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1
Gäreskog, Petra, and Gunilla Lindqvist. "Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools." Nordic Studies in Education 40, no. 1 (January 26, 2020): 55–78. http://dx.doi.org/10.23865/nse.v40.2128.
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The purpose of this study is to increase our knowledge of the tasks, perceptions and role of special educational needs coordinators (SENCOs) in preschools. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, responses from SENCOs who work in preschools were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants. The results show that coordinators’ working hours are primarily spent on consultation. SENCOs report that they are able to influence their colleagues’ views on children’s difficulties to a high degree. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that this is because preschool is poorly prepared to handle children’s differences. The outcome is discussed using theories of professions and jurisdictional control.
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Tarasenko, Galyna, and Bohdan Nesterowycz. "Tutoring as a method of creative development of a gifted child." 21st Century Pedagogy 2, no. 1 (December 1, 2018): 22–27. http://dx.doi.org/10.2478/ped21-2018-0011.
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Abstract The study includes the possibility of extending tutoring over gifted children at a younger school age. Ability is defined as a complex of innate predispositions and abilities that in favorable conditions enable the student to achieve significant successes in a certain type of activity. In this sense, the creation of educators fosters the gifting of life and educational space. The authors present an aesthetic approach to realizing the specific educational needs of a talented child who has been developing dynamically in Ukraine in recent decades. Ability is treated as a phenomenon of achieving a special level of development of mental and emotional processes, manifesting itself especially in the child’s movement, sensory, perceptual responses to the surrounding world. Tutor in the work with gifted children should be a coordinator of development of his abilities, moderator of creative situations. It must also give the child an individual development trajectory. Tutor’s task is to lead a talented child into a „field of creative achievements”, where he will have the opportunity to perceive the ideal cultural patterns of relation to the world and to carry out his own creative attempts based on personal impressions and fascinations. An algorithm for individual tutoring has been proposed, which aims to provide a child capable aesthetic and educational environment based on creative correlation with nature. Examples of how the tutor organized the linguistic creativity of a talented child during the minutes of admiring nature.
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Romanyshyna, Liudmyla, and Mykola Lukaschuk. "Training Future Pharmacists for Professional Activity in the Process of Studying the Chemical Disciplines Block in the System of College and Medical Academy." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 270–84. http://dx.doi.org/10.31470/2415-3729-2020-11-270-284.
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The article reveals the essence of the concepts of «professional activity» and «training for professional activity» and approaches to their interpretation in modern scientific research. The general definition of «professional activity» is given; we define this notion in our study as a systematic human activity of a specialist in a particular field, who has special training, definite responsibilities and professional tasks should be performed to meet its own needs and to develop a socially significant product, or to provide high quality services. The purpose of the article is to substantiate the importance of students-pharmacists training for future professional activity during the study of the block of chemical disciplines at all stages of degree education in the system of college and medical academy. The authors` understanding of approaches in training for professional activity in the system of college and medical academy is shown; the professional activity is developed by the formation of chemical competence due to organization of chemical disciplines trainings which as much as possible model real industrial situations for a worker of pharmaceutical branch. The article presents some results of an anonymous questionnaire about organization of the chemical disciplines block distance learning in the educational platform «Moodle», they confirm the key role of a teacher in the educational process and recognize the prerogative of live communication over the virtual one. A number of measures have been identified to help to train future pharmacists for their professional activities, they include: adjusting the curriculum, adding professional topics to the curricula of chemical disciplines, adding a lot of laboratory and practical work lessons that simulate the professional activity of a pharmaceutical worker, expanding the base of tasks and situational tasks, coordination of the system of interdisciplinary relations, creation of information support didactic complex for the block of chemical disciplines training. There is emphasized the special role of information and communication technologies in the chemical disciplines block teaching while the pharmacists training for a professional activity. The directions of further researches are defined; they are directed on studying approaches to the organization and functioning of the home chemical laboratory which could be in use of talented students and its influence on a level of educational achievements in the chemical disciplines block learning, the formation of the future pharmaceutical branch workers professional identity and approaches to their choice of individual educational trajectories. The study used data from psychological and pedagogical sources and from scientific research. The comparative method of analysis is applied.
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Chernyavskaya, Anna P. "PERSONALIZATION OF TRAINING BASED ON WEB QUEST TECHNOLOGY." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 30–39. http://dx.doi.org/10.20323/1813-145x-2020-6-117-30-39.
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The effectiveness of training is determined by many factors. Among them, more and more attention is paid to the compliance of the content of training with individual characteristics and needs of students. The thesis that a student should be the subject of their own learning finally gets a real embodiment. The article discusses aspects of a personalized approach to teaching related to changes in the teacher's activity. In the context of personalization, the educational process is designed and implemented in such a way that the student acts as a subject of educational activity. The article discusses the principles, conditions, forms and methods of work necessary for personalization. There are always two sides involved in the educational process – the teacher and the student. The student will achieve better results if the training activity is comfortable for him in terms of psychological and pedagogical conditions. The role of the teacher in these conditions changes from informational and disciplining to organizational, coordination, and consulting. In other ways, several tasks are set and implemented: (1) selecting the content and methods of teaching; (2) organizing interaction with students; (3) the teacher's perception of students' learning activities. The article discusses the requirements for the selection of educational content: training should have a personal meaning and an individualized standard; educational material should stimulate the development of reflection on students' own experience; students in the process of working with educational content should be able to formulate their own goals; educational content should be designed in such a way as to stimulate the endless process of learning among students. Special attention is paid to the construction of the training content. As one of the bases for personalization of training, the article considers the technology of designing and solving web quests. Web quest is a research activity that allows students to gain new knowledge and expand their understanding of the issue being studied. The results of using this technology in teaching master's degree students during distance learning are discussed.
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Belková, Vlasta, and Patrícia Zólyomiová. "The Attitude of University Students with Special Educational Needs to the Inclusive Environment at Their University." Acta Educationis Generalis 11, no. 1 (April 1, 2021): 1–13. http://dx.doi.org/10.2478/atd-2021-0001.
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Abstract Introduction: In order to build a quality inclusive environment (not only in education) it is not enough to have material and personal capacity. The students themselves also need to be included via quality assessment of this environment. Research focused on the attitudes of university students with special educational needs (SEN students) towards the inclusive environment quality at a specific educational institution in Slovak conditions has never been done before. Methods: The research team aimed to identify SEN students’ attitude (N=20) to the quality of inclusive university environment. To maintain anonymity, university will not be specified; as for students, only their degree of study and gender will be listed instead of their age (65% were females). An attitudinal questionnaire developed by the authors was used to identify how the respondents perceived the quality of inclusion in the respective university environment. Results: SEN students’ attitudes show the highest score in emotional components (AM=3.607; SD=0.602). Additionally, there is a statistically significant relation between their attitudes and the coordinator’s work quality. A statistically significant difference was measured between the attitudes of those SEN students who were satisfied with the work of their coordinator and those who were not (p-value 0.008). We noted a strong deviation in favour of the satisfied students. Discussion: SEN students generally perceive the inclusive environment at the faculties at which they are currently studying as positive, which can result from the fact that coordinators are appointed specifically to cater to their needs. A distance course has also been created to improve the inclusive environment for students; it helps to improve the effectiveness of communications between coordinators and students, and quickly resolve any issues related to education. Limitations: Both the size of the research sample and the fact that the survey was conducted at only a single university were limiting factors. Thus, we cannot generalize our findings to the entire university SEN student population nor to all Slovak universities. Conclusions: In the conditions of the institution in question no research of this nature has ever been done before. In order to increase the internal quality of the school environment a reflection on the inclusive environment quality from SEN students is necessary. Looking forward, we recommend carrying out a more detailed observation of the inclusive environment quality in relation to the coordinator for students with special educational needs (hereinafter SSEN coordinator), their work quality and expertise.
6
Green, Jonathan. "Who's Watching the Children? Anthropology in Child Care." Practicing Anthropology 18, no. 4 (September 1, 1996): 33–36. http://dx.doi.org/10.17730/praa.18.4.n21m05u2m54t110u.
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For the past several years I have been engaged in graduate study in anthropology, with special focus on applied and especially educational anthropology. During this time economics have necessitated my employment outside academia, primarily in the field of child care and early childhood education. Since June 1994, I have worked with one child-care provider in particular: a large, public, for-profit, preschool and day-care company. I began in the Special Needs Program, but recently moved into the position of Training Coordinator. Rather than working directly with the children, I now work with the teachers who work with the children.
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Bobik, Bogumiła. "Próba ujęcia modelu pracy pedagoga w kontekście środowiska szkolnego." Kultura - Przemiany - Edukacja 8 (2020): 65–75. http://dx.doi.org/10.15584/kpe.2020.8.5.
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The article is an attempt to present the model of work of a school counselor. It reviews the approaches to the styles and concepts of school counselors work described so far in the literature. It was assumed that the model is a certain image of reality, its possible shape. In the case of the school counselors, the model refers to the process of educational interactions. It always results from the existing school situation, tasks assigned to the educational psychologist and school counselor, the needs of students, parents and teachers, and the educational environment. Six models of the pedagogue's work were distinguished and described: a tutor and social activist, therapist, creative educator, mentor of children and youth, a pragmatist and coordinator of educational work at school, and an interventionist pedagogue. The presented models of work may constitute a proposal for effective planning of activities undertaken as part of psychological and pedagogical support.
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Myronova, Svitlana. "Preparing would-be specialists to work with families of children with special educational needs." International Journal of Pedagogy, Innovation and New Technologies 4, no. 1 (June 30, 2017): 52–57. http://dx.doi.org/10.5604/01.3001.0010.4984.
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Collaboration with families raising a child with special educational needs, is part of the professional activities of special needs teacher and one of the conditions of its efficiency as a whole. The partnership of teachers and families provides effective psycho-pedagogical support of development of the pupils. Accordingly, experts of special and inclusive institutions shall be professionally competent in matters of such interaction. The study revealed certain gaps in the training of students to work with parents, the insufficiency of their practical readiness to work in partnership. Formation of readiness of future special needs teachers to work with families should be implemented in stages throughout the training period. Preparation tasks should gradually become more complex: from development of initial ideas about family education to master the creative experience in working with families. The implement of the underlying interdisciplinary linkages between disciplines of different cycles, practice of students, their independent and research work should be carried out. The technique of formation of readiness of future specialists to work with families of children with special educational needs requires significant changes as well. Development of modern content, methods of complete continuous training of future special needs teachers to work with families of students is the prospect of further scientific studies.
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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.
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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.
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Resnik Planinc, Tatjana, and Karmen Kolnik. "Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers." Dela, no. 46 (December 31, 2016): 89–122. http://dx.doi.org/10.4312/dela.46.89-122.
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In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.
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Ples, Mirela Octavia. "Review of the Book ”Building Bridges: Promoting Wellbeing for Family. Handbook for Parents”, Coordinator Aurora-Adina Colomeischi, Lumen Publishing House, 2018." Logos Universality Mentality Education Novelty: Philosophy & Humanistic Sciences 8, no. 2 (December 28, 2020): 122–24. http://dx.doi.org/10.18662/lumenphs/8.2/51.
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The volume “Building bridges: Promoting wellbeing for family. Handbook for parents ”, published by Lumen Publishing House from Iași in 2018, was developed within the project “Building bridges: Promoting social inclusion and well-being for the families of children with special needs (PSI-WELL)”, and is the result of a cross-sectional and transnational study on social inclusion, stress levels and the well-being of families with children with special needs, carried out in each of the 6 countries that were partners in the project (Romania, Spain, Portugal, Croatia, Turkey and Lithuania). The volume coordinated by Assoc. Prof. PhD. Aurora Adina Colomeischi provides concrete results of the extensive research undertaken within the project and seems to be a viable starting point for the development of an educational policy for parents and families of children with special needs. The work is very well substantiated scientifically, and is especially useful for parents who face the special needs of their children, but also for the specialists who undergo therapy with them. In our opinion, the book deals with desirable aspects in the development of social intervention programs often aimed at parents with children with special needs, programs dealing with improving personal resources and parenting skills needed to solve various special and difficult situations presented by children.
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Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (December 20, 2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.
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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.
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Polyakova, N. P. "Content Aspects of Preparation of Learners with Disabilities for the Final (Oral) Russian Language Interview." Russian language at school 81, no. 3 (May 21, 2020): 52–57. http://dx.doi.org/10.30515/0131-6141-2020-81-3-52-57.
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The article presents an analysis of control and measurement materials of the final (oral) Russian language interview. The aim of the analysis was to determine comprehensibility of the tasks of control and measurement materials for students with special needs. The following analytical methods were used: retrospective analysis of scientific literature, content analysis of periodicals and conference proceedings on the problem of the research; practical methods (actualization of personal work experience in the system of special education). The structure of control and measurement materials of the final (oral) interview designed for children with special needs consists of two parts with two tasks in each part. It is concluded that, in the formulation of the tasks, it is necessary to take into account the principles of special methodology. This methodology stipulates targeting of the tasks considering special needs of learners with sensory disorders, serious speech disorders, physical-movement disabilities, delayed psychological development and autism spectrum disorders. The tasks require an assessment scale of their own. It is evident that the ideas of the article can be used in the design of the variants of the final (oral) interview adapted to the special educational needs of each category of learners with disabilities.
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Bordyug, Yulia. "Model of the formation of educators’ readiness to work with the children in the special groups of preschool educational establishments." Pedagogical Process: Theory and Practice, no. 4 (2018): 97–104. http://dx.doi.org/10.28925/2078-1687.2018.4.97104.
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The article is devoted to the actual problem of preschool special (corrective) education – providing quality educational services for children who have special educational needs in the system of modern preschool education. It is dedicated into the problem of using interactive methods for educators’ readiness to work with the children who have special educational needs. The actual problem of education is highlighted; it is provision of equal rights and opportunities for preschool children who have violations in psychophysical development. The aim of the article is to present the results of the research on the model of the formation educators’ readiness in special groups of preschool education institutions to provide correctional and developmental services (assistance). The essence of methodical work, goals and tasks regarding the readiness of educators to work with the children who have special educational needs are determined. It is emphasized on the need to create appropriate conditions for the development, education, upbringing, early rehabilitation and socialization of children who have special educational needs. The introduction of interactive adult learning methods opens up new opportunities for educators: to share experiences and ideas; to save time; to refine already existing content; to create conditions for mastering of new content, new pedagogical and professional innovative technologies; actualization of the creative potential of educators working with children who have special educational needs. The article presents the results of the research, which are aimed at substantiating the influence of interactive lessons on the formation of the readiness of educators to work with children in conditions of special groups of preschool education. The goals and objectives of using of interactive technologies in pedagogical practice and methodical work with educators working with the children who have special educational needs are defined.
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Pleskura, Magdalen. "A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 154–61. http://dx.doi.org/10.33989/2226-4051.2018.18.176336.
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The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.
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Arnaiz Sánchez, Pilar, José-Manuel Guirao Lavela, and Carlos F. Garrido Gil. "Attention to Diversity: From the Deficit Model to the Curricular Model." education policy analysis archives 15 (December 15, 2007): 23. http://dx.doi.org/10.14507/epaa.v15n23.2007.
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This article presents a research study developed in a Primary School (3 to 12 years) in the county of Murcia (South east of Spain). The study?s aim was to establish the educational response carried out with learners with special education needs in the school. The theoretical framework reviews the course of school integration in Spain and establishes the need to work from a curricular model. The results of this study, which follows the qualitative analysis model by Doyle (1979, 1986, 1987), show the organization structures and tasks that promote participation and integration of students with special education needs in mainstream classrooms.
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BURYKINA, N. M. "PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 1, no. 7 (2020): 152–58. http://dx.doi.org/10.36871/ek.up.p.r.2020.07.01.021.
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This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.
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Holub, Volodymyr, and Nadiia Holub. "FORMATION OF THE COMMUNICATIVE SPEECH SKILLS FOR PRIMARY SCHOOL AGE CHILDREN IN THE CONDITIONS OF INCLUSIVE EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 171–82. http://dx.doi.org/10.31499/2307-4906.1.2021.228837.
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The state of the problem under study in the psychological and methodological literature is analyzed in the article. The content of the definitions: “communicative skills”, “communicative-speech skills” and “communicative-speech development” has been clarified. The developmental features of communication and speech skills for primary school children in inclusive educational conditions are considered. The methodological techniques for the formation and development of communicative-speech skills in inclusive classes of elementary school are determined.Effective types of corrective assistance for children with special educational needs in the lessons of the subject “I explore the world”are the actualization of the motive of communicative action, the creation of emotional play situations, the organization of attention and increased speech control, and a decrease of the volume and the rate of work. For children of primary school age with special educational needs, long-term types of assistance are advisable for the formation of arbitrary forms of communication activity.In order to develop communicative speech skills, it is recommended to use in classrooms such methodological techniques as working with a terms dictionary, explaining the meaning of concepts, introducing new terms into one’s own statements, analyzing natural objects, composing stories on a given topic using the studied concepts.Organizational forms and methodological techniques for the formation of communicative speech skills are analyzed – a system of differentiated tasks, conversations based on illustrative material, role-playing games, group work, research projects, excursions, multimedia methods etc. The pedagogical conditions for the formation of communicative speech skills for primary school age children in inclusive classes at the lessons of the subject “I explore the world” are determined and characterized.In order to develop the communicative speech skills of schoolchildren studied in an inclusive learning environment, it is necessary to provide the early inclusion of primary schoolchildren with special educational needs in the process of systematic correctional and developmental work.
Keywords: communicative speech skills, speech development, communicative speech development, inclusive education, inclusive class, special educational needs, pedagogical conditions, primary school age children, educational process.
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Gura, O. I., and Z. M. Ragrina. "Enriching the content of foreign medical students’ independent work by on-line courses on the edX platform." Medicni perspektivi (Medical perspectives) 26, no. 1 (March 26, 2021): 63–68. http://dx.doi.org/10.26641/2307-0404.2021.1.227734.
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The article explores the benefits of using computer technology in the educational process and emphasizes their ability to increase the motivation of foreign medical students to study. Using the latest technologies in the educational process is a demand of time. Intensifying the interest to the discipline and improving the quality and level of knowledge of students is the purpose of such using. The necessity and importance of on-line education at the current stage of society development is substantiated. Using effective techniques and methods of online learning, creating a variety of online courses, engaging students in an independent creative process – this is the optimal way to update the internal reserves of the educational process. The role of students' independent work in the educational process is determined. It is moticed that the independent work of students requires the same organization and methodological support as the traditional class work. The peculiarities of the content of independent work of foreign medical students are revealed and their communicative needs are determined. In accordance with the subjects of the educational programs for specialists in the field of knowledge 22 "Health care", specialty 222 "Medicine" and according to the communication needs, EDX on-line platform was selected and created for creating and implementing online special courses for independent work of foreign students at different stages of study. The structure of individual online special courses is analyzed, the purpose, tasks and results of each of them are highlighted. The subject, distribution of classes, structure, linguistic, speech and communication material of the on-line special course "Introduction to the specialty: scientific speech" are characterized. The specificity, orientation, purpose and specifics of the task of the on-line special course "Professional communication: doctor – patient" are revealed. The conclusions about the necessity and appropriateness of the application of the specified online special courses in the process of preparation of foreign students in medical institutions of higher education.
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Diković, Marina. "Individualizirani kurikul kao pretpostavka uspješne integracije učenika s posebnim potrebama." Magistra Iadertina 5, no. 1. (April 9, 2018): 185–200. http://dx.doi.org/10.15291/magistra.1486.
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The curriculum connotes defining goals and tasks of learning with regard to content, teaching methods and forms applicable to the teaching situation and evaluation of student achievement and its capabilities. The national curriculum is a document issued at the state level of a certain state educational policy. There is a school curriculum and curriculum of instruction. Contemporary curriculum is focused on student and her/him abilities. The concept and content of the individualized curriculum appears as an answer to the question of competence development of students with special needs (gifted students and students with learning and/or developmental disabilities), and their successful integration. The aim of this paper is to analyze the terminology and purpose of the individualized curriculum and its normative basis in the Croatian education policy. The purpose is to highlight the importance of individualized approaches to teaching and timely development of competencies of the students with special needs, and encourage the creators of educational policy to the value of education and training teachers to work with students with special needs for the purpose of the successful drafting and implementation of an individualized curriculum.
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Jena, Prakash Chandra, and Rashmi Ranjan Biswal. "Fostering Quality Teachers in Teacher Education in the Context of Internationalization: Tasks Ahead." International Letters of Social and Humanistic Sciences 48 (February 2015): 198–203. http://dx.doi.org/10.18052/www.scipress.com/ilshs.48.198.
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Education being a process of strengthening human resources, its quality assumes special significance within the larger framework of personal, social and national development. The educational system of the 21st century must be oriented toward creating conditions that allow school students to act and learn freely in productive collaboration with their teachers, and also with their parents and other members of their community, local and global. Government of India’s Ministry of Education in its report said “the most important factor in the contemplated educational reconstruction is the teacher, his personal qualities, educational qualifications, professional training and his place in school and community. Although, India is developing democratic country, to bring qualities in all aspects of teacher education in the light of internationalization, matter of serious concerned and needs immediate attention so that we may get such teachers who not only will possess world class knowledge but also right attitude to work and live with open mindedness.
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Nekos, Alla N., and Yuliia V. Medvedeva. "ВИКОРИСТАННЯ СИСТЕМИ MOODLE ДЛЯ КОНТРОЛЮ ЗНАНЬ З ЕКОЛОГІЇ УЧНІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ." Information Technologies and Learning Tools 63, no. 1 (February 27, 2018): 56. http://dx.doi.org/10.33407/itlt.v63i1.1931.
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The article has analyzed the advantages and disadvantages of test control of knowledge in ecology with implementation of modern computer technologies; work features in the scope of Moodle Learning Management System have been investigated; vulnerable elements in the creation of tests have been found. According to the results of the research, it has been determined that the system of test tasks should include open questions and creative tasks and have an easy-to-use interface, be unified internationally and economically accessible for educational institutions of the country. The training platform Moodle corresponds to the following requirements. The advantages of Moodle are the ability to create tasks of various types and levels of difficulty, optimize the working hours of teachers, adapt Ukrainian students to international educational systems and optimize the educational process for children with special needs. The main drawbacks of knowledge control in the Moodle environment are the sensitivity of the response to a register, case, numeric or verbal indication; failure to take account of synonymous options of answer.
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Bondarenko, Tetiana V. "ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ ЗАБЕЗПЕЧЕННЯ ДОСТУПНОСТІ І РОЗВИТКУ ІНКЛЮЗИВНОЇ ОСВІТИ." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 31. http://dx.doi.org/10.33407/itlt.v67i5.2241.
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Information and communication technologies as support for the inclusive education are one of the effective tools for the development, education and training of students with special educational needs. The article deals with assistive hardware and software tools that compensate some of the natural functions of the child’s body. The possibilities of modern Microsoft, Google, Facebook and Youtube platforms have been described that make it possible to improve the fulfilment of educational tasks via the settings of keyboard shortcuts, virtual keyboard, word prediction functions, sound signals or screen indicators. The article also highlights the potential of messengers, social networks and e-mails as the most modern and adapted communicators for addressing teaching and educational needs of schoolchildren. The Viber and Facebook instant messaging programs have also been described and were found to be the most widespread means of communication in Ukraine having functions of voice and video calls with the interface adapted to maximize screen readability, allowing to create constructive dialogue between teachers, parents or schoolchildren with special educational needs. The use of ICT in inclusive education for didactic purposes have been presented practically by the LearningApps.org service. Examples of setting objectives for children with mild and moderate mental retardation have been presented, in particular: for pupils who suffer from autistic disorders, for schoolchildren who have problems with auditory or visual perception of information. Providing education through the suggested resource allows to carry out remedial work with children with special educational needs that intensifies their perception and attention, improves their memory and stimulates their motivation for educational activities. Introduction of information and communication technologies encompassing their three aspects - compensatory, communication and didactic purposes - makes it possible to adjust educational programmes and contribute effectively to the development of pupils according to their individuality.
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Chekhivska, Iuliia, and Oleksandr Gurenko. "Features of the stages of training process are in long-term preparation of tennis players." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 168–72. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).31.
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Preparation of sportsman of high class begins from employments after children and teenagers at sport school during a few years. This process is difficult and needs detailed during a calendar year and on the corresponding stages of long-term preparation.
Training work in child-youth schools and sport child-youth schools of Olympic reserve must be conducted on the basis of the special program, intended for trainers-teachers, teachers and leaders of establishments of additional formation of athletic-sport orientation and is a basic state document, that regulates educational-training and educator work, implementation of norms from special physical, technical and tactical preparation.
An Educational-training process envisages the gradual increase of the training and contention loading, that decide the tasks, related to strengthening of health, development of the special physical qualities, mastering of difficult technical actions, inoculating of love to the sport competitions and increase interest in engaging in tennis.
The stages of training process are examined in long-term preparation of players in table tennis, in particular: the sport- health stage, stage of initial preparation, educational-training stage, stage of sport perfection and higher sport mastery. The forms of educational-training process from table tennis show up in group and individual employments, theoretical preparation, medical control, educational-training collections and competitions, instructor and judge practice, medical and rehabilitation events.
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Zietek, Anna. "DISABLED PEOPLE: THEIR EXPECTATIONS AND OPPORTUNITIES IN PURSUING PROFESSIONAL AND SOCIAL NEEDS." Освітні обрії 49, no. 2 (December 27, 2019): 101–4. http://dx.doi.org/10.15330/obrii.49.2.101-104.
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The paper presents theoretical considerations about people with disabilities and their expectations and opportunities in meeting professional and social needs. An analysis of the literature and legislation shows that the concept of disability is a multi-dimensional one. In the labour market system, the definition of disability refers to the degree, type and group of disabilities. In the vocational education system, the concept of special educational needs or special developmental needs has been introduced which diagnoses young people according to their opportunities, difficulties or limitations. An important task in the education system and in the labour market is to monitor the individual needs of people with disabilities and take initiatives to increase employment and professional activity in the open labour market. Appropriate identification of individual needs and possibilities of the disabled sets new tasks or improvement tasks for institutions and organisations supporting preparation for work, employment and professional activity of disabled people. The paper points to the importance of individualisation in meeting the needs of disabled people. It discusses the expectations of people with disabilities, which most often concern the choice of profession, vocational training, obtaining a job and professional independence, and employment, improvement and activity in the labour market. It formulates the needs for introducing integration measures on the basis of flexible and ad hoc tasks increasing access to education and workplaces and other forms of increasing mobility on the labour market. It shows the need to create a system to support the activity of non-governmental organizations working for the benefit of education, socio-occupational rehabilitation and professional activity. A system based on an individual approach to people with disabilities will contribute to the creation of new opportunities in vocational education, employment in the open labour market and to the integration and positive reception of disability in the local environment.
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Akulova, E. G. "Inclusive Technology of Interaction between Specialists of Preschool Educational Institutions “Outside The Office” as an Effective Form of Psychological and Pedagogical Support for Children with Special Educational Needs." Вестник практической психологии образования 4, no. 4 (2019): 43–52. http://dx.doi.org/10.17759/bppe.2019040404.
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The article proposes practice-oriented innovative approaches to teaching children with special educational needs. The author describes the problems due to which the process of increasing the availability of quality education for these children is greatly complicated. He also offers a technology to solve these problems. It's essence is in the introduction of effective forms of work to prevent the "social exclusion" of these children. The proposed inclusive technology “Outside the Office” is part of the technological complex “Park of Inclusive Technologies: From Loneliness to People”, which became the winner of the “All-Russian Competition of the best psychological and pedagogical programs and technologies in the educational environment — 2019”. The testing of the inclusive technology “Outside the Office” was carried out for 4 years on the basis of the Kindergarten No. 13 of Tomsk. Methods were developed and put into practice for including children with special educational needs among their peers, as well as effective methods and techniques for working with narrow specialists and additional education teachers. The article claims that the basis of the inclusive technology “Outside the Office” is the cultural-historical concept of the development of mental functions of L.S. Vygotsky. The tasks, the participants of the inclusive process, the basic technological principles and the content of the inclusive technology “Outside the Office” are described.
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Bogdanova, Tamara Gennadievna, Elena Nikolaevna Morgacheva, Tatiana Mikhailovna Popova, Olga Yurievna Sokolova, and Nadia Shamilevna Tjurina. "Creativity and creative work in children with disabilities." SHS Web of Conferences 117 (2021): 01005. http://dx.doi.org/10.1051/shsconf/202111701005.
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The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.
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Cardona-Reyes, Héctor, Jaime Muñoz-Arteaga, Klinge Villalba-Condori, and María Lorena Barba-González. "A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency." Sensors 21, no. 11 (May 30, 2021): 3787. http://dx.doi.org/10.3390/s21113787.
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Today, the world is experiencing the COVID-19 health contingency, which prevents people from being exposed to one another and restricts physical contact. Under this context, the use of technology has become an essential tool to face the challenges of daily life, and virtual reality can be an alternative in the development of solutions that effectively support the acquisition of learning skills and knowledge transmission through the execution of tasks designed by multi-disciplinary groups. In addition, it can encourage the user to continue with the acquisition of learning skills in a friendly and fun way in a health and education context. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed reality environments are designed under the Lean UX process model and their contents are designed according to expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.
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Orlova, N. G., and M. N. Kolesnikova. "Music schools and schools of arts Libraries – the place for study and work ("second place")." Proceedings of SPSTL SB RAS, no. 3 (September 17, 2020): 55–63. http://dx.doi.org/10.20913/2618-7515-2020-3-55-63.
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In contrast to Oldenburg’s concept of «library – the “third place”» the article presents its role as the «second place», i.e. the place for study and work, on the examples of music and art schools libraries, (music schools/CAS) of St. Petersburg. These establishments meet the specific needs of library users (students and teachers) that occur in the process of educational activities on pre-service programs in various types of art. The peculiarity of these libraries permit them to preserve their own niche in the general library and information space and in each concrete institution of additional education. The article examines social functions, goals and tasks of DMSH/DSHI libraries, their normative-legislative regulations, financial and acquisition questions, work of referencesearch apparatus, forms of servicing users. Possible ways of their development are designated: creation of the special Model standard; transformation of libraries into educational information centers on art in the educational environment of schools with the appropriate technical and technological equipment and the Internet access; active mastering of social networks. All this will allow DMSH/DSHI libraries to develop and implement additional forms of service.
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Skrypnyk, Tetiana, and Karina Biryukova. "CONTINUOUS EXPERTS COACHING TO INCREASE THE COMPETENCE OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN EDUCATIONAL INSTITUTIONS." Continuing Professional Education: Theory and Practice, no. 1 (2020): 23–29. http://dx.doi.org/10.28925/1609-8595.2020.1.3.
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In the article, the authors analyze ways to increase the professional competence of teachers of multidisciplinary IEP teams. This allows the conclusion that that the use of coaching is appropriate for mastering support specialists with inclusive technologies, as well as the ability to work in a team interaction mode. Despite the obvious advantages of teamwork, in Ukraine this format of work is still not mastered in an inclusive educational environment. In the article the authors present the structure of the training program based on the team management model for significant achievements (R. Hackman). We conducted a training program for 10 IEP teams, aimed at increasing the level of team interaction and inclusive competence of specialists. Formative influence was done directly during the professional activity of teachers and was accompanied by prolonged expert coaching. In their study, the authors applied a special design scheme for teamwork. This scheme was concretized in the fact that the participants of the IEP teams used the experience gained in the training sessions in the practice of their professional activity, critically comprehended and analyzed their new experience, sought to comprehend the factors of both success and failure. Together with the coordinator and experts, all participants of the IEP teams developed rules for the team, established feedback, sought to influence the focus on mastering the modern approaches of the inclusive process at the level of the entire educational institution. In turn, this maintained the necessary level of motivation and joint intentions to introduce a competently constructed educational environment. To assess the state of inclusive competence formation before and after the training program, we used teacher self-assessment method «Professional Development Tool for Improving the Quality of Practice in primary school». As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.
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Korol, Alona, Olena Blashkova, Viktoriia Kravchenko, and Anna Khilya. "WEB-TECHNOLOGIES AND MULTIMEDIA SYSTEMS IN THE TRAINING OF PROFESSIONALS IN THE EDUCATION SYSTEM." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 17, 2021): 244–48. http://dx.doi.org/10.17770/etr2021vol2.6570.
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Contemporary technologies of training specialists in different professions envisage mastering the skills of a 'quality user' of computer technologies. At the same time, the issues of training primary school teachers, specialists in inclusive and remedial education to use more complex multimedia systems with the need to understand programming processes have often been excluded from basic courses as an 'unnecessary' component.But considering the current trends towards distance education, the “rejuvenation” of 'advanced users' and the need to maintain a educator's reputation, the trend towards introducing such systemic courses in the training process for specialists in primary, inclusive and correctional education has become a kind of concept for professional competence. It was based on the needs of today's teachers to transfer knowledge through multimedia systems (creating interactive databases, web pages, blogs or websites, preparing and conducting WebQuests, using computer games from producers or their own development through the platforms Wordwall, Etreniki, Flippity and Scratch programmes, etc.) that became the deciding factor for introducing specific topics on their use into training courses and expanding basic programmes of computer competency. Also, the training process began to include interaction with the training audience through social media. This multi-component work to develop a «modern/advanced» teacher provides the basis not only for improving the quality of the educational process, but also for its individualization according to the needs of each participant and his/her special educational needs, allowing to change the complexity of tasks, the saturation of tasks with audiovisual information.
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Artemova, E. E., A. M. Danilova, E. V. Podvalnaya, and L. A. Tishina. "Assessing Information and Communicative Competence of Future Special Education Teachers in the Use of Resources of the Informational Educational Environment." Психологическая наука и образование 26, no. 4 (2021): 54–68. http://dx.doi.org/10.17759/pse.2021260405.
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This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for practice-oriented train- ing of future SEN teachers (speech pathologists, teachers of individuals with hearing and visual impairments, teachers of children with mental retardation) is caused by the increasing requirements to the training of such specialists. The article presents results of an experimental study on the levels of information and communicative competence in first- and second-year students (N=114) of bachelor programmes in special education of children with disabilities. We used the following methods in our study: online questionnaires, pedagogical observation, practical tasks and tests within certain courses, and analysis of students’ works that were conducted using ICT (information and communication technologies). The criteria that we established for assessing the general user, pedagogical and subject components of ICT competence allowed us to determine its levels in bachelor students. The analysis of the data obtained in our study helped to identify the areas of concern and the necessary elements in the training of future special education teachers.
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Markova, Т. О., А. V. Hovrina, N. V. Bykovskaya, and M. V. Maslov. "USING THE ACTIVITY APPROACH AT EXTRACURRICULAR ACTIVITIES ON BIOLOGY IN COREIDAE (HEMIPTERA) STUDYING." Vestnik Orenburgskogo gosudarstvennogo universiteta 224 (2020): 49–54. http://dx.doi.org/10.25198/1814-6457-224-49.
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An active approach to learning is provided in the process of working with reliance on internal incentives and the maintenance of educational motivation and makes it possible to move to a relatively active and performing active (creative) level. This can be achieved by setting problematic creative tasks and specific tasks, during which students understand the material of the topic, enrich the experience and knowledge of scientific researchers. Thus, new knowledge is remembered by using to solve the set educational tasks, and interested students receive additional information. They show interest in the subject, read special literature, expanding their knowledge in the field of biology, while the development of abilities takes into account individual characteristics. To achieve the result, the teacher needs to provide a psychologically comfortable climate that contributes to the activation of cognitive activity of students, their inclusion in the work and the development of independence. We have presented the author’s development of an event for secondary schools using an activity-based approach to teaching biology. Tasks: selection of a relevant research topic, collection of collection and photo material, familiarization with literary sources on the ecology of the regional fauna, development of methods for conducting the event, generalization of the results. Such classes contribute to the formation of the student’s personality, his communicative preparedness, cognitive skills, interest and a positive attitude towards learning, creative thinking. The information presented can be used by biology teachers as a local history material in secondary schools as a regional component of the educational program.
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MASHOSHYNA, Nataliia, Viacheslav PURIKHOV, and Nataliia SKRYPNYK. "Conceptual issues of human resources development of higher educational institution." Economics. Finances. Law, no. 6/3 (June 30, 2021): 17–19. http://dx.doi.org/10.37634/efp.2021.6(3).4.
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The talent management concept is the most consistent with the task of developing human resources for a higher educational institution. On the basis of the synthesis of theory and practice, the authors have developed a number of practical recommendations aimed at improving the efficiency of the university's human resources management: substantiated the need to create a Coordination Council for the development of the university's human resources; development of the concept of the Center for Personnel Development, designed to provide access to a new level of talent management at the university; the issues that require special attention for the search for management decisions in the field of policy for the development of the university's personnel potential are identified. The current transformations of the domestic system of higher professional education, including the transition to a multilevel model of education, the introduction of new educational standards, the development of innovative methods of organization and management of the educational process, diversification and expansion of educational programs, necessitate strengthening the development of human resources implementation of modernization processes. Thus, the issue of building a management system for the development of higher education staff, which takes into account the specifics of the main categories of employees: teaching staff, scientists and administrative staff. In general, the system of personnel development management as a set of interrelated actions, covering such subsystems as the development of strategies and policies for human resources development, training, work with the human resources reserve, talent management, career planning and support, competence and performance management, requires certain decisions in the field of organizational design. In other words, the effectiveness of the implementation of a systematic approach to the development of human potential of the university depends, among other things, on the degree of rational distribution of areas of responsibility and the performance of relevant functions between its structural units.
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Melnyk, Тatiana, and Halyna Volchkova. "LMS MOODLE USE EXPERIENCE DURING DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 106–11. http://dx.doi.org/10.36550/2415-7988-2021-1-192-106-111.
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High competition in the educational service market and the necessity to provide advanced level of quality in training of specialists require introducing into traditional educational form a new format based on information technologies and interactive methods of educational process by research and educational staff of higher education institution. The specific of MOODLE using for distance learning during the quarantine COVID-19 is considered and its advantages and disadvantages for training management and administration specialists are discussed in the article. The questionnaire which was carried out by authors among students of the Accounting and Finance Faculty of the Centralukrainian National Technical University in terms of their attitude about LMS MOODLE use for distance training during spring semester of 2019–2020 academic year students shows the next results: Most of the students had a positive attitude to distance learning – 48,3 %, negative – 34,5 %, neutral – 17,2 %. From students prospective the main advantages were the opportunity to study and work at the same time (32.4 %) to plan more flexible study schedule (29.7 %). Existence of such negative situation as wish to cheat while performing tests and tasks in MOODLE. Difficulties for lecturers to control stand-alone basis tests and tasks performance by students. The main problem was the independent study of lectures and practical tasks by students without teachers’ support. To improve the effectiveness of training asynchronous Moodle or Google Classroom platforms and learning sessions in Zoom, Meet, Skype, etc should be combined. This approach allows visualizing educational material with presentations and simplifying training materials by students, as well as expanding opportunities for students with special educational needs to obtain professions in management and administration.
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Górnicka, Beata. "„W trybie zdalnym …” – nauka – wychowanie – opieka nad uczniami ze specjalnymi potrzebami edukacyjnymi w czasie pandemii. Refleksje i rozterki pedagoga." Kultura - Przemiany - Edukacja 8 (2020): 91–105. http://dx.doi.org/10.15584/kpe.2020.8.7.
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The article is devoted to the current issues related to the COVID-19 pandemic, which was announced by the WHO on March 11 2020. The fight against a new, unknown until now disease takes a place all over the world, including our country. All the activities are aimed primarily at stopping the transmission of infections, which is progressing rapidly. One of the prevention actions is lockdown, which is being announced in many countries. It includes the closing of schools and universities and the learning takes place online. Schools, teachers, students and their parents are facing many organizational, technical and adaptation difficulties, which are connected with a distance education. There are many questions, e. g.: “How to overcome the technical problems? What should be more important: the completion of the syllabus or the emotional state of the student? How to work with a student, especially with the younger one or with a special educational needs? The author attempts to show the current situation in the area of realization of online education and care activities in schools. She discuss it basing on the literature and the research with the use of surveys among performed by teachers. The surveyed teachers define the threats and difficulties that are being caused by the necessity of online education. They assess the possibility of completing the tasks for students, especially for those with the special educational needs.
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Sadovenko, S. "KEY CONDITIONS OF DEVELOPMENT OF PSYCHOLOGICAL-PEDAGOGICAL COMPETENCE OF TEACHERS OF SPECIAL DISCIPLINES OF TECHNICAL COLLEGE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (12) (2020): 50–53. http://dx.doi.org/10.17721/2415-3699.2020.12.12.
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The article analyzes conditions of development of psychological and pedagogical competence of teachers of special disciplines of technical colleges as a determining factor in the preparation of a highly qualified graduate. An author's scheme of scientific and methodological work of a technical college is proposed, which combines components, principles and functions of the system and conditions of its effective functioning, in which all structural components of the system (goals and objectives, content, forms and methods) are aimed at realizing the result of work and associated with the conditions, principles and functions, and the integrity and systematic use of all the components identified in the complex will contribute to the end result. It is emphasized that an important factor for becoming a beginning teacher is the moral and financial support of a pedagogical employee by the administration of an educational institution. The priority goal of improving the teachers training system is the principle of accessibility of methodological-educational services and orientation to the individual needs of each teacher, and among the ways of solving the set tasks - full-scale introduction of modern computer technologies of teaching. The key conditions for the development of psychological and pedagogical competence of teachers of special disciplines of technical colleges have been formulated, namely: the creation of a system of scientific and methodological work in the educational establishment, which allows to develop the psychological and pedagogical competence of teachers of special disciplines of technical colleges, the formation of internal and external disciplines of teaching professional activity in a technical college, providing scientific and methodological system of educational establishment with information, in particular clouds technology. It is concluded that the implementation of the above-mentioned organizational and pedagogical conditions into the scientific and methodological process of the technical college will become the foundation for the further formation and development of the psychological and pedagogical competence of teachers of special disciplines.
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Mačiukaitė, Angelija, and Irena Balčiūnaitė. "TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 3 (December 10, 2014): 9–22. http://dx.doi.org/10.48127/gu-nse/14.11.09b.
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When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.
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Zhuykova, O. V., Yu V. Krasavina, Yu V. Serebryakova, and E. P. Ponomarenko. "DEVELOPMENT AND ADOPTION OF E-LEARNING COURSE ON DESCRIPTIVE GEOMETRY FOR HEARING-IMPAIRED STUDENTS." Pedagogical IMAGE 14, no. 4 (2020): 607–18. http://dx.doi.org/10.32343/2409-5052-2020-14-4-607-618.
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. Introduction. The paper describes the use of distance educational technologies at M. T. Kalashnikov Izhevsk State Technical University for students with hearing impairment. The paper aims to present preliminary results of the use of an e-course, which takes into account their special educational needs caused by specific features of their thinking models and information perception. Materials and methods. This paper demonstrates the students’ assignment scores and the outcomes of the questionnaire survey on their independent work with the e-course in descriptive geometry. These results are based on testing, survey, and observations made by teachers. Results. The paper presents a structure of the e-course on descriptive geometry, its resources, and elements. The e-course includes educational PowerPoint presentations, lecture notes, students’ workbooks, step-by-step instructions for doing tasks, electronic teaching aids, animated videos, 3D models, drawings, educational layouts, reference books, and National Standards. The assignment scores and the findings of the questionnaire survey on work with the course are discussed. Conclusion. The introduction of the e-course on descriptive geometry for hearing-impaired students at a technical university facilitates better understanding and efficient learning. It is however necessary to take into account some difficulties encountered by these students during their independent work with e-resources. Keywords: distance technologies, e-learning course, descriptive geometry, teaching students with hearing impairments.
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Eremina, N. A. "THE PRINCIPLES OF SELECTION OF THE CONTENT OF DESIGN EDUCATION FOR THE COMPETENCE-BASED TRAINING OF STUDENTS WITH DISABILITIES." Educational Psychology in Polycultural Space 53, no. 1 (2021): 89–99. http://dx.doi.org/10.24888/2073-8439-2021-53-1-89-99.
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The modern sociocultural environment puts forward requirements for ensuring equal opportunities for vocational education for active members of the society. The established requirements for the organization of the educational process in mixed groups, including normo-typical students and students with disabilities, indicate the need to search for new methodological approaches to ensure the successful implementation of vocational education. The article highlights the problem of choosing didactic components of practice-oriented content for teaching students with disabilities. The aim of the work was to identify the principles of new didactics, which make it possible to adapt the structure of basic design education to the special educational needs of students and to optimally organize educational activities in a mixed group without losing the quality of professional development and an increase in general competencies. The article provides some of the fundamental meanings of design practice, which make it possible to find permits for the introduction of inclusive methods in the system of special-purpose training programs. The approaches to the formulation of combined tasks are disclosed that allow the variability of equivalent design solutions of different levels of complexity. New approaches to the choice of methodological and didactic techniques were determined in the course of a pedagogical experiment, using elements of a longitudinal study. The author gives examples from the experience of training students in secondary vocational education in mixed groups, points out aspects that have a particular impact on the achievement of equal positive results by students, names the methods of formulating practical tasks that minimize the difference in time spent by students with different abilities. The conclusion about a sufficient basis for the chosen direction of methodological and didactic support was made on the basis of signs of positive dynamics of mastering the techniques of project design activity by students with disabilities.
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Khomich, Lydiia. "CONCEPTUAL APPROACHES OF IVAN ZIAZIUN TO DEVELOPMENT OF PEDAGOGICAL EDUCATION IN UKRAINE." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 11–22. http://dx.doi.org/10.33989/2226-4051.2018.18.176312.
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The article reveals the content of conceptual approaches to the training of teachers identified by Ivan Ziaziun during his professional activities as Rector of Pedagogical Institute, the Minister of Education, Director of the Institute of NAPS of Ukraine. They are based on the methodological principles, the continuity and multi- levelness of pedagogical education in Ukraine. The Concept of Teacher Education (1998) and Conceptual Approaches to the Development of Multilevel Pedagogical Education in Ukraine (2011) states that the training of future teachers to educational and pedagogical action is determined by social and educational conditions and changes in the system of teacher education. The tasks of multilevel structure of higher pedagogical education are to meet a variety of cultural, educational, theoretical,practical, scientific, aesthetic, ethical and other demands of an individual and society, raising the general cultural, scientific and vocational training in response to the needs of modern society, and the market of educational work. In the structure of the substantive and content component of the teacher's professional training, ideas of psychological and pedagogical mechanisms of personal development, value content of special subjects and ways of their humanization, strengthening the professional orientation of special disciplines and the integrative function of psychological and pedagogical science as a source of development of new paradigms of psychological and pedagogical thinking in the system of education and upbringing are gaining special significance. A teacher trained to work in a personally developing pedagogical system must have reflexive pedagogical thinking, including a categorical apparatus of self-examination, self-expertise and self-control, the basics of individual style in the future authorial system of pedagogical action, self-developmental settings, dialogue, and perception of the person's world of the pupil. Conceptual approaches identified by Ivan Ziaziun are realities of life experience and have a close connection with life, so they need to be taken into account in the current conditions of reforming the system of vocational teacher training.
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Cherednik, Anna. "Pedagogical conditions of preparation of future rehabilitation specialists to work in conditions of inclusive students 'training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 255–61. http://dx.doi.org/10.33310/2518-7813-2019-66-3-255-261.
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The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.
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SOROKINA, Elena Vladimirovna. "PECULIARITIES OF VARIABLE PROGRAMME ON THE “CREATIVE ABILITIES DEVELOPMENT” DISCIPLINE FOR MASTER’S DEGREE STUDENTS." Tambov University Review. Series: Humanities, no. 174 (2018): 42–47. http://dx.doi.org/10.20310/1810-0201-2018-23-174-42-47.
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We prove the relevance and educational purposefulness of the “Creative Abilities Development” discipline for master’s degree students. We emphasize that there is constant social need in active and ambitious members of society, who are able to see new problematic areas, find new answers for non-standard questions, in other words, the society needs creative individuals. We consider the object, the tasks of the discipline and the demands of the study. The discipline gives a possibility to deepen the knowledge and form the competencies, which are defined by the content of basic disciplines; it also allows master’s degree students to gain skills for future successful pro-fessional and educational activities. We emphasize the special significance of individual work of master’s degree students during their studying. We suggest the following types of individual work: comprehension and assimilation of the lecture contents with a support on the educational and methodical literature recommended by the lecturer, use of information educational resources, preparation for practical classes, preparation of reports on the discipline, abstracts, essays, creation of the creative project, work with primary sources, visiting libraries, museums, exhibitions, concerts for the purpose of collecting and accumulation of information and broadening of horizons. We also emphasize the role of a lecturer in the organization of students’ cognitive activity. We prove that active development of cognitive activity of master’s degree students depends on the organization of non-traditional forms and methods of study: business and role play, training, discussions, implementation of information technologies, using pedagogical methods, which are adequate to the situation. Planning the content of “Creative Abilities Development” classes is possible due to integrative approach to the study, polyartistic development of master’s degree students.
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Наталія Матвеєва. "PECULIARITIES OF DISTANCE LEARNING ORGANIZATION OF STUDENTS WITH DEVELOPMENTAL DISORDERS IN TERMS OF QUARANTINE." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 111–18. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223054.
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The main purpose of the article is to investigate and analyze the features of the teacher's work on teaching junior high school students with developmental disabilities in quarantine. The main tasks are: to analyze the state of the research problem in the psychological and pedagogical literature, to determine the relevance of the study; highlighting the specifics and establishing the essence of the educational process of primary school at this stage; analysis and assessment of the disadvantages and advantages of distance learning in general and in relation to children with disabilities; choice of methods, techniques and means of distance learning; identification of the most effective ways to improve the quality of distance learning for primary school students in quarantine.Several methods were used in the research process: theoretical methods (analysis and generalization of psychological and pedagogical literature on the research problem); empirical methods (questionnaires, expert evaluation, psychological and pedagogical experiment, methods of statistical processing of experimental research data), analysis and synthesis.The article presents the definition of the essence of distance learning, the peculiarities of its implementation with students with typical development and the specifics of the pedagogical approach in the process of teaching junior students with special educational needs; the analysis of the use of special technologies and adaptive technical means of training is carried out; individualization and adaptation of educational materials; the combination of traditional and innovative approaches. The conclusion has been made about the need to acquaint teachers with the principles, organizational and educational components of distance learning: the main social services that provide distance learning on an individual trajectory; the need to increase the computer literacy of teachers and students, to expand the experience of «virtual communication».
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DZHAMAN, Tamila. "PRIMARY SCHOOL TEACHERS’ COMPONENTS, CRITERIA, INDICATORS AND READINESS LEVELS TO THE PROFESSIONAL ACTIVITIES IN THE CONDITIONS OF INCLUSIVE EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 164–70. http://dx.doi.org/10.31651/2524-2660-2020-4-164-170.
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Introduction. Scientific research is dedi- cated to the relevant pedagogical problem - readiness diagnostic of primary school teachers to educational activ- ity in the conditions of inclusive education. The problem is considered as existence of contradictions between social order on preparation of competent teacher, that is able to organize coeducation of children with the special educational needs and children with normal development as well as in the noncompliance with the requirements of the level of readiness of primary school teachers and insufficient educational-methodological and diagnostic provision of this process. The goal of this article is to separate the content-structural components of primary school teachers' readiness to the work in conditions of inclusive education, criteria, indicators and stages of teacher`s readiness to work in the conditions of inclusive education, that gives the opportunity to provide objective diagnostic. Stages of teachers` readiness are considered not only by degree of components readiness, criteria and indicators of its ap- pearance in professional activity, but also with taking into account the continuity and phasing of the process, gradu- al complication, expansion of spheres of activity, increas- ing the complexity of educational tasks in the professional context. On the basis of theoretical analysis and data generalization of experimental studies of my own pedagogical experience was founded, that teacher`s readiness to work in the inclusive education conditions is the unity of four components: motivational value, cognitive activity, personal reflective and communicative components. These components are realized by the motivational, axiological, cognitive-procedural, reflective and evaluative and communicative criteria. The same amount of indicators were selected for each component to optimize the process of diagnostics. According to the criteria, such stages of teachers` training for educational activity in the inclusive education conditions were separated: height, intermediate, middle and low.
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Fayhaa abdullah yaqoob, Enas Saad Abdal Aziz ,. "The Role Of Integration Between Lean Construction Tools In Rationalizing Construction Project Costs." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5877–96. http://dx.doi.org/10.17762/pae.v58i1.1999.
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The construction industries are distinguished from other industries by a special character in terms of their large size and continuous growth, and the dependence of many industries on them to secure their needs of various facilities, as the construction industry is an industry that produces its main product, construction. Examples of construction projects are buildings and paving roads. Building bridges, establishing schools, hospitals, etc. Most of the construction projects suffer from exceeding the specified time and the secret cost of the project, for several reasons, including the work environment, the country’s conditions, the method of managing the project’s cost, the techniques used in the implementation of the project, and accordingly, the concepts of Lean Manufacturing that help in addressing the causes of waste, in terms of Time and cost, accordingly, this study came to address deviations in the cost or time spent on lean construction techniques and to identify their causes in order to rationalize costs. . In addition to diagnosing waste areas and finding solutions in possible ways through the use of lean construction tools represented in the value flow map, standard work, continuous improvement, and total quality management. To analyze the stages and tasks of any project to reach the sources of waste and try to cancel unnecessary activities and find possible ways to implement them in order to improve the construction work and complete the projects on time and within the planned cost limits, taking into account the maintenance and raising the level of quality.
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Ruslin, Rusli. "Professional Endorsement of Teachers and its Influence on the Improvement of Learning Achievement of Students: Perspectives of Teachers." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 1, no. 1 (November 22, 2019): 125–46. http://dx.doi.org/10.24239/ijcied.vol1.iss1.8.
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Teacher endorsement (well-known as teacher certification in Indonesian basic and secondary education) is essentially aimed to improve the quality of Indonesian education. In this context, the government of Indonesia has paid special attention to three required qualities of teachers: competences, work motivation, and their well-beings (The Law No. 14, 2005). Since the role of teachers is central to the improvement of learning achievement of students, this study discusses the concept of teacher endorsement, the views of teachers regarding professional endorsement in relation to different tasks of teachers, and its influences on the improvement of students’ learning achievement. The study uses qualitative approach where three types of data collections techniques are employed: document reviews, semi-structured interviews, and observations. The findings of the study show that professional teacher endorsement program had not yet fully supported the improvement of teachers’ professionalism as required by the Law No 14, 2005. Besides, the understanding of teachers about requirements for being professional was still underprivileged leading to poor learning achievement of their students. Therefore, the study informs the needs for educational stakeholders to provide continuous counselling, motivation, and guidance for teachers in order for them to take this matter into serious accounts which in the end would help the government of Indonesia achieve its educational goal.
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Бисултанова, А. А., and А. Б. Темирова. "USING INFORMATION AND COMMUNICATION TECHNOLOGIES FOR PROVIDING ACCESSIBILITY AND DEVELOPMENT OF INCLUSIVE EDUCATION." Вестник ГГНТУ. Гуманитарные и социально-экономические науки, no. 1(19) (June 14, 2020): 56–63. http://dx.doi.org/10.34708/gstou.2020.19.1.020.
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Информационно-коммуникационные технологии в поддержке инклюзивного образования - это один из эффективных инструментов развития, воспитания и обучения учащихся с особыми образовательными потребностями. В статье рассмотрены вспомогательные аппаратно-программные средства, использование которых компенсирует некоторые естественные функции организма ребенка. Описаны возможности современных платформ Microsoft, Google, Facebook и Youtube, которые позволяют улучшить выполнение образовательных задач через настройки клавиш быстрого доступа, виртуальной клавиатуры, функций прогнозирования слов, звуковых сигналов или экранных индикаторов. Также освещены потенциал мессенджеров, социальных сетей и электронной почты как наиболее современных и адаптированных коммуникаторов для обеспечения учебно-воспитательных потребностей школьников. Описаны программы мгновенного обмена сообщениями Viber и Facebook и обнаружено, что это наиболее распространенные средства коммуникации в нашей стране, которые в своем арсенале имеют функцию голосового и видео вызова, а их интерфейс адаптирован к максимальному считыванию экрана, что позволяет создать конструктивный диалог между учителями, родителями или учениками с особыми образовательными потребностями. Использование ИКТ в инклюзивном образовании в дидактических целях представлены в практике работы сервиса LearningApps. org. Приведены примеры разработок задач для детей с легкой и умеренной умственной отсталостью, для учеников, имеющих аутичные расстройства, проблемы со слуховым или зрительным восприятием информации. Организация образовательного процесса с помощью предложенного ресурса позволяет осуществлять коррекционную работу, во время которой активизируется восприятие, внимание, улучшается запоминание, усиливается мотивация к учебной деятельности у детей с особыми образовательными потребностями. Внедрение информационно-коммуникационных технологий в единстве трех ее аспектов: в компенсационных, коммуникационных и дидактических целях позволяет корректировать образовательную программу и эффективно способствовать развитию школьников с учетом их индивидуальности. Information and communication technologies as support for the inclusive education are one of the effective tools for the development, education and training of students with special educational needs. The article deals with assistive hardware and software tools that compensate some of the natural functions of the child’s body. The possibilities of modern Microsoft, Google, Facebook and Youtube platforms have been described that make it possible to improve the fulfilment of educational tasks via the settings of keyboard shortcuts, virtual keyboard, word prediction functions, sound signals or screen indicators. The article also highlights the potential of messengers, social networks and e-mails as the most modern and adapted communicators for addressing teaching and educational needs of schoolchildren. The Viber and Facebook instant messaging programs have also been described and were found to be the most widespread means of communication in Russia having functions of voice and video calls with the interface adapted to maximize screen readability, allowing to create constructive dialogue between teachers, parents or schoolchildren with special educational needs. The use of ICT in inclusive education for didactic purposes have been presented practically by the LearningApps. org service. Examples of setting objectives for children with mild and moderate mental retardation have been presented, in particular: for pupils who suffer from autistic disorders, for schoolchildren who have problems with auditory or visual perception of information. Providing education through the suggested resource allows to carry out remedial work with children with special educational needs that intensifies their perception and attention, improves their memory and stimulates their motivation for educational activities. Introduction of information and communication technologies encompassing their three aspects - compensatory, communication and didactic purposes - makes it possible to adjust educational programmes and contribute effectively to the development of pupils according to their individuality
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Romanova, Irina K. "Methodological Aspects of the Use of Software in the Teaching of Engineering Disciplines: Tasks, Problems and Prospects." ITM Web of Conferences 35 (2020): 04020. http://dx.doi.org/10.1051/itmconf/20203504020.
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The main directions of improving training that can be achieved as part of the introduction of new software in the teaching of engineering disciplines are considered. The necessity of ensuring the continuity of training within the framework of a unified concept of using software tools is noted. The analysis of needs in the formation of new competencies based on the results of a survey of graduate students of BMSTU, and the views of employers, which showed the closeness of the representations of students, teachers and employers. It is noted that the developed software application technologies should guarantee their inextricable link. New approaches to the teaching of engineering disciplines based on computer modeling, which are used in world practice, are considered. Trends in the application of modeling technologies, including the use of integrated software products, are noted. The main modern trends are active training and teamwork, group training. These computer technologies have taken the project approach to learning to a new stage. New software products allow not only the formation of special competencies, but also provide the opportunity to acquire important communication skills. New opportunities for student motivation are opening up. Access to an open electronic educational environment, including open packages of applied engineering design programs allows you to create self-education skills, without which it is impossible for an engineer to work in rapidly changing conditions. The active role of the teacher in effective and competent self-education is noted.
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Rubtsov, V. V., S. V. Alekhina, O. V. Vihristyuk, S. A. Voitas, Yu M. Zabrodin, V. K. Zaretsky, O. I. Leonova, et al. "On the Problems of Professional Training of Social Sphere Specialists to Work with Vulnerable Categories of the Population." Вестник практической психологии образования 17, no. 2 (2020): 8–34. http://dx.doi.org/10.17759/bppe.2020170201.
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The article presents the results of the work of the “Education for Children” Section of the Council under the Government of the Russian Federation on the Issues of Guardianship in the Social Sphere, which was carried out in the main areas of analysis, development and solution of the problems of professional training for working with vulnerable categories of the population: experience in applying professional standards for specialties in the social sphere, which are of a cross-sectoral nature; issues of professional training of specialists in accordance with the requirements of interdepartmental professional standards; problems of professional training of specialists in the education system to work with vulnerable categories of children; forms of work with the difficulties of children with special educational needs, their parents and teachers, due to the distance learning regime; requirements for the training of specialists in the social sphere for work in new social conditions. Based on the results of the analysis, a model for the formation and development of interprofessional competencies of social workers, based on the development of the best social practices, is discussed as a strategic direction for improving the training system. The presence of interprofessional competencies will allow specialists to act in concert and work in interdisciplinary teams, apply the best social technologies that have proven their effectiveness when working with vulnerable categories of the population. Within the framework of this direction, priority tasks have been identified to improve the system of professional training of such specialists.