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Journal articles 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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1

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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Lekholetova, Maryna, Tetiana Liakh, and Svitlana Sapiha. "SOCIAL AND PEDAGOGICAL SUPPORT FOR PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF INCLUSIVE EDUCATION." Social work and social education, no. 1(12) (April 30, 2024): 89–96. http://dx.doi.org/10.31499/2618-0715.1(12).2024.305129.

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The article discusses the barriers to accessibility in Ukraine, as well as the universally acceptedhuman values on which an inclusive environment should be based. It emphasizes that educationalinstitutions must ensure that all children have access to an inclusive educational environment byproviding a range of necessary services tailored to the different educational needs of children.The research methods used in the article are theoretical, involving the analysis of scientific literatureon the implementation of accessibility and inclusive educational environments, as well as theirimpact on the

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Zhadlenko, Iyna, Olha Morenko, Liudmyla Nikolenko, Olena Lastochkina, and Maryna Mykytenko. "Enhancing Educational Access: Digital Solutions for Students with Special Needs." Cadernos de Educação Tecnologia e Sociedade 18, se2 (2025): 152–66. https://doi.org/10.14571/brajets.v18.nse2.152-166.

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The digitalisation of the educational process and the development of technologies ensure compliance with the principles of accessibility and equality of education. The article is devoted to studying the problem of developing inclusive education in the digital age to ensure the accessibility of education for students with special needs. The study used the methods of questionnaires, a pedagogical experiment, a comparison of the learning outcomes of higher education students before and after the introduction of the outlined pedagogical technology, and statistical processing of the results obtaine

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Rustamjonovich, Badalov Avazbek. "Developing Cooperation Competencies with Parents in An Inclusive Educational Environment." International Journal of Pedagogics 5, no. 5 (2025): 274–76. https://doi.org/10.37547/ijp/volume05issue05-68.

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This article examines the development of competencies for collaboration with parents in an inclusive education environment. The author analyzes modern approaches to forming partnerships between teachers and parents of children with special educational needs. The paper identifies key competencies necessary for effective interaction with families, presents collaboration models, and practical recommendations for their implementation. Special attention is paid to psychological and pedagogical support for families and the formation of an inclusive culture in educational institutions. Research resul

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Mirele Alves Medeiros, Maria, and Wesley Willames Cirino Oliveira. "SPECIAL AND INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 06 (2024): 117–30. http://dx.doi.org/10.51249/gei.v5i06.2305.

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This paper aims to present the challenges imposed on educational institutions that seek to adapt to the learning needs of students with special needs. A special and inclusive education that aims at the development of multiple skills through innovations and inclusive pedagogical practices. Where it is necessary to implement public policies inside and outside the school environment that will support the process of inserting these students into regular education classes, as they have a right to, as well as individual and specialized monitoring so that they can develop their potential. Here, we hi

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Chepka, Olena. "ANALYSIS OF FOREIGN EXPERIENCE ON THE MATTER OF IMPLEMENTATION OF INNOVATIVE TECHNOLOGIES IN INCLUSIVE AND SPECIAL EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 179–89. http://dx.doi.org/10.31499/2307-4906.4.2021.250290.

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The article analyzes foreign experience on the introduction of innovative technologies in inclusive and special education through the disclosure of conceptual issues related to the functioning of the system of general, special and inclusive education both in Ukraine and abroad. Domestic and foreign achievements in the direction of social and pedagogical rehabilitation of children with special educational needs are analyzed. It is revealed that in the USA and Europe, they actively promote access to education, mainstreaming, integration, and inclusion. It is proved that in most European countrie

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Kudaibergenova, Aliya, Aknur Kurmanbek, and Assel Меirbekova. "Socio-pedagogical support of students with special educational needs based on the organization of an inclusive university environment." Journal of Educational Sciences 79, no. 2 (2024): 132–42. http://dx.doi.org/10.26577/jes20247902011.

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The article discusses the issues of socio-pedagogical support for students with special educational needs based on the organization of an inclusive University environment. The research topic is based on the relevance of the field of inclusive education in the country. The characteristics of normative legal, legislative documents and special development programs of the country, on which the rights of students with special educational needs are based, have also been developed. As the purpose of the study, a scientific justification was obtained for the socio-pedagogical support of students with

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Kuzava, Iryna В., and Yuliya M. Mykolayuk. "Participation of specialists of the inclusive resource center in the activities of the team of psychological and pedagogical support in the educational institution." European Scientific e-Journal 2, no. 17 (2022): 54–59. https://doi.org/10.47451/ped2022-03-02.

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Today, the problem of psychological and pedagogical support of persons with special educational needs (SEN) is quite relevant and requires more scientific and practical improvement. The analysis of scientific study and publications show that the psychological and pedagogical support implementation takes place with the integrated and coordinated activities of specialists and parents of the child. The authors consider the problem of psychological and pedagogical support of persons with special educational needs. The activity of the psychological and pedagogical support team is described. It is n

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Matiushchenko, Iryna, Iryna Omelianovych, Nataliya Bondar, and Svitlana Herashchenko. "Implementation of the principle of awareness in the process of mastering educational knowledge by students with special educational needs in the conditions of the New Ukrainian School." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 6, 2024): 2381–92. http://dx.doi.org/10.54919/physics/56.2024.238sl1.

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Relevance. The examination of the principle of awareness in the process of teaching students with special educational needs in the framework of the New Ukrainian School is necessary since this principle is responsible for the transition to personality-oriented learning. For students with special educational needs, awareness of their own learning is key to understanding their strengths and weaknesses and solve individual problems. Purpose. The main purpose of this study is to analyse the main aspects of implementing the mindfulness principle in inclusive education within the New Ukrainian Schoo

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Marinay, Vexilla Cecilia, and Reyes Niña Rozanne Delos. "An In-Depth Analysis of Receiving Teacher Practices for Students with Special Educational Needs in Inclusive Classrooms." Psychology and Education: A Multidisciplinary Journal 23, no. 6 (2024): 805–18. https://doi.org/10.5281/zenodo.13308790.

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This research assessed the effectiveness of receiving teacher practices in supporting students with special educational needs (SEN) and explored student progress at Talisay City National High School for the school year 2023-2024. A descriptive-correlational design was employed to examine the relationship between the extent of inclusive teacher practices and student progress. The sample consisted of 47 respondents selected through simple random sampling from the population of receiving teachers. The data were analyzed using the following statistical tools: frequency counts and percentages for d

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Shugaeva, Gulshat, and Nazerke Shmankyzy. "Possibilities preparation of future specialists in hue to the system of inclusive education at school." Pedagogy and Psychology 42, no. 1 (2020): 72–77. http://dx.doi.org/10.51889/2020-1.2077-6861.09.

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This article discusses the possibilities of training future specialists in the system of inclusive education at school. Inclusive education makes it possible to provide comprehensive systemic assistance in the socialization of a child with special educated needs. The resource of educational and social development is closely connected not only with the capabilities of the child and his family, but primarily with the capabilities and resources of the educational environment itself, which includes various actors. The inclusion of a child with special educational needs in the mass educational envi

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Shayakhmetova, A., N. Nurmukhanbetova, I. B. Ostretsova, L. Baymanova, and A. Kakabayev. "FEATURES OF PREPARING STUDENTS FOR SUBJECTS ORIENTED INCLUSIVE EDUCATION." Education. Quality assurance 33, no. 4 (2023): 105–12. http://dx.doi.org/10.58319/26170493_2023_4_105.

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The article attempts to identify the features of introducing inclusive practices into each subject area in teacher education. In the modern world, the introduction of inclusive practices into the education system is one of the leading strategies of a developed state. In accordance with the State Program for the Development of Education in Kazakhstan, inclusive education has been gradually introduced since 2011, designed to provide psychological and pedagogical support for the learning process of children with special educational needs needs in a public school. An increasing number of schoolchi

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Nesyna, Svetlana, and Nataliya Starovoit. "Readiness of Kindergarten Teachers for Inclusive Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 86. http://dx.doi.org/10.17770/sie2014vol3.710.

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The aim of the research is to study psychological and professional readiness of kindergarten teachers for inclusive education. 44 kindergarten teachers from Kaliningrad and region were included in the sample. A questionnaire was applied as a data-gathering tool. According to the results, kindergarten teachers accept the idea of inclusive education positively and expect that it is the children with special needs who would receive the biggest benefit. At the same time, realization of the idea of inclusive education causes anxiety and fears, associated with complexity of pedagogical activity, chi

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Sydoriv, Sergiy. "Pre-Service Training of Elementary School Teachers for Organization of Inclusive Learning Environment." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (2022): 169–79. http://dx.doi.org/10.15330/jpnu.9.1.169-179.

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The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic an

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Nataliia, LESHCHII, SHEVCHUK Viktoria, GALUSHCHENKO Victoria, PRYTYKOVSKA Svitlana, KABELNIKOVA Nataliia, and PYLIAIEVA Nataliia. "Innovative Ways of Working with Parents who Educate Children with Special Needs." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 3 (2024): 47–62. https://doi.org/10.18662/brain/13.3/353.

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The article is devoted to the consideration of the issue of organizing innovative forms of work with parents who educate children with special educational needs. The articles, books, publications, which reflect the question are considered. The essence of the concepts “inclusive learning”, “inclusion”, “inclusive education”, “tutor”, “pedagogical partnership”, “autism”. It has been proven that pedagogical partnership between teachers and parents is an important factor in the organization of&nbs

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Damyanov, Kaloyan. "Socio-Pedagogical Application of the STEAM Approach for Students with Special Educational Needs in Vocational Training." Vocational Education 24, no. 2 (2022): 129–38. http://dx.doi.org/10.53656/voc22-210soci.

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The use of inclusive and effective STEAM education of students with special educational needs by providing socio-pedagogical support enriches their learning experience and employment opportunities by developing educational materials and guidelines for teachers, educational managers and students in secondary schools and in parallel with this examines the attitudes of pedagogical professionals and their basic skills. It is known that STEAM education is guided and guided by the individual needs of students and therefore the instructions in this model of education are individualized, which can pro

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DANCHENKO, Iryna, Olena POGODA, Iryna POLUBOYARYNA, and Valentyna TYURINA. "Organizational and pedagogical aspects of optimization of education and upbringing of students with special needs in higher education institutions." EUROPEAN HUMANITIES STUDIES: State and Society, no. 3(II) (September 30, 2020): 83–97. http://dx.doi.org/10.38014/ehs-ss.2020.3-2.06.

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The authors of the article emphasize the need to form an effective system of higher education that would meet national interests and global development trends, provide training, as well as equal rights and opportunities for all actors in the educational process, including people with special educational needs. After all, the main goal of inclusive higher education is not only to eliminate barriers to access of students with special educational needs to the development of their natural potential, but also to enable them to achieve maximum independence, competence, competitiveness as necessary q

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OLEFIR, Natalia. "FEATURES OF THE TEACHER'S ASSISTANT WORK IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION WITH INCLUSIVE EDUCATION." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 1 No. 1 (December 20, 2021): 68–73. http://dx.doi.org/10.54891/2786-7005-2021-1-11.

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Summary. The article considers the peculiarities of the work of an assistant teacher in general secondary education institutions with inclusive education. It is proved that inclusive education is not just the inclusion of a child with special educational needs in a regular school, but also the creation of a special approach to learning in the common space, which provides additional elements of the educational process – specially equipped place, appropriate conditions, individual child development plan and mandatory presence of a teacher's assistant in an inclusive classroom. On the basis of sc

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Azra, Tsabitha, and Emeliya Sukma Dara Damanik. "English teacher professionalism: Experience in inclusive and special needs school." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 12, no. 1 (2025): 458–79. https://doi.org/10.22219/celtic.v12i1.40771.

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This study investigates how English language teachers develop their professional identities within the framework of inclusive education and Special Needs School (SNS), emphasizing the interplay of self-efficacy, emotional resilience, and teaching strategies for children with Special Education Needs (SEN). Utilizing a qualitative narrative inquiry method, data were gathered through semi-structured interviews and classroom observations, which were then analyzed thematically using ATLAS.ti. The findings indicated that teachers' professional identities are influenced by personal values, institutio

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Poznyak, O. "MODEL OF INTRODUCTION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN THE INSTITUTION OF GENERAL SECONDARY EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(109) (October 19, 2022): 256–71. http://dx.doi.org/10.35433/pedagogy.2(109).2022.256-271.

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The article considers the tasks of an inclusive educational environment and the peculiarities of its introduction in general secondary education institutions of the city of Sumy and Sumy region to ensure the right of every child for education. An inclusive educational environment is defined as a special environment that provides conditions for education and training, comprehensive development of students with special educational needs and different levels of health. Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technic

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Cola, Jeane Mae, Niña Rozanne Delos Reyes, Ann Frances Cabigon, and Marjorie Anero. "Teachers’ Level of Preparedness and Acceptance Towards the Inclusion of Learners with Special Educational Needs." Research in Social Sciences 8, no. 3 (2025): 99–110. https://doi.org/10.53935/26415305.v8i3.404.

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This study explored the preparedness and acceptance of receiving teachers toward the inclusion of learners with special educational needs (LSENs) at Sogod Central School in Southern Leyte. Using a quantitative descriptive-correlational design, the research aimed to determine the relationship between teachers’ preparedness focusing on pedagogical knowledge, professional development, classroom environment, and instructional strategies and their level of acceptance of inclusive education. Data were collected through a structured survey questionnaire adapted from Kern (2006), and responses were ga

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Kozibroda, Larysa, Iryna Turchyk, Nataliia Mukan, Iryna Sadova, and Svitlana Stepanyuk. "Socio-pedagogical aspects of inclusive education of children in schools." Revista Tempos e Espaços em Educação 15, no. 34 (2022): e17175. http://dx.doi.org/10.20952/revtee.v15i34.17175.

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The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equall

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Kamenskaya, R. A., and V. A. Lukyanova. "PEDAGOGICAL STANDARDS AND REQUIREMENTS FOR THE PEOPLE WITH SPECIAL NEEDS AND DISABILITIES TRAINING IN PROFESSIONAL AND EDUCATIONAL ORGANIZATIONS." Scientific bulletin of the Southern Institute of Management, no. 3 (September 30, 2017): 92–95. http://dx.doi.org/10.31775/2305-3100-2017-3-92-95.

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The article is about standards, organizational and pedagogical requirements for the inclusive education realization in the professional educational organizations. The article deals with the detailed requirements for the inclusive education including the methodological support for the adapted educational program and personnel.

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Leshchii, Nataliia, Viktoria Shevchuk, Victoria Galushchenko, Svitlana Prytykovska, Nataliia Kabelnikova, and Nataliia Pyliaieva. "Innovative Ways of Working with Parents who Educate Children with Special Needs." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 3 (2022): 47–62. http://dx.doi.org/10.18662/brain/13.3/353.

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The article is devoted to the consideration of the issue of organizing innovative forms of work with parents who educate children with special educational needs. The articles, books, publications, which reflect the question are considered. The essence of the concepts "inclusive learning", "inclusion", "inclusive education", "tutor", "pedagogical partnership", "autism". It has been proven that pedagogical partnership between teachers and parents is an important factor in the organization of quality education for children with special educational needs. The educational approach to teaching and u

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Rubtsov, V. V., S. V. Alekhina, and A. V. Khaustov. "Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs." Psychological-Educational Studies 11, no. 3 (2019): 1–14. http://dx.doi.org/10.17759/psyedu.2019110301.

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In the article the authors set a goal setting for the current consideration of the prerequisites of lifelong education and psychological and pedagogical support for people with special educational needs, the content of the concept of continuing education is determined. Presented are data from studies examining the attendance of educational institutions for children with disabilities, as well as information reflecting the intentions of parents to continue their education for children under 15 years of age, information about people with disabilities studying in vocational educational programs th

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Martynchuk, Olena, Tatiana Skrypnyk, Julia Naida, and Natalia Sofiy. "WAYS TO INCREASE THE INCLUSIVE COMPETENCE OF PEDAGOGICAL STAFF OF SPECIAL NEEDS SUPPORT TEAM." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 70. http://dx.doi.org/10.17770/sie2020vol4.5006.

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Inclusive education in Ukraine at the legislative level started more than 10 years ago, but analytical monitoring studies indicate that the level of education for children with SEN is unsatisfactory. The lack of an inclusive learning strategy andlow level of teachers` readiness to carry out the educational process for children with SEN together with their peers may be factors in this situation. The purpose of the study is to develop and implement an algorithm for enhancing the competence of teachers of inclusive classes.We conducted a training program in eight educational institutions (10 IEP

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Linker, Gulnara R., Galina G. Kruglikova та Asil M. Salavatova. "Preparing Counselors at University for Worк in Children Camps in Inclusive Education". Bulletin of Nizhnevartovsk State University, № 4 (21 грудня 2023): 81–93. http://dx.doi.org/10.36906/2311-4444/23-4/08.

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The purpose of the study is to analyze the state of the problem of training counselors at a university to work with children, including those with special educational needs, in a children's camp in the context of inclusive education. The article describes international and domestic approaches to inclusive education, the goals and problems of its development in pedagogical science and practice at the present stage, and presents approaches to defining the category of children with special educational needs. A description of the content of the recommended program of the module “Fundamentals of Le

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HOOK, A., and I. BODNAR. "MAIN PROBLEMS OF INCLUSIVE PHYSICAL EDUCATION OF CHILDREN WITH SPECIAL NEEDS." Pedagogical Sciences, no. 79 (September 19, 2022): 7–15. http://dx.doi.org/10.33989/2524-2474.2022.79.264512.

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The article describes the organizational and pedagogical problems of inclusive physical education of children with educational needs. The issue of educational inclusion in the field of physical culture of children with educational needs has a number of problems. Among them are imperfect logistics, lack of adapted programs of inclusive physical education, untrained teachers, imperfect social support system, architectural inaccessibility of educational institutions, «special» attitude of the environment to children with mental and physical disabilities. The practical recommendations of the teach

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Yevheniia, LYNDINA, MARTYNYUK Zoriana, TOVSTOHAN Volodymyr, BABICHENKO Alona, MYTSYK Hanna, and SAMOILENKO Inna. "Psychological and Pedagogical Technologies in Working with Children with Special Educational Needs: Neuropedagogical Aspect." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 14, no. 1 (2024): 302–18. https://doi.org/10.18662/brain/14.1/421.

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<em>The topic of the article is relevant, as the education of children with special needs (OOP) is one of the most pressing and debatable problems of modern education today. The issue of education of children with disabilities becomes relevant due to the significant increase in the number of this group in society, on the one hand, and emerging new opportunities for their adaptation in society, on the other hand. The purpose of the article is to study the functioning system of special education support centers in working with children with special educational needs; familiarization with require

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Tumanova, Tatyana V., Tatyana B. Filicheva, Olesya V. Yugova, and Alexander O. Belyakin. "Modeling of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs." Perspectives of science and Education 73, no. 1 (2025): 496–511. https://doi.org/10.32744/pse.2025.1.31.

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Introduction. The research is aimed at solving urgent problems of meeting the demands of the Russian and international education system in unlocking the potential and content of personalized psychological and pedagogical support for children with special educational needs. The purpose of the study is to substantiate and design models of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs, namely, children with severe speech disorders and children on long–term stay in a medical institution. Materials and methods. The first two

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Peranzoni, Vaneza Cauduro, Nathalia de Quevedo Barbosa, Gabriela Dickel Das Chagas, Vânia Maria Abreu De Oliveira, and Rogéria Fatima Madaloz. "Specialized Educational Assistance (AEE) from the perspective of inclusive education." Cuadernos de Educación y Desarrollo 16, no. 2 (2024): e3365. http://dx.doi.org/10.55905/cuadv16n2-047.

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This article addresses the role of Specialized Educational Assistance (SEA) within the context of inclusive education in Brazil. Since participating in the World Conference on Special Educational Needs in 1994, the country committed to ensuring access to all children to elementary education by 2015, promoting inclusive education that considers the different learning needs of students, including those with disabilities. SEA is a fundamental strategy provided for by the National Policy on Special Education in the perspective of inclusive education, offering support and resources to minimize the

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Agavelyan, Ruben O., Saule D. Aubakirova, Aisulu D. Zhomartova, and Elena I. Burdina. "Teachers’ Attitudes towards Inclusive Education in Kazakhstan." Integration of Education 24, no. 1 (2020): 8–19. http://dx.doi.org/10.15507/1991-9468.098.024.202001.008-019.

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Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools

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Tatyana, V. Tumanova, B. Filicheva Tatyana, V. Yugova Olesya, and O. Belyakin Alexander. "Modeling of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs." Perspektivy Nauki i Obrazovania, no. 1 (February 28, 2025): 496–511. https://doi.org/10.32744/pse.2025.1.31.

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 Introduction. The research is aimed at solving urgent problems of meeting the demands of the Russian and international education system in unlocking the potential and content of personalized psychological and pedagogical support for children with special educational needs. The purpose of the study is to substantiate and design models of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs, namely, children with severe speech disorders and children on long–term stay in a medical institution. 

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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.

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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; te

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Olena, VOROTYNTSEVA, POZNIAK Olena, VOITENKO Alona, LOPATINA Hanna, HUZ Inna, and HUSIEVA Tatiana. "The Preparation of Specialists for the Realization of Individual Education Path of Children with Special Educational Needs: Neuropedagogical Aspects." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (2024): 97–112. https://doi.org/10.18662/brain/13.2/334.

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<em>The urgency of the chosen research area is determined by the need to train specialists to work in an inclusive environment. The psychological and pedagogical literature on the functioning of inclusive education is analyzed and the current problems of this process are identified, which require solutions: the absence of principles of psychological and pedagogical support of children in the system of inclusive education; the lack of recommendations for involving parents in the educational process; unpreparedness of high institutions to prepare specialists to work in the conditions of inclusio

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Kairbekova, B. D., A. T. Tashimova, A. T. Kabbasova, and A. U. Mukhamedzhanova. "Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs." Bulletin of the Innovative University of Eurasia 84, no. 4 (2021): 19–25. http://dx.doi.org/10.37788/2021-4/19-25.

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Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necess

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Aubakirova, Rakhila, Aisulu Zhomartova, Murshida Nurgaliyeva, et al. "Improving Psychological and Educational Support of University Students with Disabilities in Kazakhstan." Qubahan Academic Journal 5, no. 1 (2025): 150–58. https://doi.org/10.48161/qaj.v5n1a1063.

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Inclusive education in Kazakhstan faces challenges, as many institutions lack the necessary infrastructure, trained personnel, and resources to fully support students with disabilities. These barriers hinder the professional development of such students, highlighting the need for improved educational practices and support systems. The study aimed to investigate the psychological and pedagogical conditions for the effective education process of students with disabilities (SWD) as well as to examine the definite features of psychological and pedagogical support for SWD. The paper employed quasi

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Movkebayeva, Zulfiya, and Bibigul Dyussenbayeva. "THE READINESS OF SPECIAL EDUCATION TEACHERS AS THE MAIN FACTOR OF THE SUCCESS OF THE INCLUSIVE EDUCATION." 3i intellect idea innovation - интеллект идея инновация 3 (2024): 226–36. http://dx.doi.org/10.52269/22266070_2024_3_226.

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The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining

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Zhadlenko, Iryna, Olha Morenko, Liudmyla Nikolenko, Olena Lastochkina, and Maryna Mykytenko. "Digital Transformation of Education as a Space For Supporting Learners With Special Needs — Challenges And Prospects For Inclusion." Seminars in Medical Writing and Education 4 (July 1, 2025): 704. https://doi.org/10.56294/mw2025704.

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Introduction: Digital technologies and processes of digitalization of education have contributed to the realization of the principle of equal access to education. This study focuses on the implementation of inclusive education within the framework of digital transformation as a response to the special educational needs of perfectly integrated students.Methods: The following methods were used in the study: a questionnaire, a pedagogical experiment, a comparative analysis of graduates' educational outcomes before and after the use of educational technology, and mathematical data processing accor

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Kosovets, Оlena. "COMPLEX ADAPTATION OF THE METHODICAL SYSTEM OF TEACHING COMPUTER SCIENCE TO STUDENTS IN INCLUSIVE GROUPS." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 105–8. http://dx.doi.org/10.36550/2415-7988-2020-1-191-105-108.

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In the article the author focuses on the problem of complex adaptation of the methodical system of teaching computer science to students in the conditions of inclusive education. The pedagogical experiment was conducted from 2013-2019. in four stages: theoretical-analytical, diagnostic-search, experimental and generalizing. At the theoretical and analytical stage of the pedagogical experiment, a theoretical analysis of scientific and methodological, psychological and pedagogical and educational literature on the research problem was conducted; actualization of the posed problems; Methods of th

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Sysoieva, Svetlana, Natalia Ovcharenko, and Olga Chebotarenko. "Future music and art educators' professional development: theoretical and technological issues." Ukrainian Journal of Educational Studies and Information Technology 9, no. 3 (2021): 18–33. http://dx.doi.org/10.32919/uesit.2021.03.02.

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The focus of the article is on how to better prepare aspiring music and art teachers for teaching inclusively to young children, which is the real challenge facing current art education. Its objective is to provide the findings of theoretical research into the therapeutic and developmental benefits of music, as well as to offer technology support for future music art instructors' professional development in support of inclusive education for kids. The study's central idea was defined as "professional training of future music and art teachers for inclusive education," which is seen as an educat

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