Assistive technology to support inclusive education

In this edited collection, experienced practitioners discuss how a range of existing and emerging assistive technology devices and services are used across a variety of international settings to support the inclusion of students with disabilities. This book details authentic examples of best practice, including identification and implementation of appropriate tools, the use of aided communication devices, modified seating equipment, computers and tablets, robotics, costs, outcomes, and services among others. It showcases a spectrum of promising and positive results in reducing exclusion, thereby supporting teachers to improve learning outcomes for students with disabilities. The authors demonstrate how specialists, teachers, parents and students can work together using technology to ensure inclusive education is a realistic goal for all.

Decoding autism and leading the way to successful inclusion

More students on the autism spectrum are taught in general education settings today than ever before, bringing an array of notable strengths and skills that add intriguing new dimensions to educational programs. But these students also present challenges that are broader, deeper, and more intractable than those of their typically developing peers. Because reaching and teaching students on the autism spectrum in an inclusive environment complicates the work of teachers, school and district administrators must be prepared to provide knowledgeable, mindful leadership.

Service-learning : Enhancing inclusive education

This book investigates the role of service learning in supporting inclusive practice. Specifically, it explores the process of service learning and the intersection with inclusion in classroom and community. Special consideration is given to issues of equity, students with disability, those from disadvantaged backgrounds, and students of different cultural and language groups. service learning involves students at primary, secondary and tertiary levels actively engaging with schools and the community in service projects, where both students and community benefit.

Strategies for fostering inclusive classrooms in higher education : International perspectives on equity and inclusion

Higher education institutions continue to address an increasingly complex set of issues regarding equity, diversity and inclusion. Many institutions face mounting pressure to find innovative solutions to eliminate access, participation, and achievement barriers as well as practices that impede retention and graduation rates in higher education. This volume provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education and provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world.

Приобщаващото образование като система от общообразователни и общочовешки ценности

Философията на приобщаващото образование се разглежда като завършена система от ценности, които се градят върху идеята за непрекъснат процес на осъзнаване, приемане и подкрепа на индивидуалността на всяко дете или ученик, но е насочена и към всички деца и ученици в една образователна институция, независимо от техните силни и слаби страни, за да станат част от образователната общност в тях.

Инклюзивное образование как социально-педагогический феномен

В статье рассматриваются понятие и характеристика инклюзии как социально-педагогического феномена, методологические основания проблемы инклюзивного образования, задачи и принципы инклюзивного образования, система инклюзивного образования, модели организации инклюзивного образования.

Students with special educational needs: Explaining their social integration and self-concept

Social integration of special need students is viewed as a necessary phenomenon for the skills' development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. The results revealed that there is a positive impact of the social integration upon the special needs students. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.

Ролята на информационните технологии в интегрирането на децата със специални образователни потребности и специфични обучителни трудности

Специални образователни потребности. Това понятие обхваща широк диапазон различни нарушения, като акцентът се поставя върху образователните нужди на детето и педагогическия аспект на въздействие.

Особенности организации воспитательного процесса в инклюзивном образовании

В статье раскрывается проблема совершенствования воспитательного процесса в инклюзивном образовании. Уточнено понятие воспитательного процесса в современных условиях. Раскрыты адаптационные возможности воспитательного процесса, обеспечивающие активное включение обучающихся с ограниченными возможностями здоровья в социальную среду образовательной организации.

Нагласи на детски и начални учители за приобщаване на деца със специални образователни потребности в двигателното обучение

Целта на статията е изследване на нагласите на детски и начални учители за приобщаването на деца със специални образователни потребности в заниманията по физическо възпитание. Резултатите показват, че нагласите на респондентите за приобщаване на деца със специални образователни потребности в двигателното обучение са по-скоро положителни. Учителите, които имат опит в приобщаващото физическо възпитание, чувстват се по-подготвени и по-уверени в компетентността си да го осъществят, са с по-изразени приобщаващи нагласи. От друга страна, по-възрастните участници и тези с повече педагогически стаж са с по-слабо изразени и не толкова положителни приобщаващи нагласи.

Effect of the physical education and sport classes on the physical capacity of children with special educational needs

In this study was to determine the impact of physical education and sports lesson on the physical capacity of children with special egitime needs and on this basis to outline the main directions for of educational process in secondary schools. In order to develop the physical capacity of children with special educational needs, physical education and sports lesson activities should be increased, and new models should be developed.

Нагласи към приобщаващото образование на учениците с церебрална парализа

Успехът на приобщаващото образование зависи от действието на много фактори, един от които е нагласата на обществото към нуждаещите се от приобщаване в образователната сфера. Проучени са нагласите на 47 родители на деца с типично развитие към интеграцията на учениците с церебрална парализа в масовото училище.

Использование цифровых технологий в инклюзивном образовании

В статье рассмотрен процесс инклюзивного образования детей с ограниченными возможностями, а также способы эффективного образования детей с помощью цифровых технологий, описаны проблемы дистанционного образования детей-инвалидов и трудности педагогов в работе с такими детьми, что явлется актуальной проблемой на сегодняшний день. Цель данной статьи заключается в анализе деятельности общеобразовательных учреждений, готовых к работе с детьми-инвалидами.

Identifying the values to be acquired by the students in inclusive classrooms based on the views of the classroom teachers

The general goal of special education and inclusive education is to socialize students. Socialization refers to individuals' attempts to participate in their immediate environment through the acquisition of certain knowledge, skills, values and behaviors. The basis of socialization in formal education systems is the educational programs and particularly, the educational program of social studies courses. Identifying which of values contained in the educational programs should be taught to students is very significant to reevaluate these values and to allow classroom teachers to develop common values for inclusive classrooms. The study aims at identifying the values to be acquired by students in inclusive classrooms.

Конструктивизъм и бихевиоризъм при обучението на деца с интелектуална недостатъчност

Current study examines the constructivism and behaviorism concepts applicable in the education of children with intellectual disabilities. The paper is focused on the possibilities of both approaches in overcoming some of the challenges in teaching children with intellectual disabilities and outlining the different techniques to support the efforts of the educator for the effective education and development of researched group of children.

Личностно-ориентированный подход и его особенности в инклюзивном образовании

Статья раскрывает особенности применения личностно-ориентированного подхода в обучении детей с особыми образовательными потребностями, влияние данного подхода в системе инклюзивного образования на развитие личности обучающегося. Признание ученика главной действующей фигурой всего образовательного процесса - основа личностно-ориентированной технологии. Специфика личностно-ориентитрованного образования выражается в рассмотрении субъективного опыта ребёнка как личностно-значимой ценностной сферы, обогащение его в направлении универсальности и самобытности, развития содержательных мыслительных действий, как необходимого условия творческой самореализации, самоценных форм активности, познавательных, волевых, эмоционально-нравственных устремлений.

The attitude of teachers toward students' self-assessment of educational achievements in inclusive education lessons

Self-assessment is to engage students as active participants in their learning and to reflect the results of their efforts since the key idea of self-assessment is that a child should achieve the learning goal and realize his achievements. The purpose of the study is to reveal the factors causing the lack of self-assessment in primary school lessons. Based on the results of the research, the lack of the self-assessment component in the educational process is caused by the lack of assessment tools, which explains the negative attitude of teachers toward self-assessment. The efficiency of the implementation of the innovation in inclusive education needs to ensure the proper training of teachers, including key competencies for working in inclusive classes, and strengthening of its practical component.

Проучване отношението на общообразователните учители спрямо приобщаващото образование

The report addresses some of the problems associated with attitudes towards inclusive education among mainstream teachers. The role of the general education teacher in the process of inclusion is analyzed. The survey revealed a positive attitude towards inclusive education among teachers. The large percentage of them still do not feel well prepared. The need for methodological support remains crucial.

Путь к инклюзивному образованию в скандинавских странах

В статье рассматриваются этапы формирования инклюзивного образования в скандинавских странах.. Опыт Дании, Норвегии и Швеции оказал мощное влияние на концепциюинклюзивного образования в мире. Авторы проанализировали международные источники для определения сходства и различия становления инклюзивного образования в Норвегии, Швеции и Дании. Результатом исследования являются общие тенденции в становлении инклюзивного образования.

Pedagogical practices of a special educator: Engaging parents who have children with intensive needs

As a special education teacher working with intensive needs children and their families, I have come to understand the importance of using "parent knowledge" alongside my professional knowledge to inform my pedagogy, enabling me to authentically and meaningfully program for students. This article describes a "pedagogy of walking alongside," a pedagogical approach in which parent engagement is integral in all work I do with young intensive needs students.