.46502/issn.1856-7576/2021.15.01.3

Publicado

2023-04-08

Cómo citar

Verovkina, Z. . ., Martsinovska, I. . ., Vasylieva , H., Savinova, N. . ., & Chopyk , L. . (2023). Organization of inclusive education for schoolchildren with special needs in modern school practice. Revista Eduweb, 17(2), 54–65. https://doi.org/10.46502/issn.1856-7576/2023.17.02.5

Número

Sección

Articles

Artículos similares

También puede {advancedSearchLink} para este artículo.