Мониторинг эффективности инклюзивной практики

Author(s): Alevtina Gennadievna Ryapisova,Nikolay Aleksandrovich Ryapisov / Language(s): Russian Issue: 1/2016

The article presents an overview of the main problems associated with monitoring the ef-fectiveness of inclusive practice and considered at the IV International scientific school on prob-lems of inclusive education. The conceptual apparatus in the aspect of the stated theme is de-fined. The approaches to the evaluation of successful educational inclusion are disclosed. The research and practical experience and the result of an innovative regional project "Education and socialization of children with disabilities in inclusive educational space of the Novosibirsk region" to develop strategies to address issues of inclusive education development in the mass practice are described. The technology of monitoring organization of an inclusive process in education, the criteria and performance indicators of an inclusive educational process, tools for assessing the quality of the process and outcomes of inclusive education are presented. The ap-proaches to the evaluation of educational achievements of students with disabilities in terms of inclusive practice and evaluation of social impact of an inclusive process in education are re-viewed. The potential applications are varied, including interactive forms of work in the frame-work of the scientific-educational activities: plenary session, webinar, interactive lecture, panel discussion, round table, panel discussion, master class, the foresight session, case study, back-ground, presentation of the group project are analyzed.

Inkluzja edukacyjna na etapie przedszkola w rozumieniu rodziców dzieci niepełnosprawnych

Author(s): Iwona Myśliwczyk / Language(s): Polish Issue: 2 (33)/2016

In the field of education we observe many positive changes in equalizing educational opportunities for children and young people with disabilities. The most important changes have led to the inclusive paradigm which posits education of disabled children together with children with special educational needs. The article deals with issues related to educational inclusion, variously understood by parents of disabled children. Parents experiencing the disability of their children tend to normalize their lives, including education in a mainstream kindergarten. When talking about their children’s education, they unveiled personal meanings given to this event, showed their individual truths and the reality they experience. The stories they told were given a subjective meaning, which from their perspective is important and shapes their being.

PARENTS ATTITUDE: INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITY

Author(s): Daniela Dimitrova-Radojichikj,Natasha Chichevska-Jovanova / Language(s): English Issue: 1/2014

This article reports the findings of a study designed to explore the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was designed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.

Инклюзивное образование как системная инновация

Author(s): Alevtina Gennadievna Ryapisova / Language(s): Russian Issue: 1/2017

Introduction. The article examines the signs of systemic innovation on the example of the introduction of inclusive practices in modern conditions of Russian education modernization. The purpose of this article is based on the study of scientific-theoretical sources and the analysis and synthesis of innovative practices to substantiate the traits of a systemic innovation in inclu-sive education. Materials and Methods. The methodology of the article are legal documents in the field of education, reference and textbooks, nonfiction materials, as well as the work of foreign and domestic scientists, the credibility and scientific reputation which are recognized by the scientific community, and the achieved in prominence high level research inclusive education. Results. Economics and pedagogy are determined on the basis of consideration of the conceptual apparatus from the standpoint of philosophy, as well as the essential and specific characteristics of innovation. The study of the evolution of innovation and the diversity of their types and types make it possible to present the classification system of innovation influence, the strength and scale of impact on the entire education system. There were outlined the allocated spot (local), linear (horizontal plane); structure (spherical, spatial, architectural); the fundamental (base); radical (actually the system); multidimensional (versatile, global) and nadcisnie-nie some innovation. By deduction the thesis that the introduction of inclusive education in mainstream educational space requires a system of development tailored to the specific socio-cultural conditions and educational policy is substantiated. In the text highlights of the most im-portant directions of innovative activity of educational institutions (the creation of an inclusive culture, develop inclusive policies and the implementation of inclusive practices) is given. Conclusions. In conclusion it is emphasized that solving problems in the field of inclusion makes a significant transformation in all elements of the education system and the determined image optimize, improve and stimulate the educational environment at the regional and sectoral level, as befits a true system innovation. The conclusion is justified that the introduction of inclu-sive education in mainstream educational practice as a fundamental, structural, radical, multi-dimensional innovation system has sufficient resources to improve the quality and increase the efficiency of education.

Stres roditeljstva i kvalitet brige u porodicama dece sa smetnjama u razvoju

Author(s): Ivana Mihić,Milana Rajić,Dijana Kopunović Torma / Language(s): Serbian Issue: 2/2016

The aim of this study was to examine parenting stress and care capacities in families of children with disabilities, differences in relation to families from typical population and structure of relations between dimensions of parenting stress and care quality in families of children with disabilities. The sample consisted of 202 couples of parents of preschool children. In that sample, there was 75 couples of parents of children with disability and 127 couples of parents from typical population. The sample was collected in preschool institutions, on the territory of Vojvodina. Parenting stress was measured by some dimensions from Parenting stress Index (Social isolation, Restriction of role, Sense of competence, Reinforcement given to the parent, Acceptability, Demandingness). Parent investment in child questionnaire (PIC-Parent Investment in Child, Bradley 1997) was used to measure care quality. Results indicate statistically significant differences in stress between the parents of children with disability and parents of typicaly developing children, on following dimensions of parenting stress: Social Isolation (F(1,381)=7.51, p<.01), Restriction of role (F(1,383)=5.14, p<.01), Acceptability (F(1.382)=64.29, p<.01) and Demandingness (F(1,362)=42.53, p<.01) and on overall score on parent investment in child (F(1, 383)= 10.72, p<.01). Structure of relation between dimensions of parenting stress and care quality indicated that there was two parent profiles: (1) the parent who experiences high level of parenting stress in all measured domains and has the most difficulties in accepting the child and parental role and (2) the parent who experiences high level of parenting stress which arises from reinforcement given to parent and acceptabilizy of the child and has compromised capacities for adequate responding to child’s needs and emphasized need to be by child’s side.

Педагогика инклюзии за рубежом: теоретико-методологический дискурс (обзор)

Author(s): Tatiana Vasilievna Furyaeva / Language(s): Russian Issue: 6/2017

Introduction. The article addresses the problem of developing theoretical and methodological bases of inclusive education. The purpose of this comparative study is to reveal the essence, trends and concepts of foreign inclusive education. Materials and Methods. The methodology is based on the ideas of Russian comparative education studies, implementing descriptive, explanatory and predictive function education theory, as well as, learner-centered, activity-based, and cultural-historical approaches. The author used the methods of phenomenological description, interpretation, comparison, inductive, hypothetical-inductive, problem-based and comparative analysis of the works of leading educators and researchers, as well as, and educational documents and reports of various levels for the previous twenty years . Results. The author ascertained theoretical and methodological framework of inclusive discourse in the form of two dominant methodological approaches: systemic-ecological and philosophical person-centered. Four basic educational concepts of integrating children with special needs into society (educational activity-based, social-ecological, interactive, anthropological and ethical) are characterized. The author clarifies the essence of new interpretations of educational notions and illustrates the main concepts of inclusive education. Conclusions. The author substantiates a significant reorientation in the interpretation of leading educational concepts, traces the evolution in the development of inclusive education, in which the concepts of damage and violation are being by activity and participation. Four concepts of integrating children with special education needs into society identified and introduced by the author indicate the multiconceptual nature of foreign educational theory, the trend towards their convergence within the framework of such leading methodological approaches as systemic-ecological and philosophical-anthropological.

Effect of stigma in inclusive classrooms at mainstream schools

Author(s): Irena Xhaferri / Language(s): English Issue: 2/2015

Inclusion is a most discussed phenomenon at our society. Children with disable needs, when they go to mainstream schools, face a lot of problems. One of them is stigma. Mainstream education is a key policy in the promotion of social inclusion (Scottish Executive, 2000; Department of Health 2002). Stigma is a complex term defined as a visible or invisible attribute, deeply discrediting, that disqualifies its bearer from full social acceptance, often resulting in several forms of discrimination (Goffman, 1963). There is evidence that different educational settings may expose children to different levels of stigmatized treatment. Due to their cognitive impairments, the social identities of intellectually disabled children can be devalued and depersonalized into stereotypic caricatures (Crocker et al 1998). Literature suggests three strategies most used against stigma.

LEARNING PROBLEMS IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

Author(s): Angelka Keskinova,Goran Ajdinski / Language(s): English Issue: 1/2018

School failure is one of the more complex, more difficult and unfortunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group) and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems.

Тимови за инклузивно образовање као контекст хоризонталног учења васпитача

Author(s): Isidora Korać / Language(s): Serbian Issue: 2/2018

The paper discusses the problems related to the current practice of the teams for inclusive education in preschool institutions as contexts for teachers’ horizontal learning. The aim of the research was to determine how teachers assess the contribution of teams for inclusive education and teams for providing additional support to the child in developing their professional competencies for the implementation of inclusive education and how, from their point of view, the process of horizontal learning within the institution is realized through them. The study included 80 preschool teachers employed in preschools in different cities in Serbia. Qualitative analysis of the collected material was applied. The research findings suggest that preschool teachers recognize the following as the greatest professional gain from participating in these teams: providing and obtaining assistance from colleagues within the team, the collective understanding of the problem, additional self-confidence in the job they do, reviewing, developing and upgrading existing competencies needed to work in an inclusive environment. The model of teachers’ professional development should be considered from the dimension of the organizational contiunous learning process within the institution. Systemic changes should go in the direction of increasing the coverage of preschool institutions involved in various development projects, action research, and other models that include teachers’ partnerships, joint activities, long-term and continuous learning process.

Информационе и асистивне технологије у образовању ученика са оштећењем вида

Author(s): Aleksandra Grbović / Language(s): Serbian Issue: 2/2018

The basic goal of information and assistive technology is to conduct information according to the perceptual needs of visually impaired users. This is done by re-coding visual symbols into the signal the users are able to perceive. Moreover, this technology absolutely needs to truthfully maintain the structure and meaning of the original material, regardless of it being adapted to blind or low vision users. Applying information and assistive technology in schooling enables a visually impaired student to receive and process visual information, to assert their value, and conclude an adequate solution to a problem. These skills are necessary for independent participation in everyday activities. In this paper, we scrutinized the role of information and assistive technology in the education of visually impaired students.

Cooperarea în educaţia incluzivă: perspective comparative între sistemul românesc şi cel francez

Author(s): Mihaela Grasu / Language(s): Romanian Issue: 04/2016

Inclusive education means access to education for all children, regardless of their characteristics, while respecting the right of children to follow the school most appropriate to their needs. To achieve this goal, effective cooperation between all educational actors is needed. The main aim of the present article is to analyze how to work in a team, how inter institutional collaboration takes place, and how partnership with parents is conducted in inclusive education. By comparison we chose the French system, which has a long history of special education and Romanian, which inherited from the communist period an institutional system for the care of children with disabilities. This article is based on 82 individual semi-structured interviews with different categories of social actors involved in inclusive education. The main difficulties with teamwork are related to the devaluation of the work of new specialists recently introduced and to the lack of organization of the work of the specialists. Blocking information at the level of an institution is the main difficulty in interinstitutional communication. Resistance of parents to recognize children’s problems is one of the reasons why the partnership between specialists and parents does not work. The study has identified several strategies to improve the difficulties encountered: regular team meetings, partnership setting, clear objectives and rules between institutions, child service based on a contract with parents, and parent involvement in the evaluation and re-evaluation process of the child. The results of this study suggest that the process of school inclusion needs to be better supported.

An Analysis of Polish Teachers Attitudes towards Inclusive Education

Author(s): Anna Czyż / Language(s): English Issue: 10/2018

The purpose of the study was to determine the relation to inclusive education involving teachers of both public and special schools. The study was conducted on a sample of 224 teachers. In the study, a diagnostic survey was used with the Scale for Measuring Attitudes towards Inclusive Education. The tool was designed for the purposes of this study and it was analyzed for internal consistency and reliability. A key for the attitudes’ verification was established and it is based on a sten scale. The measured values were treated as the basis for ordering the material in the direction of the attitude. The findings show the neutral attitude in the tested sample and there is no difference observed based on the type of represented school.

ASD in school: from theory and research to educational practice

Author(s): Claudia Borca / Language(s): English Issue: 2/2018

As a result of increase of the Autism Spectrum Disorder (ASD) prevalence, teachers are experiencing real difficulties such as, the curriculum, social, emotional, and behavioural development of these students. The main purpose of this paper is to analyse how the effectiveness and quality of educational and therapeutic practice in ASD are influenced by research in the field, by identifying those interventions and effective, scientifically validated treatments for students with ASD. Initially, we will present the current conceptualization of ASD, the review of scientific literature, analysis of research studies, identification and analysis of practices. We want to find out what is the link between educational practices and studies that provide empirical support for those practices. A range of effective scientifically validated interventions and treatments for children with ASD, evidence-based practices (EBPs), school-based instructional interventions research, research-based principles and practices are presented.

Заступљеност облика рада у инклузивној настави на пригодном узорку на територији града Београда

Author(s): Saša Stepanović / Language(s): Serbian Issue: 168/2018

The aim of this study was to investigate the frequency of their usage in an inclusive teaching environment. The sample consisted of 16 elementary schools on the territory of the Republic of Serbia, which pupils with sensory impairments attend [visual and auditory impairments: N=69]. Systematic observation has been used as a method on 382 classes of sixth and seventh grade to collect data on the usage of social forms of work. Results have shown that in the two-thirds of observed classes the frontal work form was predominantly used [67.7%], following the individual work form [22.6%] present in a much lower degree, while the group work form [1.7%] and working in pairs [1.3%] were the least frequently used. Teacher-centered class is still a constant in schools, and the dominant usage of the frontal work form as well, by that very fact. This form has its advantages among which the efficiency in using the available class time stands out. However, this form by itself does not consider the social nature of learning which full understanding is mandatory for effective teaching. Therefore, it is necessary to use it in balance with individual and group forms in all phases of class.

Podpůrná opatření u žáků s tělesným postižením v inkluzivním prostředí škol hlavního vzdělávacího proudu v České republice

Author(s): Eva Doležalová / Language(s): Czech Issue: 2/2018

The aim of the research study was to map the state and selected areas of inclusive education for pupils with physical impairments in the context of supportive measures. On the basis of the main aim, partial aims were set, which were mainly focused on finding the prevailing degree of supportive measures for pupils with physical impairments at mainstream schools, identifying the most frequently occurring type of physical impairments in the inclusive environment of primary schools and identifying the most frequently used area of supportive measures for pupils with physical impairments. These aims were based on three hypotheses, which were tested in the research study. Based on the obtained results all established hypotheses were accepted. To achieve the aim of the research study was used a quantitative method in the form of a questionnaire of own design.

PALACIOVÁ, R. J.: Obyčajná tvár. Bratislava: Ikar, 2013. 262 s. ISBN 978-80-551-3277-8.

Author(s): Veronika Volochová / Language(s): Slovak Issue: 2/2017

Korekcia prejavov ADHD u 9-10-ročných žiakov pohybovým programom

Author(s): Erika Chovanová,Luljeta Soóšová / Language(s): Slovak Issue: 2/2017

Movement, which is associated primarily with physical, mental, and social development, is an integral part of healthy development, maturation, and formation of children. Practice has shown that physical activities have positive impact on patients,especially those diagnosed with ADHD. Within the focus on engagement in physical activities of children with ADHD, we address a critical issue and contribute to the correction of behavioural disorders. Educational experiment was conducted in a fully organized elementary school during the school year of 2016-17. The sample included seven individually integrated pupils who attended fourth grade and were diagnosed withADHD. We focused on possible associations between the participation in the programme of movemental activities and the correction of behavioural disorders in prepubertal individually integrated children. We have found that the recommended physical activities included in the programme of movemental acitivities have positive impact on the correction of behavioural disorders in 9- to 10-years-old boys and girls.

Ročná správa o riešení grantového projektu APVV-15-0071 Človek s hendikepom v literatúre pre deti a mládež (2016 – 2020)

Author(s): Zuzana Stanislavová / Language(s): Slovak Issue: 2/2017

Resilience as a factor of school success of pupils with special educational needs in the conditions of inclusive education

Author(s): Jana Kožárová,Zuzana Vargová / Language(s): English Issue: 1/2017

Psychological resilience has been resonating in recent years not only within the psychological disciplines, but has also penetrated pedagogical and other related fields. Its significance has been repeatedly pointed out as an aspect closely related to the contemporary social and educational areas of our lives. Resilience should be understood as a significant phenomenon connected both with the specific personality traits and the environment of an individual creatively developed or made use of by that individual when solving difficult or everyday life situations. The study examines the impact of the resilience of pupils with special educational needs on their success in the conditions of inclusive education in Slovakia. The research sample consists of 55 girls and 108 boys (=163) with all kinds of disabilities. The results of the California Healthy Kids Survey were compared against the GPA of the selected pupils to get the resiliency results in the selected research sample. Moreover, the authors used Strengths and Difficulties Questionnaire to be filled up by the teachers (n=63) of students from research sample, similarly, compared with the GPA of the students. Results have shown significant correlation between the amounts obtained in the Strengths and Difficulties Questionnaire and the GPA of selected students. However, the correlation between the amounts obtained in the California Healthy Kids Survey and Strengths and Difficulties Questionnaire was insignificant.

SAMOPROCJENAI PROCJENA PONAŠANJA UČENIKA S TEŠKOĆAMA U REDOVNOJ OSNOVNOJ ŠKOLI

Author(s): Ljiljana Igrić,Ana Wagner Jakab,Daniela Cvitković / Language(s): Croatian Issue: 1/2012

Position of the children with special needs in Croatia is still unfavorable. In spite of their right for individualized educational program, they often do not actualize it. In accordance to Bronfenbrener’s theory and actual approach towards special needs it seems that the emphasis should be put on considering factors of the environment that have impact on pupils, and not so on disability of the child. This research is aimed to determine does the fact that child has special need influence the estimations of his behaviour made by parents, teachers and peers. 81 pupils with special needs, 231 peers from the 6. grade of primary school, their parents and teachers participate in the study. They fulfilled Behavior Rating Profile Scale (BRP-2, Brown i Hammill, 1990). Results show that estimations of children’s behaviour are significantly lower for pupils with special needs than for typical pupils. There are some correlations between self-estimations of behaviour and estimations made by parents and teachers.