The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.
The article aims at investigating, analyzing and summarizing the peculiarities of organization of education of schoolchildren with special needs in secondary schools of Germany, Austria, Switzerland. The authors describe the experience of the countries mentioned above. In particular, the national policy of German-speaking countries concerning the integration of people with special educational needs into common socio-educational environment has been considered, the provisions of state and regional regulations governing this process have been highlighted, as well as the key approaches to its organization and practical implementation have been described by the authors of the article under consideration. The study reveals general ideas and principles of education of children with special needs in secondary schools of Austria, Switzerland, Germany and highlights the specificity of their practical implementation at the legal level of these countries in general and throughout specific regions of each one, in particular. In the process of the analysis the following methods have been applied: description, generalization, comparison and systematization of psycho-pedagogical, didactic and methodological researches. The authors reveal the specific features of the implementation of policies in the field of inclusive schooling, which had been implemented by the governments of developed countries: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools. It has been concluded that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students’ abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.
The aim of the research is to investigate the level of physical fitness and physical development of 6-7-year-old boys before and after the implementation of the authors' program of mini-basketball training sessions at the stage of initial training. The research involved 32 6-7-year-old boys, who were divided into experimental (EG) and control (CG) groups of 16 each. Physical fitness of boys was assessed by the following tests: 3x10 m shuttle run with running around stuffed balls, 4x9 m shuttle run, running to numbered stuffed balls, assessment of the sense of time, standing long jump, standing high jump, 10 m run, angle body from a sitting position, Romberg test. Physical development of boys was assessed by indicators of height, body weight, wrist dynamometry, vital capacity of the lungs, heart rate and blood pressure. As a result, the Robinson, Rufier, Kettle, vital and strength indices were calculated. At the end of the experiment the EG boys revealed significantly better indicators of coordination skills, static balance, sense of time, speed and strength qualities in comparison with the CG boys. There was also a
Caring for the health of the young generation is a thorny issue in Ukrainian society today. It covers several interrelated aspects which characterize different areas. These areas include the organization of professional activities, physical exercise, leisure, nutrition, sports, healthcare. This group also involves the organization of physical education for students from special medical groups. The article aims to disclose and summarize historical, theoretical and methodical principles of developing a therapeutic area in physical education of university students during the second half of the 20th century - the early 21st century. Research methods are the following: theoretical analysis and summary of literary sources and documentary materials; historical-and-pedagogical analysis of philosophical, psycho-pedagogical, scientific-methodical literature and regulatory documents; comparative-and-historical analysis; comparison, generalization, systematization, synthesis; constructive-and-genetic method; special scientific methods: chronological order; search method and bibliographic analysis. The article analyzes historical and methodical aspects of developing a therapeutic area in physical education of students, as well as the main stages in their establishment and development within the specified time, in the context of permanent changes in the attitude towards maintaining the health of university students in the country. It justifies the legal framework of developing a therapeutic area in physical education in higher education institutions (HEIs) within the specified time. Also, the article traces and summarizes the characteristic tendencies in the development of the content and basic forms of establishing a therapeutic area in physical education of university students within the specified time. Finally, it reveals the development of the main pedagogical and organizational principles of realizing physical education for students from special medical groups.
The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equally effective. Such research remains relevant due to the lack of clear recommendations on how to organize the learning process and content saturation of individual training programs, as well as physical education tools that are effective in treatment and correction to improve the quality of life of program participants. As a result, all the features of the pedagogical process and socio-pedagogical support of children with special needs in schools were studied.
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