Formation of an inclusive educational environment of educational institutions
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Tempos e Espaços em Educação (Online) |
Texto Completo: | https://periodicos.ufs.br/revtee/article/view/14959 |
Resumo: | An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment. |
id |
UFS-3_05ba359c829b697df76b6ecc9d3817f7 |
---|---|
oai_identifier_str |
oai:ojs.ufs.emnuvens.com.br:article/14959 |
network_acronym_str |
UFS-3 |
network_name_str |
Revista Tempos e Espaços em Educação (Online) |
repository_id_str |
|
spelling |
Formation of an inclusive educational environment of educational institutionsInclusive environment, educational environment, educational institution, inclusion, inclusive education, inclusive teaching, children with psychophysical disabilities, equal access.An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.Revista Tempos e Espaços em Educação2020-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufs.br/revtee/article/view/1495910.20952/revtee.v13i32.14959Revista Tempos e Espaços em Educação; Vol. 13 Núm. 32 (2020): Publicação Contínua; 1-19Revista Tempos e Espaços em Educação; Vol. 13 No 32 (2020): Publicação Contínua; 1-19Revista Tempos e Espaços em Educação; v. 13 n. 32 (2020): Publicação Contínua; 1-19Revista Tempos e Espaços em Educação; Vol. 13 No. 32 (2020): Publicação Contínua; 1-192358-1425reponame:Revista Tempos e Espaços em Educação (Online)instname:Universidade Federal de Sergipe (UFS)instacron:UFSenghttps://periodicos.ufs.br/revtee/article/view/14959/11260Copyright (c) 2020 Revista Tempos e Espaços em Educaçãoinfo:eu-repo/semantics/openAccessSvitlana, Chupakhina V. Nataliia, Lopatynska A. Olena, Proskurniak Victoria, Shevchuk Larysa, Kozibroda 2022-02-13T19:01:58Zoai:ojs.ufs.emnuvens.com.br:article/14959Revistahttp://www.seer.ufs.br/index.php/revtee/indexPUBhttps://seer.ufs.br/index.php/revtee/oairevtee.ppged@gmail.com||diasalfrancio@hotmail.com||diasalfrancio@gmail.com2358-14251983-6597opendoar:2022-02-13T19:01:58Revista Tempos e Espaços em Educação (Online) - Universidade Federal de Sergipe (UFS)false |
dc.title.none.fl_str_mv |
Formation of an inclusive educational environment of educational institutions |
title |
Formation of an inclusive educational environment of educational institutions |
spellingShingle |
Formation of an inclusive educational environment of educational institutions Svitlana, Chupakhina V. Inclusive environment, educational environment, educational institution, inclusion, inclusive education, inclusive teaching, children with psychophysical disabilities, equal access. |
title_short |
Formation of an inclusive educational environment of educational institutions |
title_full |
Formation of an inclusive educational environment of educational institutions |
title_fullStr |
Formation of an inclusive educational environment of educational institutions |
title_full_unstemmed |
Formation of an inclusive educational environment of educational institutions |
title_sort |
Formation of an inclusive educational environment of educational institutions |
author |
Svitlana, Chupakhina V. |
author_facet |
Svitlana, Chupakhina V. Nataliia, Lopatynska A. Olena, Proskurniak Victoria, Shevchuk Larysa, Kozibroda |
author_role |
author |
author2 |
Nataliia, Lopatynska A. Olena, Proskurniak Victoria, Shevchuk Larysa, Kozibroda |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Svitlana, Chupakhina V. Nataliia, Lopatynska A. Olena, Proskurniak Victoria, Shevchuk Larysa, Kozibroda |
dc.subject.por.fl_str_mv |
Inclusive environment, educational environment, educational institution, inclusion, inclusive education, inclusive teaching, children with psychophysical disabilities, equal access. |
topic |
Inclusive environment, educational environment, educational institution, inclusion, inclusive education, inclusive teaching, children with psychophysical disabilities, equal access. |
description |
An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufs.br/revtee/article/view/14959 10.20952/revtee.v13i32.14959 |
url |
https://periodicos.ufs.br/revtee/article/view/14959 |
identifier_str_mv |
10.20952/revtee.v13i32.14959 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufs.br/revtee/article/view/14959/11260 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Tempos e Espaços em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Tempos e Espaços em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Tempos e Espaços em Educação |
publisher.none.fl_str_mv |
Revista Tempos e Espaços em Educação |
dc.source.none.fl_str_mv |
Revista Tempos e Espaços em Educação; Vol. 13 Núm. 32 (2020): Publicação Contínua; 1-19 Revista Tempos e Espaços em Educação; Vol. 13 No 32 (2020): Publicação Contínua; 1-19 Revista Tempos e Espaços em Educação; v. 13 n. 32 (2020): Publicação Contínua; 1-19 Revista Tempos e Espaços em Educação; Vol. 13 No. 32 (2020): Publicação Contínua; 1-19 2358-1425 reponame:Revista Tempos e Espaços em Educação (Online) instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
instname_str |
Universidade Federal de Sergipe (UFS) |
instacron_str |
UFS |
institution |
UFS |
reponame_str |
Revista Tempos e Espaços em Educação (Online) |
collection |
Revista Tempos e Espaços em Educação (Online) |
repository.name.fl_str_mv |
Revista Tempos e Espaços em Educação (Online) - Universidade Federal de Sergipe (UFS) |
repository.mail.fl_str_mv |
revtee.ppged@gmail.com||diasalfrancio@hotmail.com||diasalfrancio@gmail.com |
_version_ |
1799875183401500672 |