The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.
The article reveals the features of development and integrated implementation of virtual learning environment with the use of modern digital technologies in the learning process of higher education. The article summarizes the interpretation of the concept of "virtual learning environment". Virtual learning environment can be interpreted as an immersive online learning environment that has a methodologically integrated learning system, provides an open interactive dynamic learning process in cyberspace using modern digital technologies that take into account the individual educational characteristics of students. The main subjects and functions of the virtual learning environment are identified. One of the links in creating a virtual learning environment is the development of free learning space through websites. It is stated that the teacher's site should be integrated into the learning technology designed and implemented by the teacher. Then the logic and structure of the lesson will be an element of the teacher's creativity, and he is able to choose his own strategy and teaching methods, and not just follow the presentation of the material proposed by other authors. In conditions when the idea of personality-oriented learning, built on the innovative activities of the teacher, is fundamental in education, this approach, according to our research, is crucial. The possibilities of modern network technologies involved in the content management system are described, the roles of participants in the educational process are determined, the tasks solved by educational platforms are indicated, their main functions in the learning environment of higher education institutions are described.
Анотація. У статті акцентовано увагу на проблемі реалізації принципів універсального дизайну у методичній системі навчання інформатики учнів в умовах інклюзивної освіти. Обґрунтовано, що втілення принципів універсального дизайну в інноваційні методики, інформаційно-комунікаційні технології і методи навчання для формування загальнокультурних та професійних компетентностей майбутнього фахівця вимагає експериментальної перевірки, яка має бути організована згідно методичних вимог і умов науково-дослідної роботи. Педагогічний експеримент проводився з 2009-2019 рр. у чотири етапи: теоретико-аналітичний, діагностично-пошуковий, експериментальний і узагальнюючий. На теоретико-аналітичному етапі педагогічного експерименту проведено теоретичний аналіз психолого-педагогічної наукової літератури з досліджуваної проблеми; розроблено методики теоретичного й експериментального дослідження, а також критеріїв і показників сформованості професійних компетентностей учнів з особливими освітніми потребами. На діагностично-пошуковому етапі проведено аналіз компонентів методичної системи навчання інформатики у процесі професійної підготовки учнів в інклюзивних класах і виявлення у ній універсальної складової; проведена констатувальна перевірка педагогічного експерименту. Запропоновано, розроблено і досліджено цілі, зміст, методи, засоби і форми організації навчального процесу, методику їх використання у процесі навчання інформатики учнів з особливими потребами у закладах професійної освіти в умовах інклюзії. На експериментальному етапі підтверджено ефективність універсального дизайну у методичній системі навчання інформатики учнів закладів професійної освіти в умовах інклюзії і проведена формувальна перевірка педагогічного експерименту. На узагальнюючому етапі педагогічного експерименту здійснено коригування і систематизацію даних, одержаних у процесі експериментальної роботи, сформовано загальні висновки і доцільність впровадження методичної системи навчання з урахуванням універсального дизайну в освіті.Ключові слова: універсальний дизайн; універсальний дизайн в освіті; методична система навчання інформатики; інклюзивна освіта; навчання учнів, які мають особливі потреби.
Formulation of the problem. In the context of online / blended learning, the relevance of research on the use of digital technologies as a means of adaptive learning for higher education in computer science and mathematics is undeniable. Implementation of the principles of adaptive learning with the help of digital technologies provides significant opportunities for individualization and differentiation of the educational process by the cognitive characteristics and educational needs of each graduate. Materials and Methods. The study is based on the work of domestic and foreign scientists. Theoretical and practical methods are used. Using the methods of system analysis and theoretical generalization a study of the implementation of adaptive learning in distance learning at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. Results. It is substantiated that with the development of e-learning it became possible to effectively ensure the adaptability of the learning process of higher education in computer science and mathematics. Adaptation involves the analysis of individual characteristics and the initial level of training of students, the implementation of the process of interactive learning, evaluation of success criteria for the transition to the next level of education, and more. Methodical aspects of adaptive learning in the information educational system of a higher education institution are considered. Conclusions. The system of adaptive teaching of mathematics and computer science provides the optimal adaptation of the educational process to individual characteristics and personal preferences of students, promotes their cognitive activity, increases motivation to learn, provides monitoring of learning, and adjusts it to achieve planned individual results. The adaptive learning system has the potential to ensure the full involvement of students in the process of building their individual educational trajectory, developing their activities, improving the individualization of the educational process, and more.
In the article the author focuses on the problem of complex adaptation of the methodical system of teaching computer science to students in the conditions of inclusive education. The pedagogical experiment was conducted from 2013-2019. in four stages: theoretical-analytical, diagnostic-search, experimental and generalizing. At the theoretical and analytical stage of the pedagogical experiment, a theoretical analysis of scientific and methodological, psychological and pedagogical and educational literature on the research problem was conducted; actualization of the posed problems; Methods of theoretical and experimental research, as well as criteria and indicators of the formation of compensatory-adaptive competencies of students with special educational needs have been developed. At the diagnostic and search stage the analysis of components of methodical system of training of computer science in the course of professional training of pupils with special needs in inclusive classes is carried out, the empirical material is collected; diagnostic methods of research are developed and the statement check of pedagogical experiment is carried out. A list of compensatory-adaptive competencies that affect the quality of computer science studies by students with special educational needs has been formed. The purposes, the maintenance, methods, means and forms of the organization of educational process, a technique of their use in the course of training of computer science of pupils with special needs in establishments of professional education in the conditions of inclusion are investigated. Technical means and special software have been selected, a method of their use has been developed to support computer science education for students with visual impairments, students with hearing impairments and students with musculoskeletal disorders. At the experimental stage, the effectiveness of the adapted methodological system of teaching computer science to students of vocational education institutions in the conditions of inclusion was confirmed and a formative check of the pedagogical experiment was carried out. At the generalizing stage of pedagogical experiment it is substantiated that adaptation of components of methodical system of training of computer science of pupils with special educational needs according to values and principles of inclusive education, promotes formation and development of the creative personality, the skilled and competitive expert.
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