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ЭДЬЮТЕЙНМЕНТ: ИГРЫ И ИКТ В ОБРАЗОВАНИИ ДЕТЕЙ СОСОБЫМИПОТРЕБНОСТЯМИ

100%

Репринцева Е.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 7(51)

381-391

EN

The most adapted tools of inclusive education is a game, it facilitates the integration of a child with special needs in the community and normal children at the same time helps to interact with peers who have developmental problems. Pedagogic Potential of Game It includes some game resources:socializing, developmental, diagnostic, didactic, psychotherapeutic, recreational and others resources. The use of games in inclusive education improves social сcompetence and communication skills of children with special needs. In the game, these children have more opportunities for social interaction with their healthy peers. The education process of children with special needs can be accompanied with some difficulties suppressing their development, social adaptation and academic success. Education by means of entertainment afford to model the reality and “to change it” in the conditions of game situation. Game can provide a moment of entertainment to an education process which is very important while children with special needs education. Nowadays in some Russian schools foreign methods of teaching children with special needs are widely accepted by teachers and psychologists. Teachers in kinder-gardens and schools use Montessori method, George Cuisenaire’s game complexes, Zoltan Dienes’s special game, Marianne Frostig’s psychological games. Such gaming methods are used quite often in team and individual work at the lessons and after classes times among groups of children with special needs and learning disabilities. Russian teachers using the experience of foreign colleagues, develop own game methods, easing the acquisition of writing, counting, reading for children with special needs, transforming serious study into funny game. Among them the most effective are: Nikolay Zaytcev’s special cubes for teaching reading, Evgeniy Chaplygin's dynamic cubes, Boris and Elena Nikitins’ game complexes for developing the skills of construction and logical thinking, Elena Danilova’s toys, Valeriy Rudenko’s brain-crackers, Viktor Kaie's (an inventor) games, Vyaceslav Voskobovich's special didactic game. In solving the problems of inclusive education in Russian schools are widely used computer game programs: «Peace outside your window»,«Games for Tigra»,«Sunny Castle»" logopaedic simulator «Delfa-142». The use of computer gaming technology in the educational process of inclusive school facilitates the assimilation of children with special needs educational content subjects. All the discussed methods are easy to adapt not only in the process of education but also in leisure activities of children with special needs. The methods can be applied in team-work as well as individual, changing the atmosphere of education into entertainment. Game complex using in inclusion education process of class/school make study easy and help children with special needs to improve the results and achievements.

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Rola czasopisma „Szkoła Specjalna” w kształtowaniu społecznego wizerunku dziecka z niepełnosprawnością w Polsce w okresie międzywojennym (1924–1939)

87%

Apanel D.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2015

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nr 8

43-57

EN

This study shows the most important roles of the quarterly magazine „The Special School” and its contribution to the change of situation of children with special needs in Poland in the interwar period. The first part presents the complex conditions related to politics, legislation and specific economic, edu-cational and social circumstances that greatly influenced lives of the families having children with special needs in 2nd Republic of Poland. The second part reviews the functions the magazine fulfilled at that time: informative, opinion-shaping, educative, motivating for changes and inspiring to find new solutions in education for children with special needs.

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WCZESNE WSPOMAGANIE ROZWOJU DZIECKA – ZADANIE LOKALNEJ POLITYKI SPOŁECZNEJ

75%

Grabowska B.

Polityka Społeczna

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2015

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tom 42

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nr 10(499)

15-19

EN

Legal regulations in Poland allow for introducing system solutions, especially in local social politics, which should integrate the undertaken activities within the child’s early developmental support (intervention). A team of specialists ought to work with the child in all (biopsychosocial) dimensions. Support should be also provided for parents. Early support is meant for all children whose developmental disorders have been noticed, not only for the disabled. What takes place currently is certifying (by a specialist centre) the need for early support only when the child has an earlier certified disability. In European countries, support is provided as well to children and families endangered with social exclusion.

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Polskie regulacje prawne pozwalają na wprowadzenie rozwiązań systemowych, zwłaszcza w lokalnej polityce społecznej, która winna integrować działania podejmowane w ramach wczesnego wspierania (interwencji/wspomagania) rozwoju dziecka. Zespól specjalistów powinien pracować z dzieckiem we wszystkich jego wymiarach (bio-psycho-społecznym). Wsparciem powinni być objęci również rodzice. Wczesnym wspomaganiem należy objąć wszystkie dzieci, u których zostaną dostrzeżone nieprawidłowości w rozwoju, a nie tylko dzieci niepełnosprawne. Aktualnie wydanie opinii o wczesnym wspomaganiu przez poradnię jest uzależnione od posiadania orzeczenia o niepełnosprawności. W krajach europejskich wsparciem objęte są także dzieci i rodziny zagrożone wykluczeniem społecznym.

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РОЗВИТОК СИСТЕМИ ІНКЛЮЗИВНОЇ ОСВІТИ В УКРАЇНІ

75%

Левченко Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 3(47)

27-36

EN

The article summarizes the theoretical development of inclusive education in Ukraine. In the child-centered education the child’s orientation and interests, his needsdominate. The conditions and possibilities for choice of educational institution and educational programs according to the characteristics of the child are defined. The exercises to stimulate the children in different areas, ensuring their social educational protection is described. As the number of children with special needsin Ukraine is increasing, there is a problem that must be solved. Two ways to address education of children with disabilities are outlined: one involves the creation of separate groups, the other provides training for the individual plan total weight peers. But there is a right to equal access to quality education and training in a residence in the conditions of educational institutions – the right of all children. In this situation, the actual practice of teaching children with disabilities decision determines the activity of theoretical and practical problems related not only to the educational process, but also require professional training the teachers. The author stresses that according to the Concept of the development of inclusive education, inclusive education is a comprehensive process to ensure equal access to quality education for children with special educational needs by organizing their education in secondary schools through the use of student-oriented teaching methods, taking into account the individual characteristics of teaching and learning of these children. Inclusive education is a flexible, individualized learning system for children with special needs in the context of mass secondary school in the community. Training is on individual training plans and provided medical, social, psychological and pedagogical support. Inclusive education involves creating an educational environment that would meet the needs and abilities of each child, regardless of her mental and physical development features. The introduction of inclusive education of children with special needs requires the formation of a state-level new philosophy of education and in educational institutions primarily examine the need and desire of the parents of children with special educational needs for education for inclusive form, to work in teaching and student groups regarding education tolerant attitude towards this category of the students actively engage in the life of the institution students.