In the article, authors have considered the implication of ICT into mathematics educational strategies in the inclusive class of secondary school. The research includes also a presentation of a teacher’s tool, prepared by an author group, on the use of ICT in teaching planimetry and stochastics of children with special educational needs (SEN) in secondary schools. The research has introduced the model of implication ICT and the influence of effective strategies and methods of inclusive education on the math studying process by children with hearing disorder. The possibilities of using the method of educational projects as one of socialization directions are described. The efficiency of the distance learning was discovered that facilitates the self-representation of students with SEN.
In this article, we describe the model of supervision in support of the Education Reform in Ukraine and the retraining of the school’s key stakeholders in an inclusion: the case of Kryvyi Rih. Empirical study has introduced a model of retraining through a socio-political and educational description of the current situation in Kryvyi Rih. That is why 124 key stakeholders from 20 schools with inclusive education were tested to plan the implementation model of supervision (teachers, tutors, staff, psychologists and parents from 7 districts of Kryvyi Rih were invited to participate). In this article, we present a different approach to supervisory interagency groups and understanding, with the focus on the model supervision retraining of inclusive education professionals. The supervision consists of four stages: case report, exchange, conceptualization, summary. For successful work, we propose in the article an adaptation of an unstructured interview by a specialist who describes the situation of training supervision. The analysis of the organizational, methodological and information retraining system, the implementation of the pilot project of supervisory groups for the psycho-educational support team in inclusive education allowed to offer the supervision program: I. Training of the team members to work with the goals of the individual child development plan: working with tools for preparation of the case; II. The main features of observing the lesson; III. Analysis of environmental factors; IV. Oversee team support.
Using the example of Kryvyi Rih, we present the supervision model used to promote the education reform in Ukraine and the retraining of the school's major players. Through a sociopolitical and educational description of the current situation in Kryvyi Rih, empirical study has introduced a model of retraining. Due to this, 124 key stakeholders from 20 inclusive schools underwent testing to help plan the implementation of the monitoring model (teachers, tutors, staff, psychologists and parents from 7 districts of Kryvyi Rih were invited to participate). In this study, we provide an alternative strategy for interagency supervisory groups and communication, with an emphasis on the model supervision retraining of inclusive education specialists. Four stages make up the supervision process: case report, exchange, conceptualization, and summary. In the paper, we suggest a modification of an unstructured interview by a specialist who specifies the context of training supervision in order to facilitate successful work. The psycho-educational support team in inclusive education was able to propose the supervision program thanks to the analysis of the organizational, methodological, and information retraining system and the execution of the pilot project of supervisory groups: I. Providing team members with the necessary training to work with the objectives of each child development plan; II. Using case preparation tools; III. Analyzing environmental elements; and IV. Managing team support.
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