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Interconnection between intellectual development levels and professional orientation of adolescents with autism

Author(s): Kateryna Ostrovska,Ihor P. Ostrovsky,Khrystyna Y. Saiko / Language(s): English Issue: 4/2017

The article researches and analyzes the theoretical aspects of vocational guidance in a special education school. The structure and components of vocational guidance activities are outlined. The features of vocational guidance work of a psychologist and senior pupils of special education school are revealed. The results of studying the psychological features and guidance of adolescents with autism are presented. The system of knowledge, norms and values that enable to realize social and professional activity in the future, to form value orientations in professional self-determination is analyzed. The choice of profession is influenced by various factors: the perception of oneself, the availability of abilities and characterological features. In order not to make a mistake in professional self-determination, it is necessary to determine their aspirations, ideas, motives and to know their capabilities.

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Inclusion of children with mental disabilities as an educational problem

Author(s): Olha Fert / Language(s): English Issue: 4/2017

The goal is to assign the main pedagogical and organizational peculiarities of the inclusion of children with mental disorders and their socialization in general. In the context of the development of inclusive education in Ukraine, the issue of helping children with mental disorders has been becoming increasingly urgent, since ensuring a rights protection approach to people with peculiarities of mental development is a socio-political requirement for a country that seeks to meet European integration values, so it demands to prepare our social philosophical field for acceptance such people and to work out practical approaches for implementation inclusive values. The inclusive educational process takes place on the basis of team cooperation, the multidisciplinary approach is the basis of psychological and pedagogical support of the child, which is a condition for ensuring inclusion the child in the educational environment, that is based on the philosophy of inclusion as a main direction of help to people with mental disabilities in the society.

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Alienacja ojca w rodzinie z dzieckiem/dziećmi z niepełnosprawnościami

Author(s): Justyna Charaśna-Blachucik / Language(s): Polish Issue: 4/2017

The aim of the article is to show the reasons and gather information about the alienation of men in families with a disabled child. Based on research conducted in schools (special and integration education) in the province Opole shows that the causes are different. They are trivial but are often serious and require social, educational and emotional support. The research group consisted of 130 men, but after preliminary verification and analysis, 105 men correctly completed the survey and were happy to give an interview. These are men aged 30–65 who live and do not live with a child with a disability. The research tool was a questionnaire containing 10 open questions and a certificate (father's age, age of the child, place of residence, social origin, material situation, etc.). The survey was supplemented by an interview. The results obtained divide men into several groups. An interesting group is men who do not live with a child and help and support the child's mother. Analysis of research results presents several reasons why a man is alienated from the family life. The most frequent reason is the poor mentality of men who can not bear the burden of their child's disability, can not notice any positive aspects in the disability of their son or daughter, do not have knowledge in this area, can not imagine a “normal” life. They are afraid of what they do not know. An important issue is the over-protection of mothers who relegate fathers from upbringing, as well as the lack of universal education towards disability, etc.

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Особливості професійної компетентності майбутнього психолога щодо роботи з аутичними дітьми

Author(s): Aleksandr Shulzhenko / Language(s): Ukrainian Issue: 1/2017

The paper presents a psychological rationale for training psychologists to interact with autistic children.

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Особливості інклюзивного навчання дітей з аутистичним спектром порушень в загальноосвітній школі

Author(s): Viktor M. Sinyov,Dina I. Shulgenko / Language(s): Ukrainian Issue: 4/2016

The authors’ psycho-pedagogical attitude to the problems arising from the implementation of inclusive education and the questions of educational integration of children with mental and physical disabilities are discussed. The state of research on inclusive forms of education for children with intellectual, verbal, and autistic disorders is analyzed. It is shown that students with such disorders are the largest group in classes integrating disabled and healthy children. The practical experience of working with inclusive schools in the Ukraine is also highlighted. It is emphasized that in inclusive classrooms “a conservative pedagogic mode” should be created. Certain methods of inclusion of a “special” student in the educational process are proposed, and features of correction techniques used during lessons are discussed. The indispensable professional and personal competences of specialists (assistant teachers, special psychologists and speech therapists) working in the field of inclusive education for children with mental disorders, severe speech disorders, and autism are also presented.

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EDUCAŢIA PERSOANELOR CU DIZABILIŢI. VIZIUNI, POLITICI ŞI CURRICULUM

Author(s): Traian Vrasmas / Language(s): Romanian Issue: 1/2018

The education of persons with disabilities is concerning progressively Europe and the entire world, which is why a comparative approach with Romanian situation is needed. The study reviews the main visions, in a diachronic and synchronic manner (the medical, the social and the bio psychosocial model, categorical and no categorical approach), insists on the common evolution of visions, terminology and educational policies in this context, emphasis the connection with curricular policies. At present the indisputable vision of human rights (equality and equity, through the equalisation of opportunities) leads to a progressive focus of policies on an individualised (personalised) approach and less on a categorical one, regarding the education and the fundaments of the school curriculum for children/pupils with disabilities. An identified procrastination of Romania from this point of view – comparing with countries from Euroatlantic space and even some neighbouring countries – makes us responsible for adopting some measures, on short and medium terms, which are possible in the actual legislative context, from the educational perspective.

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Gido komunikacijos su negalią turinčiais asmenimis ypatumai

Author(s): Daiva Statkuvienė / Language(s): Lithuanian Issue: 85/2019

Disabled people tend to go on tours more often. Neither guide training programs nor the guidebooks of arranging and doing tours include the peculiarity of working and communicating with disabled people. The features of how guides communicate with disabled people are researched in the paper. The peculiarities of doing a tour for physically, visually, auditorily, and mentally disabled people are found out. The sources of scientific literature and the standard of disabled people service are analyzed; conclusions are presented on how important it is for a guide to recognize clients’ disabilities, understand the culture of communicating with disabled people, and discover the most suitable methods of communication. The service of disabled tourists that satisfies their needs, ensures their dignity, integration, self-reliance, and equal rights should be the aim of any professional tour guide. This paper lays out some recommendations for the guide training program on including instructions for communicating with disabled clients.

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An Analysis of the National Legislation in Terms of Inclusive Education in Turkey

Author(s): Yazicioglu Tansel / Language(s): English Issue: 2/2020

Legal arrangements about the special education carried out in Turkey during the 1980’s are not sufficient. One of the significant advances in this regard is the law on children with need of special education numbered 2916 which came into effect on 12 October 1983. Also, there are legal regulations about the inclusive educational practices. The aim of this study is to describe and analyse the legal regulations on inclusive education in Turkey in the period of 1983-2020. In the study document analysis which is part of the qualitative research methods is employed. The findings of the research show that there have been different circulars about inclusive education at different time preriods and with different content. The findings of the research also show appropriate integration models for the education of children with special needs will be adopted and implemented at special education schools and institutions. These statements indicate the expanded the rights of children with special needs to education.

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Social Media communicative skills of younger students with intellectual disabilities in science education course

Author(s): Ingaibekova Tolkyn Amangeldinovna,Satova Akmaral Kulmagambetovna,Mombieva Gulmira Abuovna,Aigerim Makhmetova / Language(s): English Issue: 3/2021

Social and communication skills of individuals with intellectual disabilities are limited. It is important to support children who are affected from an early age by the insufficiency in terms of social cohesion and social skills. Social skills deficiencies lead to failure in academic skills and it is known that academic success and social skills are closely related. This study aims to examine the effectiveness of an intervention program on enhancing socio-communication skills of children with intellectual disability in science education course. Experimental research was carried out in the study in order to examine the effectiveness of an intervention program designed to promote social and communication skills of students with intellectual disability. A total number of 59 individuals with intellectual disability participated in the study. The level of development and features of development of social and communicative skills in this category are revealed. Results obtained from the study were discussed with relevant results from the literature and implications for further research and practices were provided.

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Evaluation of oral speech of Students with hearing impairments with perspectives of special learning technologies

Author(s): Aigerim Chulembayeva,Autayeva Akbota Nursultanovna,Laura Butabayeva,S.K Kapalova,B.B. Sikinbayev,Zeynep Genc / Language(s): English Issue: 3/2021

In recent years, much attention has been paid to the problem of language and correct pronunciation in the native language when working with the younger generation, including the formation of oral speech in children with hearing impairments with perspectives of special learning technologies, which formed the basis for our research work. Theoretically, the effective methods in shaping the oral skills of students with hearing impairments imply the provision of opportunities for their further successful socialization, unlimited communication with the outside world, and personality formation. In order to tackle the problem, we have identified the problem of testing methods and determining the level of formation of oral speech of students with hearing impairment, offering special methods, techniques for its improvement. In the course of implementation, diagnostic studies, quantitative and qualitative analysis of indicators, practical implementation of the methodology, and various practical works were carried out.

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Competences given to disabled students within the scope of inclusive education

Author(s): Atshybayeva Nurshat,Almazhai Yegenissova,Laura Butabayeva,Begakhmet Abusseitov,Ainur Zhorabekova,Bagdat M. Baimukhanbetov,Elmira Uaidullakyzy / Language(s): English Issue: 4/2021

Inclusion education is one of the subjects of great concern recently. The opinions of school administrators, counselors, teachers, enabled students, as well as disabled students, regarding the current situation of inclusive educational activities and the process for students with disabilities are needed to make inclusion study successful. This study aims to examine students' acceptance in their environment (inclusiveness) that differ from their peers for various reasons, the positive and negative experiences of classroom teachers on inclusiveness, and student-teacher interaction situations. The research, using the purposeful sampling methods, conducted the study in a primary school in Kazakhstan. In the research, the interaction, teaching practices and methods of classroom teachers for students with disabilities were examined. Observation and interview methods were used as a data collection tool, and content analysis method was used to analyze the data. With the results of the research, classroom teachers aiming to provide an atmosphere of mutual respect and love in classrooms with disabled students, are strict about classroom rules. A constructive and benevolent feeling is often given in friendship relations, and the general courses are taught using straight-through method and question-answer technique. Technology-supported trainings which are game-based and visual, as well as remarkable teacher entries have been found to affect the participation of these students. The research suggests the preparation of a curriculum enriched with content that will support an understanding of education that includes the disabled and increase awareness about inclusion.

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Local wisdom-based character education for special needs students in inclusive elementary schools

Author(s): Ibnu Syamsi,Mohd. Muchtor Tahar / Language(s): English Issue: 6/2021

The research aims to describe how local wisdom can be orchestrated in the well-implemented character education for inclusive elementary schools (ESs). A total of 50 teachers and 200 students from 50 inclusive ESs in four districts and one municipality in Indonesia participated in the study. The data, collected by conducting interviews, observation, and documentation, were analyzed by means of qualitative descriptive techniques. There were three major themes identified. Students preferred traditional games as their favorite means of learning. Togetherness in team-based games encouraged the students to see their special needs differences as normal. Furthermore, the accessibility of the traditional games’ tools empowered the students. These findings suggest that traditional children’s games are to be elaborated and used to support the local wisdom-based character education in the inclusive ESs, and teachers are to initiate and develop the use of various locally originated children’s games to enhance character education.

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Edukacja włączająca w opiniach i ocenach nauczycieli - doniesienia z badań

Author(s): Anna Nowak / Language(s): Polish Issue: 35/2020

Implementation of inclusive education requires appropriate awareness on the part of teachers and their proper training. The rationale behind the research conducted among teachers was the importance of their opinions and assessments for the process of teaching, tutoring and supporting students and strengthening the effects of these processes as well as shaping positive social attitudes towards education of persons with special educational needs (SEN). The aim of the research was to examine teachers’ opinions and assessment of inclusive education (also measures undertaken by the Ministry of National Education) and to identify the needs regarding support for teachers in this area. The research was of a diagnostic type; a diagnostic survey was used and an original questionnaire was devised for the purpose. The research involved 112 teachers from the Silesian Voivodeship. This paper presents the results of the aforementioned survey. The conclusions drawn based on the conducted research are as follows: inclusive education was evaluated positively; what was emphasized was the social aspect and benefits for the student with SEN, problems and difficulties of inclusive education related to organisational deficiencies, failure to adjust requirements to the needs of students with special educational needs and failure to prepare teachers for inclusive education were identified, problems related to the lack of acceptance of pupils with SEN by non-disabled peers and the negative attitude to inclusive education shown by parents of pupils with SEN were mentioned, traditions concerning the way students with disabilities are educated in Polish schools were recognised as not insignificant, the need for further training of teachers, cooperation with parents and their pedagogisation were stressed while a competent supporting teacher was most often mentioned as a form of support for teachers in inclusive education, preparation of standards for diagnosing development needs, educational requirements and diagnostic tools, as well as development of a new model of education for students with SEN were acknowledged as the most important activities to be undertaken by the Ministry of National Education.

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USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

Author(s): Pamela Buhere,Pamela Atieno Ochieng / Language(s): English Issue: 1/2013

This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures.

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EDUCATION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN EUROPE AND BALKAN

Author(s): Vedat Bajrami / Language(s): English Issue: 1/2018

Inclusive education is a subject and a requirement of all European institutions in the EU and the Council of Europe, many families, experts, non-governmental organizations and individuals. This research represents a study of different concepts and implementation of inclusive education in Europe and Balkan. The paper is a result of a research of education systems, systems of support, legislation and evaluation of positive practice in the countries of the European Union and three countries in the Balkans: Montenegro, Macedonia and Kosovo. The research sample consists of 6 countries from Europe and three countries in the Balkans. The condition for the research countries to be included in the sample is based on the population number not being larger than 8 million. Because of the relevance of the comparative analysis, two older state members of the European Union were chosen (Austria, the Flemish and the French region of Belgium), two members of the European Union (Estonia and Slovenia), two Scandinavian countries (Finland and Norway) and three countries in the Balkans: Kosovo, Macedonia and Montenegro.

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TRETMAN VOKALNIH STEREOTIPIJA KOD DECE SA POREMEĆAJIMA IZ SPEKTRA AUTIZMA

Author(s): Anja Gajić,Bojana Arsić,Dragana Macešić-Petrović,Aleksandra Bašić / Language(s): English Issue: 1/2022

People with autism spectrum disorder (ASD) exhibit different impairments in the domain of auditory processing of pitch, altitude and prosody of sounds and voices from the environment. It is believed that altered sensory processing of these individuals originates from insufficient stimulation from the persons’ surroundings, therefore they have the need to stimulate themselves in a way of emitting vocal stereotypes of different forms. Having that in mind, the aim of this literature review is to present interventions used in reducing vocal stereotypy in children with ASD, as well as to examine their efficiency. For literature search engines Google Scholar, SCIndex, ProQuest and Serbian Library Consortium for Coordinated Acquisition – KoBson were used. Original research articles were searched in Serbian and English language. Literature review focused on interventions whose primary aim was reducing vocal stereotypy with the self-stimulatory function in participants diagnosed with ASD. A total number of participants in all articles was nine, whose mean age was 7.1 years old. Different procedures were implemented and in 34.8 sessions on average these procedures and their combination led to an 86.5% of success in reducing vocal stereotypy on average. Having the success of mentioned interventions in mind, it is necessary to educate special educators from our region on how to implement them and introduce these procedures in curriculum of all the Faculties which educate future special educators who will work with children diagnosed with ASD.

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ZASTUPLJENOST NEPOŽELJNIH OBLIKA PONAŠANJA KOD SLIJEPIH I SLABOVIDNIH UČENIKA

Author(s): Ševala Tulumović,Aida Mujkić-Mašić / Language(s): English Issue: 1/2022

The aim of this study was to examine the prevalence of undesirable behaviors in blind and partially sighted primary school students. The sample consisted of two groups of students: blind (N = 19), partially sighted (N = 44), obtained from the population of students from first to eighth grade of regular primary schools in the Tuzla Canton and the population of blind and visually impaired boarding students also from first to eighth grade at the Center for Blind and Visually Impaired Children and Youth Nedžarići in Sarajevo and the Center "Budućnost" in Derventa. Variables are divided into 2 groups: independent variables and variables for estimating the prevalence of undesirable behaviors. The obtained results were processed by descriptive analysis and analysis of variance. By analyzing the results on the variables for estimating the prevalence of undesirable forms of behavior, we can conclude that the two examined groups differ statistically significantly in most of the examined variables. Statistically significant differences in the prevalence of undesirable behaviors were shown in younger primary school age, while statistically significant differences in the prevalence of undesirable behaviors in blind and partially sighted students were not shown in older primary school age.

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Mokymosi sunkumų patiriančių 5–8 klasių mokinių atsitraukimo fenomenas ir jo įveika mokantis nuotoliniu būdu COVID-19 pandemijos sąlygomis: mokytojų ir mokinių patirtys

Author(s): Ona Monkevičienė,Alvyra Galkienė,Lina Kaminskienė,Lina Miltenienė,Rita Melienė / Language(s): Lithuanian Issue: 2/2022

The article presents a novel phenomenon, namely, the phenomenon of withdrawal in the students of forms 5 to 8 with learning difficulties when learning remotely under the critical conditions of COVID-19 pandemic. The phenomenon was revealed through focus group discussions with the teachers of forms 5 to 8, educational assistance professionals, and school leaders from 23 schools (n-175), as well as through the material of depersonalized deliberations of the students, provided by the teachers. The process of quality content analysis of the research material highlighted the phenomenon of student withdrawal when learning remotely, and its following stages: partial or episodic selfremoval from the lesson; muting; invisibility; confusion; demotivation; apathy; loss of social connections; exhaustion; helplessness, and complete withdrawal. The following external reasons prompting the emergence of the withdrawal phenomenon in students under the critical conditions of COVID-19 pandemic were identified: digital exclusion, non-inclusive traditional teaching, lack of enabling effect on the students, learning barriers that exceed their abilities, demotivating experiences of failure, unfavourable family environment, social and even physical isolation, and online bullying. The following internal factors favourable were for the development of the phenomenon of withdrawal emerged: limited mood management skills, lack of self-confidence, lack of self-acceptance, critical attitudes. The following ways of overcoming the withdrawal phenomenon were revealed: the organization of a remote learning process that involves the students and is based on the students’ active participation.

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Resilience Factors in Students With Disabilities at a Portuguese State University

Author(s): María Helena Martín,Anabel Moriña / Language(s): English Issue: 2/2022

The study aims to investigate resilience factors identified in students with disabilities at a Portuguese public university. Resilience, self-esteem, family support, subjective wellbeing, and psychological well-being are protective factors that contribute to a good adaptation and better inclusion in higher education. Accessibility conditions on campus continue to present barriers that hinder mobility and the students’ academic experience.

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Review of Mobile Application Studies in Special Education: A Systematic Domain Scan

Author(s): Zohre Serttas,Sahin Akdag,Burak Demir / Language(s): English Issue: 1/2021

The general purpose of this research is to conduct systematic field writing screening to determine the use of mobile application studies in special education. The research was conducted in the spring of 2019-2020. The universe of research is the articles in the field of technology and special education in the field of mobile application. The sample of the study consists of 26 articles published in the Google Academic database in the field of mobile applications in private education between 2015 and 2020. First of all, journals with articles were identified by researchers as part of the use of special education technology and mobile applications and articles were examined. More qualitative and mixed research methods have been preferred as data collection tools in the researched research. It is thought that the results will shed light on future studies.

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