Relevant bibliographies by topics / Pedagogical support special educational needs inclusive education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical support special educational needs inclusive education'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Pedagogical support special educational needs inclusive education"

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Ternavska, Tetiana, and Yuliia Zhurat. "Organization of psychological and pedagogical support in the process of inclusive education in higher education institutions." Visnyk of Lviv University. Series Pedagogics, no. 42 (May 30, 2025): 63–72. https://doi.org/10.30970/vpe.2025.42.13457.

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The article presents an analysis of key approaches to organizing psychological and pedagogical support in the process of inclusive educational work at higher education institutions. It highlights that implementing inclusive education requires teachers to possess professional competencies, effective self-organization, and adherence to the general principles of corporate culture within the academic and teaching staff. It also influences the individual behavior of each participant in the inclusive educational process, especially in organizing psychological and pedagogical support for students wit
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Illina, O., and S. Sytniakivska. "SOCIAL AND PEDAGOGICAL SUPPORT OF CERTAIN CATEGORIES OF CHILDREN WITH SPECIAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(112) (May 10, 2023): 168–76. http://dx.doi.org/10.35433/pedagogy.1(112).2023.168-176.

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The article deals with the theoretical foundations of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education. The concept of inclusive education, support, social support, socio-pedagogical support is analyzed. The main categories of children with special needs who need socio-pedagogical support in the conditions of inclusive educational institutions are highlighted. It has been proven that inclusive education as a modern educational system requires the creation of appropriate conditions and the development of a system of socio-pedago
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Zhansulu, Sagatbekkyzy, Tazhigulova Batima, Kuanysh Temirov, Kadisha Shalgynbayeva, Orazov Shamurat, and Bakhytzhan Mukhamedzhanov. "Supporting children with special educational needs as a socio-pedagogical problem." Cypriot Journal of Educational Sciences 17, no. 7 (2022): 2262–73. http://dx.doi.org/10.18844/cjes.v17i7.7692.

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The purpose of this research is to determine the professional competencies of primary schoolteachers in order to support inclusion students with special education needs from a socio-pedagogical point of view. In this study, professional competencies of primary schoolteachers were evaluated by using the survey model, which is one of the quantitative research methods, in order to support the inclusion students with special education needs from a socio-pedagogical point of view. The research was conducted with 320 primary schoolteachers who continued their educational activities in the 2021–2022
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Skryabinа, D. Yu, and V. V. Bazhenova. "Psychological and pedagogical support for junior schoolchildren with special educational needs in the inclusive space of educational organizations." Science and School, no. 1, 2020 (2020): 68–78. http://dx.doi.org/10.31862/1819-463x-2020-1-68-78.

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The inclusion of children with special educational needs in the environment of normally developing peers leads to the need for changes in the educational process and the provision of psychological and pedagogical support for this category of children throughout the entire period of education. Particular attention should be paid to the psychological and pedagogical support of primary school children with special educational needs since it is in this age period when the process of adaptation to new conditions and new social status takes place. The article deals with the concept of “psychological
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Kotikova, O. V., and E. A. Petrova. "Tutor Support in Special and Inclusive Education." Pushkin Leningrad State University Journal 2 (2025): 104–21. https://doi.org/10.35231/18186653_2025_2_104.

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Introduction. In the article, tutor support is considered within the framework of the general direction of psychological and pedagogical support. Presenting the theoretical foundations of tutor support in the system of special and inclusive education, the content of the main methodological approaches is revealed, the principle of individualization of education, which is fundamental in the system of general education, and the individual approach implemented when accompanying children with disabilities are differentiated. Special attention is paid to the issue of determining the specifics of tut
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Kauliņa, Anda, Daina Voita, Irēna Trubina, and Toms Voits. "Children with Special Educational Needs and Their Inclusion in the Educational System: Pedagogical and Psychological Aspects." Journal of Pedagogy and Psychology "Signum Temporis" 8, no. 1 (2016): 37–42. http://dx.doi.org/10.1515/sigtem-2016-0015.

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Abstract One of the measures of the quality of education system is equal access to the education opportunity to enable learning for everyone. In the recent years, multiple conventions, declarations, announcements and resolutions regarding inclusive education have been approved internationally and included in the Latvian law of education. Nevertheless, even with the abundant amount of data and previous research results, the introduction and provision of inclusive education in practice has been controversial. The main focus has been placed on child inclusion within the educational system, but su
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Chupina, Kateryna. "Psychological and pedagogical support of students with special educational needs in a higher education institution." Psychological Journal, no. 7 (July 20, 2021): 74–84. https://doi.org/10.31499/2617-2100.7.2021.234701.

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The article deals with the peculiarities of psychological and pedagogical support of students with special educational needs in the conditions of higher education institution. Peculiarities of creation and functioning of the team of psychological and pedagogical support and inclusive groups as an innovative form of support of students with special educational needs are considered. The main forms and methods of teaching are determined. The regulatory legal base on this issue is analyzed. The experience of the Center for Social and Educational Integration and Inclusive Rehabilitation and Social
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Veremchuk, Alla, and Оlha Khomiak. "INNOVATIVE TECHNOLOGIES OF TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 71–78. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235185.

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The article is devoted to the problem of obtaining vital competencies in need of additional educational support. It is noted that inclusive education in Ukraine is an innovative educational process and, at the same time, one of the international obligations. Changes in domestic legislation gave a significant impetus to the development of inclusive education in our country. For systemic implementation, the principles of inclusive training the national legislation was brought into line with international norms and standards, however, and for the organization of an inclusive educational environme
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SHEVCHENKO, Svitlana. "ОРГАНІЗАЦІЯ ІНКЛЮЗИВНОГО НАВЧАННЯ ДЛЯ ДІТЕЙ З ОСОБЛИВИМИ ПОТРЕБАМИ В ДОБУ НЕЗАЛЕЖНОСТІ УКРАЇНИ (2011-2017 роки)". Освітні обрії 52, № 1 (2021): 38–43. http://dx.doi.org/10.15330/obrii.52.1.38-43.

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The article is devoted to the disclosure of the organization of inclusive education for children with special needs in the era of Ukraine's independence. It is shown that it was significant for children with special needs that the Cabinet of Ministers of Ukraine decided: to approve the "Procedure for organizing inclusive education in general educational institutions." It was revealed that this Procedure determined the requirements for the organization of inclusive education in general educational institutions in order to realize the right of children with special educational needs to education
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Olena, Budnyk, Sydoriv Sergiy, Serman Lesia, Lushchynska Olena, Tsehelnyk Tetianа, and Matsuk Lyudmila. "Inclusive education in rural schools of Ukraine or how to ensure quality inclusive education in rural schools in Ukraine?" Revista Brasileira de Educação do Campo - Brazilian Journal of Rural Education 7 (March 20, 2022): 1–21. https://doi.org/10.20873/uft.rbec.e13940.

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The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine.  The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analy
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Dissertations / Theses on the topic "Pedagogical support special educational needs inclusive education"

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Moreira, Maria Helena Bimbatti [UNESP]. "Uma análise do serviço de ensino itinerante de apoio pedagógico à inclusão escolar na rede municipal de Araraquara." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90323.

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Made available in DSpace on 2014-06-11T19:24:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-03Bitstream added on 2014-06-13T19:31:17Z : No. of bitstreams: 1 moreira_mhb_me_arafcl.pdf: 1340242 bytes, checksum: e3e21218a481a813b933b1f2aa30976d (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta
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Lundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.

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The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversatio
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Norgren, Helena, and Kristina Olsson. "”Jag har väldigt höga krav på speciallärare” Den nya speciallärarens uppdrag, så uppfattas det av rektorer, specialpedagoger och lärare." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144643.

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The new special education teacher degree program was launched in Sweden in 2008. The term new was used since the content was new, but the name stayed the same. Knowledge about the new content, based on the regulations of degree, would have contributed to make the different skills of special education teachers visible. The purpose of this study has been to visualize the consensus about how headmasters, SENCOs and teachers look at the assignment for special education teachers with focus on language-, writing- and reading development. The opinions of the various occupational groups have then been
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Thabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.
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Moreira, Maria Helena Bimbatti. "Uma análise do serviço de ensino itinerante de apoio pedagógico à inclusão escolar na rede municipal de Araraquara /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/90323.

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Orientador: Maria Júlia Canazza Dall’Acqua<br>Banca: Enicéia Gonçalves Mendes<br>Banca: Silvia Regina Ricco Lucato Sigolo<br>Resumo: Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta pedagógica da escola comum, por meio de recursos educacionais especiais percorrendo as escolas onde há alunos com necessidades educacionais especiais inseridos no ensino comum. Cabe ressaltar que o ensino
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Plaatjies, Neil Bertram. "Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8298.

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The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experi
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Ulrica, Franck, and Hajgató Susanne. "Barn eller pedagoger i behov av särskilt stöd : Att inkludera alla barn med hjälp av specialpedagogiska insatser i förskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22043.

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Syftet med vår studie är att bidra med kunskap om hur förskollärare beskriver barn i behov av särskilt stöd och hur de resonerar kring att inkludera alla barn på förskolan. Vi undersöker även vilken roll specialpedagogen har till förskollärare och barn i behov av särskilt stöd på förskolan. I förskolan placeras alla barn, oavsett behov, eftersom det inte finns några andra skolformer och därför blir inkludering en intressant fråga. Som blivande specialpedagoger undrar vi över vilka möjligheter förskollärare har för att inkludera alla barn, med olika behov på förskolan, samt hur specialpedagogen
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Déroulède, Nilze Helena. "O SETOR DE APOIO NO PROCESSO INCLUSIVO ESCOLAR." Pontifícia Universidade Católica de Goiás, 2002. http://tede2.pucgoias.edu.br:8080/handle/tede/3778.

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Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-04T12:28:44Z No. of bitstreams: 1 NILZE HELENA DÉROULÈDE.pdf: 830924 bytes, checksum: d252453b613ad21aeb3cc078fae6c067 (MD5)<br>Made available in DSpace on 2017-10-04T12:28:44Z (GMT). No. of bitstreams: 1 NILZE HELENA DÉROULÈDE.pdf: 830924 bytes, checksum: d252453b613ad21aeb3cc078fae6c067 (MD5) Previous issue date: 2002-08-01<br>In this study, the inclusive education is approached, having been chosen, as theme, the Support Section in the School Inclusive Process as part of a the Reference Unit’s Project, recently developed by the Su
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Черевата, Анастасія Віталіївна. "Робота соціального педагога в умовах інклюзивного навчання". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/3028.

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Черева А. В. Робота соціального педагога в умовах інклюзивного навчання : кваліфікаційна робота магістра спеціальності 231 "Соціальна робота: соціальна педагогіка" / наук. керівник О. О. Самсонова. Запоріжжя : ЗНУ, 2020. 103 с.<br>UA : Об’єкт дослідження – процес роботи соціального педагога в системі інклюзії. Предмет дослідження – технології соціально-педагогічної роботи з учнями з особливими освітніми потребами. Мета – визначити основні технології роботи соціального педагога в інклюзивному середовищі закладів освіти. Завдання дослідження: - вивчити психолого-педагогічну літера
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Puomila, Iida. "Needs for development towards a more inclusive education system: The case of Finland : A systematic literature review from 2009 to 2019." Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44177.

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The movement towards developing existing education systems to be more inclusive can be seen worldwide. However, even in a country such as Finland where inclusive ideology has been promoted in national policies for a considerable time, there are existing needs for development that need to be examined. The aim of this systematic review was to examine these existing needs for development in primary schools in Finland. Inclusive education means the inclusion of all children. In this systematic review, the focus was on those children in risk of exclusion with special educational needs due to a disa
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Books on the topic "Pedagogical support special educational needs inclusive education"

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Ireland. Dept. of Education and Science., ed. Special educational needs: A continuum of support : guidelines for teachers. Department of Education and Science, 2007.

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Ireland. Dept. of Education and Science., ed. Special educational needs: A continuum of support : resource pack for teachers. Dept. of Education and Science, 2007.

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Mary, Kyriazopoulou, and European Agency for Development in Special Needs Education., eds. Analysis of applications for SOCRATES support in terms of quality of intention in considering special educational needs (SEN). European Agency for Development in Special Needs Education, 2003.

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Inc, ebrary, ed. Common SENse for the inclusive classroom: How teachers can maximise existing skills to support special educational needs. Jessica Kingsley Publishers, 2011.

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Ryndak, Valentina, Ol'ga Sal'daeva, Al'fiya Moskvina, et al. Pedagogy of inclusive education. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1842519.

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The textbook reflects the theoretical, methodological and conceptual foundations of inclusive education, current trends in the development of inclusive education, the specifics of professional and pedagogical activity, theory and practice of inclusive education and upbringing. Attention is drawn to the generalization and extrapolation of the experience of psychological and pedagogical support of students with disabilities, examples of adaptation of traditional methods, techniques and technologies of teaching and upbringing are given, the use of information technologies for the organization of
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Plaksina, Lyubov', Liliya Druzhinina, and Larisa Osipova. Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1045009.

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The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) educati
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Aleksandrova, Lada, Polina Belyaeva, Pavlina Berezina, Dzhavganat Gadzhibabaeva, and Marina Pevzner. Psychological and pedagogical technologies of working with subjects of inclusive education. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2181084.

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The textbook reveals the features and technologies of working with all subjects of inclusive education for children with disabilities, including working with parents, teachers and the main issues of interdepartmental interaction in inclusive practice. It contains questions for self-control, a list of recommended literature on each topic, is provided with practical recommendations for interns and young professionals and can be used by them as a reference guide in practical activities. Meets the requirements of the latest generation of federal state educational standards for higher education. Fo
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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and t
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Snell, Martha E., Rachel Janney, Christine C. Burton, Kenna M. Colley, Johnna Elliott, and Cynthia R. Pitonyak. Teachers' Guides to Inclusive Practices : Behavioral Support (Teachers Guides to Inclusive Practices). Brookes Publishing Company, 2000.

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Snell, Martha E., Rachel Janney, and Johnna Elliott. Collaborative Teaming: Teachers' Guides To Inclusive Practices (Teachers' Guides to Inclusive Practices). 2nd ed. Brookes Publishing Company, 2005.

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Book chapters on the topic "Pedagogical support special educational needs inclusive education"

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Kocdar, Serpil, and Aras Bozkurt. "Supporting Learners with Special Needs in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_49.

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AbstractOpen, distance, and digital education (ODDE) is meant to provide unique educational opportunities for everyone, including learners with special needs. While promising flexible and accessible learning experiences for learners with special needs, ODDE may simultaneously result in the creation of certain barriers. Supporting learners with special needs in ODDE environments, therefore, becomes a critical task for all educational institutions. This chapter focuses on the challenges that learners with special needs encounter during their learning process in ODDE, as well as those mechanisms
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Kocdar, Serpil, and Aras Bozkurt. "Supporting Learners with Special Needs in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_49-1.

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AbstractOpen, distance, and digital education (ODDE) is meant to provide unique educational opportunities for everyone, including learners with special needs. While promising flexible and accessible learning experiences for learners with special needs, ODDE may simultaneously result in the creation of certain barriers. Supporting learners with special needs in ODDE environments, therefore, becomes a critical task for all educational institutions. This chapter focuses on the challenges that learners with special needs encounter during their learning process in ODDE, as well as those mechanisms
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Timofeev, Mikhail A. "Formation of the System of Education, Research, and Support for Children with Disabilities in Soviet Russia (100th Anniversary of the Experimental Medical-Pedagogical Station)." In Educational Management and Special Educational Needs. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57970-7_13.

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Galkienė, Alvyra, and Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.

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AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.108
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Kravchenko, Oksana, Kateryna Chupina, Natalia Koliada, Oleksandr Safin, and Halyna Bondarenko. "Psychological and Pedagogical Support of Students with Special Educational Needs in a Higher Education Institution." In Advances in Human Factors and Ergonomics in Healthcare and Medical Devices. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80744-3_37.

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Höstfält, Gabriella, and Barbro Johansson. "Regulatory Support Activities in the Swedish Policy and Practice Nexus: Inclusive Culture of Education Policy in Different Contexts." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_12.

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AbstractThe policy and practice nexus in this chapter aims to investigate how Swedish regulated support activities, inspired by an inclusive approach, are theoretically designed in governance, interpreted in policy documents and put into practice in the classroom. The inclusive culture of education policy face multiple demands which makes it necessary to elaborate with a deeper and more detailed explanation for understanding how inclusive support activities are formed and are presently functioning. Drawing from the characteristics of the culture of policy embodying culturally-bound beliefs, we
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Grant, Marquis C. "IDEA and Inclusive Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3111-1.ch001.

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Federal mandates, most notably the Individuals with Disabilities Education Act (IDEA), guarantee education rights for children classified under one of the 13 categories of disabilities, ensuring that they are educated with their peers in the general education classroom as much as possible based on their ability and needs. State educational agencies and local educational agencies are responsible for ensuring that the pedagogical needs of all children with a disability are met in accordance with the law. This chapter discusses IDEA and the concept of inclusion and how special and general educato
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Grant, Marquis C. "IDEA and Inclusive Education." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch066.

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Federal mandates, most notably the Individuals with Disabilities Education Act (IDEA), guarantee education rights for children classified under one of the 13 categories of disabilities, ensuring that they are educated with their peers in the general education classroom as much as possible based on their ability and needs. State educational agencies and local educational agencies are responsible for ensuring that the pedagogical needs of all children with a disability are met in accordance with the law. This chapter discusses IDEA and the concept of inclusion and how special and general educato
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Chamo, Nurit, and Talia Yarom-Cohen. "Landscapes in the Professional Identity of Special Education Teachers: Perceptions and Practices Related to Universal Design for Learning (UDL)." In Inclusive Special Education - Research to Practice [Working Title]. IntechOpen, 2025. https://doi.org/10.5772/intechopen.1010446.

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One of the contemporary focal points in the discourse surrounding inclusion and accessibility is Universal Design for Learning (UDL). UDL is an educational framework designed to provide equitable and just solutions for diverse learner populations within mainstream education. In line with this approach, special education has become integral to the professional development of both pre-service and in-service teachers. However, this shift has raised concerns about teachers’ self-efficacy in implementing UDL and has brought into question the construction of inclusive education within their broader
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Khazanchi, Rashmi, and Pankaj Khazanchi. "Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities." In Advances in Early Childhood and K-12 Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1431-3.ch003.

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Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in
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Conference papers on the topic "Pedagogical support special educational needs inclusive education"

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Lisnevska, Nataliia. "Features of social integration and social inclusion of preschool children with special educational needs." In VI International Conference on European Dimensions of Sustainablе Development. National University of Food Technologies, 2024. https://doi.org/10.24263/edsd-2024-6-27.

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It is determined that the number of children with special educational needs is increasing in preschool education institutions. It has been studied that today preschool education institutions are attended by children with the following disorders: autism, delayed speech development. It is determined that for children with special educational needs, the creation of an inclusive group and the functioning of a resource room are provided. The educational process of such children is carried out on the basis of an individual development program in accordance with the conclusion of a comprehensive psyc
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Tauriņa, Agrita, and Tija Zīriņa. "Inclusive Pre-School Education in Latvia: Problems and Solutions." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.54.

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Cabinet Regulations No. 556 of November 19, 2019 titled ‘On Education Development Guidelines 2021–2027’ state the importance of targeted support measures for ensuring inclusive education in Latvian educational institutions. However, the evidence in pre-schools indicates an insufficient understanding and interest in using these support measures to find solutions to the challenges of inclusive education. This empirical study investigates the problems in carrying out evaluations of children with special needs, establishing an individual plan and receiving support measures, and it also explores pe
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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s
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Миназова, З. М., and З. З. Магомедова. "Surveillance as a tool for identifying children of «special» categories." In Международная научно-практическая конференция «МИРОВАЯ ГЛОБАЛИЗАЦИЯ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ АСПЕКТЫ». Crossref, 2024. http://dx.doi.org/10.26118/5521.2023.67.89.018.

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В статье рассматривается технология выявления детей особых категорий, реализуемая в процессе психолого-педагогического сопровождения инклюзивного образования. Подчеркивается необходимость проведения специалистами образовательных организаций специальных мероприятий по выявлению детей с трудностями в освоении учебных программ и адаптации в среду сверстников по причине наличия особых проявлений в интеллектуальной или эмоциональной, волевой или личностной сферах психического развития. Акцент делается на использовании структурированного наблюдения. Определены условия реализации наблюдательного проц
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Dorokhova, Tatiana. "Social-Pedagogical Support Of Children With Special Development Needs In Preschool Educational Institutions." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.4.

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TOMA, Mihaela. "Inclusive school – theoretical and praxiological aspects of the inclusive education of students with C.E.S. from mass education." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p116-121.

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In this article, theoretical and practical aspects regarding the inclusion process are presented of students with special educational needs in mainstream education institutions, being schooled alongside typical students, generates certain challenges both for classroom teachers, in relation to professional training in the field of inclusive education, pedagogical mastery in teaching practice, emphasizing collaboration with all the actors involved in this process, who will work as a team as well as for the educational institution itself, which must become an inclusive school, permanently adaptin
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DIȚĂ, Iris Ionelia. "School and vocational counseling of students with special educational needs." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p76-83.

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The educational counseling of the family occupies a special place, having recently appeared in the fields intended for certain professions, being guided towards certain human services, which is why the meaning of the term is currently undergoing changes. The sessions include actions carried out in groups or individually and focus on personal development, support in critical moments, psychotherapeutic help as well as identifying ways to solve the problems that have arisen. Counseling gives the person the chance to identify certain ways of efficient use of all resources that can be shaped into e
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Yatsyshyn, Uliana. "The problem of implementing inclusive education in higher education institutions in Ukraine." In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.102.

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Background: Ukraine took a major step towards promoting inclusive education by adopting a new law on education in 2017. This law guarantees the right to education for all individuals, regardless of their disabilities, and aims to enhance their socialization and educational opportunities. However, most higher education institutions require adaptation to the individual needs of individuals with special educational needs. Purpose: The purpose of this article is to explore the conceptual foundations and identify practical problems in implementing the strategy for creating an inclusive educational
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DRUGUȘ, Olga. "Multidisciplinary teams in inclusive education." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p97-102.

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Inclusive education is an essential model in ensuring equal access to education for all students, regardless of their special needs or the barriers they may encounter. In this context, the multidisciplinary team has a crucial role in identifying, planning and implementing educational strategies to support the inclusion process. This article explores the multidisciplinary team structure and the importance of collaboration between professionals from different fields for the success of an inclusive education system.
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Hritcu, Mirelastefania. "THE IMPORTANCE OF EDUCATIONAL SOFTWARE IN IMPROVING THE QUALITY OF EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-097.

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Lately, there has been a growing interest in inclusive education and in teaching/learning methods, adjusted to every student`s educational demands. In Romania, the use of technology in children`s education has been increasingly promoted, with emphasis on different types of software. Computers have transformed the act of learning, becoming a modern activity that focuses on interactive learning. It is a learning tool used by teachers in order to improve the educational process. Nowadays, there is a wide range of educational software, for instance: drill-and-practice software, interactive softwar
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Reports on the topic "Pedagogical support special educational needs inclusive education"

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and m
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Smyth, Emer, and Helen Russell. Trends in Disability Prevalence among Young People: Insights from the Growing Up in Ireland Study. ESRI, 2024. http://dx.doi.org/10.26504/rs192.

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Background to the study This report draws on analyses of the two cohorts of the Growing Up in Ireland (GUI) study to examine trends in the prevalence of disability among 13-year-olds over the decade 2011/2012 to 2021/2022. The report looks at changes over time in the size and composition of those with a long-lasting condition (LLC) or disability, at the presence of socio-emotional difficulties and/or depressive symptoms among these groups, and at a range of adolescent outcomes. The prevalence of long-lasting conditions and disability The prevalence of disability is highly dependent on the defi
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Socially significant technologies in working with children with special educational needs. Science and Innovation Center Publishing House, 2024. http://dx.doi.org/10.12731/er0829.05112024.

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The methodological recommendations consider the issues of introducing socially significant technologies in inclusive education. The methodological recommendations are intended for educators, teachers of preschool educational institutions implementing the federal educational program of preschool education. They can be used in working with preschool children in preschool educational institutions and institutions of additional education. Inclusive education is an important trend in the modern educational policy of Russia. This model involves creating conditions for the education of all children,
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METHODOLOGICAL RECOMMENDATIONS "FEATURES OF DESIGNING AN INCLUSIVE EDUCATIONAL SPACE IN A PRESCHOOL EDUCATIONAL ORGANIZATION". Science and Innovation Center Publishing House, 2024. http://dx.doi.org/10.12731/er0830.06112024.

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The methodological recommendations consider the specifics of the organization of an inclusive educational process in a preschool educational organization (DOE). The authors present a comprehensive approach to creating an inclusive educational space that takes into account the individual capabilities of children with special educational needs of various nosological categories. The guidelines contain information about the regulatory framework for inclusive education, the organization of the pedagogical process, as well as the role of parents and the public in supporting inclusion.The recommendat
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