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Journal articles on the topic 'Special children institution'
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1
Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (April 23, 2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.
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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.
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Silalahi, Andre, Marlina Marlina, Triono Eddy, and Aulia Rosa Nasution. "Analisis Hukum Terhadap Pembinaan Anak Pidana Di Lembaga Pembinaan Khusus Anak Kelas I Medan." ARBITER: Jurnal Ilmiah Magister Hukum 1, no. 1 (May 2, 2019): 31–41. http://dx.doi.org/10.31289/arbiter.v1i1.102.
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This study aims to examine how the process of fostering criminal children is carried out by the Special Class Fostering Agency for Children in Medan, what are the obstacles faced in the implementation of fostering of criminal children and how the efforts made to overcome the problems of fostering criminal children in the Class I Special Guidance Institution . This research is normative juridical legal research and also empirical or sociological legal research, which examines library materials relating to the fostering of criminal children in the Class I Special Child Development Institute (LPKA) Medan. It was found that fostering prisoners and students is a heavy and noble task, not everyone is able and interested in the life of prisoners. And there are regulations and the fostering process for criminal children in Class I Special Guidance Institutions in Medan. The obstacles faced in the implementation of coaching activities in the Special Guidance Institution for Class I Children in Medan are originated from the factors of education, coaches, motivation and facilities and infrastructure; While the efforts made to overcome these obstacles include making improvements including aspects of education, coaches, motivation, and facilities and infrastructure.
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Kravets, Lubov, and Havryliuk. "SOCIAL ADAPTATION OF PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS FOR INCLUSIVE LEARNING." Scientific bulletin of KRHPA, no. 12 (2020): 141–50. http://dx.doi.org/10.37835/2410-2075-2020-12-15.
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The article investigates the substantive characteristics of the readiness of the social teacher, practical psychologist, educators, parents of children with special educational needs in the conditions of the pre-school educational institution. The definition of "social adaptation of children with special educational problems in the conditions of the institution of general educational institution " is analyzed. The main results of psychological and pedagogical coaching are determined: the awareness of specialists of the pre-school educational institution and parents of social adaptation importance for children with special educational needs as a requirement for their effective integration into the inclusive pre-school educational institution. Key words: inclusive learning, educational needs, social adaptation, coaching, tutors, pre-school education, inclusion.
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Virbaliene, Rita. "INTEGRATION OF DISABLED PEOPLE IN LITHUANIA PROBLEMS AND PERSPECTIVES FROM THE EDUCATION POINT OF VIEW." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 265. http://dx.doi.org/10.17770/sie2013vol2.579.
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The article analyses the dynamics of the integration of childrenwith special educational needs to Lithuanian general educational institutions by year 2003-2012. Special education is often realized only like a formal transfer of childrenwith special educational needs from one institution to another, without giving sufficientlyqualified help. General educational institutions aren‘t always ready to educate disabled child, because not always a physical environment, educational andcompensatory remedies are adapted. Are teachers ready to receive children with special educational needs, are teaching assistants contained in schools?
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Pleskura, Magdalen. "A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 154–61. http://dx.doi.org/10.33989/2226-4051.2018.18.176336.
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The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.
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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.
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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication ’s instrument support so the learning achievement would be optimally performed
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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." Journal of Academic Research and Sciences (JARES) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.30957/jares.v3i2.491.
Full textAbstract:
Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication’s instrument support so the learning achievement would be optimally performed
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Suleman, Qaiser, Ishtiaq Hussain, and Zaib-Un Nisa. "Identification of the Problems Faced by Exceptional Children at Primary level in Khyber Pakhtunkhwa (Pakistan)." International Journal of Human Resource Studies 3, no. 1 (March 19, 2013): 175. http://dx.doi.org/10.5296/ijhrs.v3i1.3402.
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The purpose of the study was to identify the problems faced by exceptional children at primary level in Khyber Pakhtunkhwa. All the government institutions for persons with disabilities in Khyber Pakhtunkhwa constituted the population of the study. The study was delimited to physically handicapped students only. The study was further delimited to seven government institutions for persons with disabilities. From each institute, five teachers and ten students were randomly selected. The study was descriptive in nature therefore a single questionnaire was developed as research instrument for the collection of data. Data was collected through personal visits. After collection of the data, it was organized, tabulated, analyzed and interpreted. Percentage and chi square were applied for the statistical treatment of the data. After statistical analysis of the data, the researchers concluded that curriculum was not designed to meet the needs of special children. Special children were not being taught according to Individualized Educational Programme (I.E.P). Basic educational facilities were not available. Mobility aids were not present in the institutions. Therefore it is strongly recommended that special children should be taught through individualized educational programmes to strengthen their educational attainment. Curriculum should be designed according to the needs of the special children. Mobility aids i.e., crutches, wheelchairs, artificial limbs etc should be provided to each special education institution on priority basis. KEYWORDS: Identification, Problems, Exceptional Children, Primary Level
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Gordienko, Pavlo. "The Problem of Professional Training of Future Physical Education Teachers for Innovative Activities in the Conditions of Inclusive Education." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 55–64. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-55-64.
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The article considers the problem of preparing physical education specialists for inclusive education. We investigated the legislative base of inclusive education, scientific and methodical literature on the topic. We came to the conclusion that "inclusive physical education" is a flexible, individualized system of physical education of children with special needs in the conditions of mass education. Physical education teachers are poorly informed about inclusive education, don't understand how they organize physical education work with children with special needs and most believe that inclusive children belong in special schools. The reasons for this attitude are: insufficient training in higher education institutions; imperfect system of forms of work with children with special needs; insufficient information about inclusive education in physical education classes by the administration of the educational institution. The main idea of modernization of the professional training process of physical education and sport specialists is to at least create conditions, allowing students in the educational process of higher education institution to develop innovative ideas in the conditions of inclusion. To develop creative thinking on the implementation of innovative physical education technologies. But at most, the creation of a viable pedagogical system of inclusive education, based on innovative technologies, which would provide a modern quality of training a new type of specialists, who have the knowledge, skills and abilities of an innovative teacher, a teacher-scientist.
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Djeri, Aleksandra, Irena Kuzmanovic-Radman, Budimka Novakovic, Dejan Bozic, Milkica Grabez, Alma Prtina, and Slavoljub Zivkovic. "Dental status of children with special needs in Banjaluka." Serbian Dental Journal 60, no. 1 (2013): 7–14. http://dx.doi.org/10.2298/sgs1301007d.
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Introduction. Dental status in people with special needs is generally non satisfactory. Children with special needs have difficulties in maintaining oral hygiene, they require special conditions for dental care and because of previous negative experience they often show emotional vulnerability. Development of oral and dental diseases in these subjects is the consequence of insufficient knowledge about the causes of these diseases, poor eating habits, low level of oral hygiene and inadequate number of visits to dentist. The aim of this study was to determine dental status and the prevalence of dental caries in children with special needs in the institution ?Zastiti me? in Banjaluka. Material and Methods. The study included 82 children (53 boys and 29 girls) with mixed and permanent dentition age 5-15 years. They were divided into four groups according to their diagnosis. The first group included children with combined disorders of speech development and hearing, in the second group were children who had neurological disorders without mental retardation, third group included children with mild mental retardation and fourth group comprised children with moderate mental retardation. For each patient the number of teeth, the presence of caries and restorations, the number of extracted teeth, the presence of residual roots and the presence and number of fixed restorations were recorded. Results. Mean DMFT of all teeth was 9.77. Detailed analysis showed the greatest number of decayed teeth (83.83%), and filled teeth (9.52%) whereas the least number was for extracted teeth (6.65%). The highest percentage of children (79.27%) did not have any class I composite filling or one amalgam filling class I (82.92%). Only one child had a fixed restoration. Conclusion. The status of teeth in children with special needs in the institution ?Zastiti me? in Banjaluka indicated high percentage of carious teeth, small percentage of restorations and extracted teeth, and inadequate oral hygiene.
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Jannah, Nur, and Syarifatul Marwiyah. "Model Pengembangan Kurikulum Adaptif Pada Madrasah Ibtidaiyah Inklusif." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 2, no. 1 (May 28, 2020): 89–106. http://dx.doi.org/10.36835/au.v2i1.300.
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The existence of an Extraordinary School as one of the educational institutions that is specifically intended to educate children with special needs in reality is still not able to fully accommodate the education of children with special needs. The increasing number of children with special needs while the existence of Extraordinary Schools is limited in each district in Indonesia has caused many parents to send their children with special needs to formal education institutions, one of them in Madrasahs. This phenomenon requires Madrasas to adjust to their presence by becoming an institution that is friendly and inclusive of students whatever the conditions. One such effort is to develop an inclusive Madrasah curriculum that is a curriculum that suits the needs of children with special needs. The following article discusses the Adaptive Curriculum Development Model with a focus on discussion on Inclusive Madrasah Ibtidaiyah with the aim of developing an adaptive curriculum in which there are models of duplication, modification, substance and omission. All models of curriculum development can be an option to be implemented in an inclusive Ibtidaiyah Madrasah, depending on which model is considered the most appropriate for the conditions of students in Madrasas and which is possible to apply, this is because each Madrasah has different conditions between one and the other so they can implement a curriculum model that suits their students' needs.
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Rozenfelde, Mārīte, and Rita Orska. "General education institution readiness of students with special needs into the mainstream realizing inclusive education policy." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 175. http://dx.doi.org/10.17770/sie2012vol2.132.
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The article deals with the historical process of integration/inclusion of children with special needs into mainstream educational establishments in Latvia since 1998 when the pedagogical staff in Latvia was introduced the term “inclusive education” broader for the first time and there were offered practical recommendations for school and class work; afterwards some educational establishments started implementing inclusive education; the current situation regarding inclusion/integration of children with special needs in mainstream educational establishments is evaluated in the questionnaire provided to the heads of educational establishments. There are provided the data of the provided questionnaires regarding the readiness of mainstream schools in Latgale and Vidzeme regions and real situation in the integration of children with special needs.
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Світлана Литовченко. "PROSPECTS FOR THE DEVELOPMENT OF A SPECIAL SCHOOL (ON THE MATERIALS OF DISCUSSION WITH TEACHERS)." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 136–43. http://dx.doi.org/10.31499/2307-4906.4.2020.224183.
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The article presents current trends in the education of children with special educational needs; innovations in the context of the reform of the Ukrainian school, in particular regarding the content of education; objective changes in the activities of special educational institutions (expansion of the categories of special educational needs of students, introduction of the concept of bilingual education, development of deaf pedagogical technologies of work with children with cochlear implants, etc.). The authorʼs training “Prospects for the development of a special educational institution” was presented, during which, together with teachers, action strategies for responding to existing challenges in teaching students with hearing impairments were developed.Articleʼs purpose: based on the analysis of theoretical sources and opinions of practitioners to determine the main prospects for the development of a special educational institution in the areas (content of education/educational programs, categories of students, level and timing of full secondary education, correctional and developmental support). Conclusions: the analysis of the professional literature shows the urgency of the problem of development of special institutions of general secondary education, the definition of guidelines for reform in accordance with modern changes. At the same time, it is important to create conditions for communication between scientists and teachers-practitioners, to organize trainings and discussions that provide an opportunity to compare problems and find ways to solve them. Based on the generalization of the opinion of practitioners, important aspects of modernization of special education are identified: variability of the standard curriculum and study programs, which takes into account the individual educational needs of students; organization of correctional and developmental, psychological and pedagogical, medical and rehabilitation support; raising the professional level of teachers taking into account changes in modern education; providing special textbooks, manuals and other resources, including electronic, etc.
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Matveeva, Natalya A. "The Institution of Child`s Obligations in Laws of Foreign Countries." Family and housing law 6 (December 10, 2020): 25–28. http://dx.doi.org/10.18572/1999-477x-2020-6-25-28.
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This article is devoted to topical issues of the need to legally endow minors with responsibilities in relation to the family and society, modern requirements for ensuring their fulfillment by children. The experience of some foreign countries seems to be interesting, in the legislation of which, in addition to the rights and legitimate interests of the child, special attention is paid to the duties of children.
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Almuhajir, Almuhajir. "Manajemen Dayah Inklusif: Pendidikan Alternatif bagi Anak Tunanetra Aceh." MANAGERIA: Jurnal Manajemen Pendidikan Islam 5, no. 1 (May 31, 2020): 41–58. http://dx.doi.org/10.14421/manageria.2020.51-03.
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This study aims to describe the opportunities for the formation and initiation of the concept of inclusive Dayah management as an alternative education for Aceh blind children. Public education institutions in Aceh have facilitated the needs of many blind children, but Islamic-based educational institutions specifically do not yet have institutions that facilitate their needs. This research is a type of library research using an educational institution management approach. The results of the study showed that the Establishment of Inclusive Dayah was supported by the Aceh government policy system by establishing the Provincial and District/City Dayah Education Office, and enacting the Aceh Qanun Number 11 of 2014 on the Implementation of Aceh's Education and Law Number 20 of 2003 on the National Education System. Management of Inclusive Dayah for blind children can be carried out with the Special Inclusive Dayah Model, Visiting Class Inclusive Dayah, and Special Class Inclusive Dayah. Inclusive Dayah is an education service system that provides opportunities for school-age children with disabilities, especially children with visual impairment who are in the territory of Aceh Province by paying attention to diversity and individual needs. The potential of children with visual impairment can develop optimally in science along with the priority on Islamic religious education.
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Kumar Bakolia, Sushil, Dinesh Kumar Barolia, Renu Agarwal, and P. K. Berwal. "HAEMATOLOGICAL PROFILE OF SEVERE ACUTE MALNOURISHED CHILDREN ADMITTED AT OUR INSTITUTION." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 866–69. http://dx.doi.org/10.21474/ijar01/13338.
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Background: Severe acute malnourished children are prone to deranged pathophysiology. Their haematological profile affected mild to severe degree. Our study was done to observe the haematological profile of severe acute malnourished children admitted at P.B.M. Hospital Bikaner, Rajasthan. Material And Methods: This prospective observational study was designed for severe acute malnourished 178 children. Duration of this study was one year from 01.01.2013 to 31.12.2013. This study was done in special concern of haematological profile of severe acute malnourished children. Results: Our study showed that oedematous malnourished children had anaemia more common than non-oedematous malnourished children.Microcytic hypochromic anaemia and dimorphic anaemia were more common in non- oedematous and oedematous malnourished children. Conclusion: We concluded that Microcytic hypochromic anaemia and dimorphic anaemia is common in severe acute malnourished children. So, our primary target should be prevent malnourishment and secondary should be early diagnosis and management of sequelae by proper monitoring to avoid complications.
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Ozcan, Deniz, and Selda Katlav. "Encountered Problems by Parents Having Children Needing Special Education." Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, no. 2 (November 20, 2016): 30–34. http://dx.doi.org/10.18844/gjgc.v6i2.646.
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This study aims to obtain problems encountered in special education in the direction of opinions of parents attending to Special Training and Rehabilitation Institution and develop solution suggestions compansating these problems. In the scope of study parents of 20 students were interviewed. Tha datas that were obtained as a result of qualitative semi-structured interview form, were analysed by descriptive analysis method. The participant parents were asked 7 questions about education period, physical conditions, difficulties they encountered regarding their children in the scope of relations of teachers with parents and managers and point of view of society. Most of the participants expressed problems such as most of the problems should be solved by top levels, training hours are insufficient and rejection of society. Keywords: Special education, problems in special education, difficulties of parents
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Putri, Mikayani, Satria Akbar, Evelyn B. Sumby, and Chrisna Kurnia Miha Balo. "THE ROLE OF THE SPECIAL DEVELOPMENT INSTITUTIONS OF CHILDREN CLASS I KUPANG IN THE RE-EDUCATION PROCESS LEGAL CONFLICT CHILDREN." Legal Standing : Jurnal Ilmu Hukum 4, no. 1 (February 2, 2020): 337. http://dx.doi.org/10.24269/ls.v4i1.2842.
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Writing of this Thesis aims to find out the legal position and the role of the Special Guidance Institution for Children in the Criminal Justice System, the scope of childdevelopment and re-education of children in conflict with the law, As for thebackground of writing that the number of children in conflict with the law in 2019 hasincreased a total of 32 children in 2018 or from 9 children to 41 children who arefostered. Likewise, the number of children in conflict with the law in 2018 has increasedby 8 children in 2017 or from 1 child to 9 children. From this condition, learning takesplace about the actions that need to be taken in rder to survive in the midst of difficultconditions. This study uses a normative juridical approach which means that inanalyzing the problem carried out by combining legal materials (which are secondarydata) with primary data obtained in the field, namely on the Role of the Kupang Class IChild Special Development Institution in the Process of Re-Education of Children TheConflict of Laws. The results showed that the position of the Kupang I Class SpecialChild Coaching Institution in fostering Children in Conflict of Laws was in accordancewith the unity of the concept of the Criminal Justice System, namely providing guidancein accordance with Pancasila, the 1945 Constitution, the main principles ofcorrectional and penification services that have been determined in the Law.Penitentiary Law No. 12 of 1995. In addition, in the procedure and re-educationprocess of Children in Conflict of Law, at least through 4 stages, namely theintroduction of the environment, 0 to 1/3 criminal period, 1/3 criminal until the ½criminal period and Assimilation
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Kūle, Ligita, and Feliciana Rajevska. "THE INCLUSION OF SPECIAL EDUCATION INTO PRESCHOOL AND ELEMENTARY GENERAL EDUCATION INSTITUCIONS IN LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 60. http://dx.doi.org/10.17770/sie2017vol3.2352.
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The statistics of the Ministry of Education and Science show a positive dynamics in the availability of special education. However, for inclusion of children with special needs into the mainstream education, the provision of support staff (psychologist, speech therapist, special educator) is essential. The aim of this research is to investigate the national legislation on the inclusion of children with special needs in the pre-school and elementary school education system, exploring the funding aspect. The study analyses the legislative basis for the provision of special education in mainstream schools. The research investigated the provision of special education in general education institutions in Alūksne Municipality in September - December 2016 (case study) and carried out several interviews with field experts. The study is conducted in the context of theory of inclusive special education. The study shows that in providing education support staff in an educational institution in the framework of the existing public education and special education funding model and in the context of a rural region with a low population density, there is a need for a rational approach, careful planning and process management: gathering information about all pupils with special needs in a municipality, cooperation with parents, management and mobilization of all resources.
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Satynskay, A. K., and A. M. Utilovа. "JOB ANALYSIS OF TEACHER IN INCLUSIVE EDUCATION." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 73–82. http://dx.doi.org/10.51889/2021-1.1728-5496.10.
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One of the main conditions for inclusive education is the professional competence of teachers. The professional competence of the teacher ensures the education, upbringing and development of children with disabilities. In the context of inclusive education, special attention should be paid to the training of teachers to work with children with disabilities. The peculiarity of the organization of educational and correctional work with children with developmental disabilities requires special training of a teacher who provides integrated education. The teacher of an educational institution must know the basics of correctional pedagogy and special psychology. They should also have a clear understanding of the peculiarities of the psychophysical development of children with disabilities, the methods and technologies of organizing the educational and rehabilitation process of such children. People who have not received special education cannot successfully work with children with developmental disabilities.
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Sidiq, Umar, and Nurul Aini. "PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 79. http://dx.doi.org/10.29062/jie.v4i1.113.
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Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.
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Guseynova, A., A. Nekrasova, and G. Paramonova. "Monitoring the Quality of Comprehensive Support for Young Children with Special Educational Need in Social Protection Institutions." Standards and Monitoring in Education 8, no. 2 (May 29, 2020): 44–48. http://dx.doi.org/10.12737/1998-1740-2020-44-48.
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The article presents the results of psychological and pedagogical diagnostics of the main lines of development of young children in the institution of social protection. The authors give the results of a survey of parents raising children with special educational needs as part of a comprehensive support.
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Adebisi, Rufus Olanrewaju, Nalado Abubakar LIMAN, and Suraju Ademola RASAKI. "The Prevalence, Identification Process and Intervention Strategies of Children with Intellectual Disabilities." International Journal for Innovation Education and Research 4, no. 1 (January 31, 2016): 54–61. http://dx.doi.org/10.31686/ijier.vol4.iss1.509.
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The writers of this paper presented a report of an institution of a fieldwork conducted in 2014, which used own identification process and intervention strategies to attend to the children with intellectual disabilities. The report gave the history and foundation of the institution and its programmes, which range from vocational training, special education services, reading instructions that provided individual instruction for children, physiotherapy services, and lots more. The paper reported the prevalence of intellectual disabilities in the centre, as well as the identification process adopted by the institution, as against the general identification process for children with intellectual disabilities; the various adopted intervention strategies the centre used to meet the individual needs of the children were discussed. Other important aspects of the centre’s programmes is the parental involvement in the educational programme of the children and the myriad of scholarships and grants the centre and the children received from the local and international organizations were highlighted by the report.
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HOXHAJ, Entela, and Irma Baraku. "The integration in educational system of children with disability - a philosophy and a legal obligation." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 66. http://dx.doi.org/10.26417/ejser.v3i1.p66-71.
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The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social inclusion of children with disability in common schools. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors. The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.
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Gorohova, Irina, Mihail Filippov, and Mariya Erofeeva. "The main theoretical approaches to psychological counseling of children in residential care." Applied psychology and pedagogy 6, no. 3 (July 1, 2021): 82–91. http://dx.doi.org/10.12737/2500-0543-2021-6-3-82-91.
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The article considers one of the important directions of the practical psychologist-teacher in residential institutions - psychological counseling, the problem of psychological counseling of boarding school students, specific features of counseling by a teacher-psychologist, features of the consultant's interaction with boarding school students, the content of the motivational and need-based sphere of students at all stages of their stay in this institution: during the period of adaptation of students, correction, and training, as well as during their preparation for new living conditions and practical life after graduation, a teenager, getting into the new environment of a residential institution, it faces a lot of complex problems, it has questions about almost all vital situations: family and household, material, interpersonal, labor, legal, and so on. In the case of solving any problem situations, the level of anxiety increases in the pupils, on the basis of which neurotic states can develop, psychological overstrain, which manifests itself in numerous conflicts. To prevent them objectively and to resolve any contradictions in each residential institution psychologists-teachers must be organized counseling on topical issues of activity, relations and communication between pupils, special attention in the process of psychological counseling is given to the subject of "works" adviser: behaviour, feelings and experiences of pupils, and lists in detail the difficulties and errors made by the educational psychologist in the process of psychological counseling.
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McPhillips, Kathleen. "Religion after the Royal Commission: Challenges to Religion–State Relations." Religions 11, no. 1 (January 15, 2020): 44. http://dx.doi.org/10.3390/rel11010044.
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The findings and recommendations emanating from the Australian Royal Commission into Institutional Responses to Child Sexual Abuse (2012–2017) have advised religious organisations that they need to undertake significant changes to legal, governance and cultural/theological practices. The reason for urgency in enacting these changes is that religious organisations were the least child safe institutions across all Australian organisations, with poor practices of transparency, accountability and responsibility coupled with a tendency to protect the reputation of the institution above the safety of children in their care. In Australia, new state laws have been enacted and are impacting on the internal governance systems of religious organisations, including removing the secrecy of the Catholic confessional, instituting mandatory reporting of child abuse by clerics and criminalising the failure to report child sexual abuse. Religious organisations have moved to adopt many of the recommendations regarding their troubled governance including the professionalisation of religious ministry; adoption of professional standards; and appropriate redress for survivors and changes to religious laws. However, these changes signal significant challenges to current church–state relations, which have been characterised by positioning religious organisations as special institutions that enjoy exemptions from certain human rights legislation, on the basis of protecting religious freedom. This article examines and evaluates the nexus between state and religion in Australian public life as it is emerging in a post-Royal Commission environment, and in particular contested claims around the meaning and value of religious freedom versus the necessity of institutional reform to ensure that religious organisations can demonstrate safety for children and other vulnerable groups.
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Yulianto, Totok. "Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran." Jurnal Kependidikan 6, no. 2 (November 23, 2018): 195–206. http://dx.doi.org/10.24090/jk.v6i2.1698.
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Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who has various limitations and learning needs, the implementation of inclusive education requires curriculum modification, learning strategy, learning assessment system and school management in accordance with the needs for children with special needs.
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Rol's'ka, Roksolana Viktorovna, Larisa Aleksandrovna Sharan, Natalya Petrovna Bondar, and Vyacheslav Aleksandrovich Gubenya. "INTRODUCTION OF SPECIALIZED REHABILITATION SERVICES IN THE FAMILY TYPE HOTEL." GEOGRAPHY AND TOURISM, no. 52 (2019): 17–23. http://dx.doi.org/10.17721/2308-135x.2019.52.17-23.
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Purpose. The purpose of the article is to justify the feasibility of introducing specialized packages with rehabilitation services for children with special needs in a family-type hospitality establishment. Indeed, statistics show that in recent years in Ukraine and the world the number of cases of autism is increasing. Methodology. The methodological basis of this work is the work of domestic and foreign scientists in the field of inclusion, scientific periodicals, Internet resources. The methodology includes statistical data of the State Statistics Service of Ukraine and others, which reflect the prevalence of psychophysical diseases and their number. The methodology also includes the work of foreign scientists on the evidence of the effectiveness of a special diet. Results. As a result of the research, world experience was analyzed regarding the introduction in Ukraine of comfortable conditions for rehabilitation, as well as relaxation in institutions for placement of family-type children with special needs. It was revealed that in our country there is no experience in introducing such services in hotels. Specialized services for children have been developed that can be implemented in an innovative placement institution. The results will help move the problem of effective specialized rehabilitation of children with autism in combination with quality rest. Scientific novelty. The necessity of introducing services for the rehabilitation of children with developmental disabilities is identified. The world experience is systematized regarding the introduction of comfortable conditions for rest and rehabilitation in hotel complexes of children with autism in Ukraine with an analysis of the available methods for the possibility of their application in the development of the hotel business. Specialized services are provided that will enhance the institution's competitiveness, as well as allow families with special children to travel, relax and improve their health. Practical significance. Coverage of the problem of providing specialized rehabilitation services for children in Ukraine and the development of practical ways to solve it will improve the situation in the hotel market of the country. In the future, packages of services that can be used in hospitals by specialists for working with special children will be developed. This will lead to the development of wellness programs for children, involving classes by specially trained personnel, while parents will be able to devote their free time to outdoor recreation. The introduction of such services will help to increase public awareness, as well as the development of inclusion.
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Trang Thu, Dinh Nguyen. "The model of combination between medical and educational intervention for children with developmental disorders in Vietnam – Through case studies." Special School LXXIX, no. 4 (October 31, 2018): 272–80. http://dx.doi.org/10.5604/01.3001.0012.7277.
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Special education must be interdisciplinary in order to ensure the comprehensive quality of education for children with special needs in general and children with developmental disorders in particular. For children with developmental disorders such as autism spectrum disorder, attention deficit hyperactivity disorder, learning disabilities, etc., regular education interventions are important as they provide children with essential knowledge and help them practice necessary skills before utilizing these skills in their social integration process. This article introduces intervention models used in an educational institution in combination with medical therapy and the effects of this combination in two case studies of children with developmental disorders. Through concrete evidence and results of clear case studies, the article desires to contribute to a clearer illustration of the combined model of health and education used in interventions for children with special needs in general and especially for children with developmental disorders in Vietnam.
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Shamova, A. G., T. G. Malanicheva, and В. А. Shamov. "Evaluation method of the immune status in children with atopic dermatitis." Kazan medical journal 80, no. 5 (September 15, 1999): 398–99. http://dx.doi.org/10.17816/kazmj70229.
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The complex evaluation method of the immune status in children with atopic dermatitis using hemogram is developed on the basis of mathematical simulation. The linear regression is used as complex evaluation of the immune status in children with atopic dermatitis does not require special knowledge of programming and computer, it is simple and can be applied in every medical institution supplied with personal computers.
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Paradela, Sabela, Eduardo Fonseca, and Victor G. Prieto. "Melanoma in Children." Archives of Pathology & Laboratory Medicine 135, no. 3 (March 1, 2011): 307–16. http://dx.doi.org/10.5858/2009-0503-ra.1.
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Abstract Context.—Cutaneous melanoma in childhood (CMC) is rare; therefore, its prognostic factors and biologic behavior, and the effectiveness of adjuvant techniques for CMC remain mostly unknown. Objective.—To review the most useful, evidence-based practice criteria for establishing the diagnosis of CMC, for which universally accepted criteria are lacking, in order to facilitate the interpretation and comparison of the results from different institutions, and to perform systematic reviews and meta-analysis. Data Sources.—A comprehensive review of the most relevant previous single-institution series reported in the literature since 1990, including our cumulative experience of 137 cases of primary cutaneous and mucosal melanoma in patients younger than 18 years. Special characteristics of melanoma in children are discussed, regarding clinical settings and risk factors, helpful histologic features, and immunohistochemical patterns for diagnosis and prognosis. Conclusions.—Careful analysis of histologic features as well as the additional information provided by immunohistochemistry should allow for a correct diagnosis in most cases of melanoma in children. Although it seems that pediatric patients with melanoma have higher survival probability than adults, still a number of children will develop metastasis and die of their disease, particularly when melanoma is diagnosed after puberty. Until further studies more accurately determine the prognosis, a prudent approach to CMC diagnosis and therapy seems to follow the same principles as those established for adult melanoma.
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Demchenko, Olena, Inna Stakhova, Maryna Davydova, Iryna Larina, Yulia Lymar, and Svitlana Strilets. "PREPARATION OF FUTURE TEACHERS FOR THE DEVELOPMENT OF GIFTEDNESS OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN BY MEANS OF DRAMATIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 165–77. http://dx.doi.org/10.17770/sie2021vol2.6301.
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The necessity and main directions of preparation of future teachers for work with gifted children of preschool and primary school age are shown. The author's definition and structure of readiness of future educators to work with gifted children are presented. The signs of giftedness are analyzed and the characteristics of different types of giftedness are presented. The importance of identifying talented individuals in an educational institution and creating a developmental environment for the development of their abilities and creative self-realization is substantiated. The importance of theatrical activity for the development of general and special abilities, creativity, talent and the formation of non-cognitive qualities of preschool and primary school children is shown. The results of diagnostics of awareness of future teachers with the theoretical and methodological principles of using theatrical activities as a means of developing children's talents are presented. The main directions of training future teachers in the educational process of higher education institutions, aimed at mastering students' special knowledge, development of professional qualities, skills and abilities necessary for the use of dramatization in working with different categories of potentially gifted children.
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Tumanggor, Friska, Muazzul Muazzul, and Rizkan Zulyadi. "Handling of Narcotics Child Victims in Child Special Coaching Institutions Class I Tanjung Gusta, Medan." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 4 (November 6, 2019): 50–55. http://dx.doi.org/10.33258/birci.v2i4.564.
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Handling of Narcotics Child Victims in Child Special Coaching Institutions Class I Tanjung Gusta, Medan based on Law No. 23 of 2002 concerning Child Protection which is to provide supervision, direct for worship, equip in the field of formal education and skills training, and provide adequate facilities to children who commit narcotics crime. That is a way to make a criminal child free from narcotics goods, so that when a child who commits a narcotics crime out of a development institution has the skills and soul to re-socialize with the community. The problems discussed in this study are how the legal rules governing the handling of child victims of narcotic crime in prison in dealing with narcotics crime committed by children of Tanjung Gusta Medan and How are the factors causing the occurrence of narcotics abuse committed by children of Tanjung Gusta Medan, as well as how the efforts to tackle the crime of drug abuse committed by children of Tanjung Gusta Medan. The method used in this writing is empirical juridical namely reviewing the applicable legal provisions and what happens in the reality of society. The data collection techniques are carried out through library research (liberary research) and also field research (field research), namely by conducting direct interviews of studies at the Penitentiary Special Class I Tanjung Gusta Medan.
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Nevzorov, Evgeniy, Svetlana Bukalova, and Sergey Simonov. "Soldiers' children as a special social institution in the Russian Empire in the second half of the 19th century." Tambov University Review. Series: Humanities, no. 181 (2019): 164–72. http://dx.doi.org/10.20310/1810-0201-2019-24-181-164-172.
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We consider the social and legal status, family status and class transformations of soldiers’ offspring in the second half of the 19th century. The great reforms of the 60–70s of the 19th century did not actually affect the regulation of children of lower ranks and reserve soldiers. In this context, it is clear that there has been very little change in the situation of such children compared to the recruitment period. Soldiers’ children in the 19th century continued to fill up the lumpenized population groups of the Russian Empire, and their situation remained shaky, unstable and uncertain. We reveal the historical and legal dynamics aspects of the social and class status of children of representatives of the “military class”: soldiers’ children, reserve soldiers’ children, recruits’ children. We ascertain features of the charity and welfare organization for the families with called up soldiers during the Crimean War of 1853–1856 and the Russo-Turkish War of 1877–1878. Attracting a wide range of archival sources and published materials allowed quite successfully to reconstruct existing social and legal regulation and the practice of charity “military offspring” of lower ranks soldiers. We reveal features of the “reflection” of soldiers’ position in primary archival documents and legislative acts, including social and legal conflicts and trends that determined the life and fate of “military children”. We give a historiographic assessment of the study of legal status of soldiers’ children and their everyday life in the war and peace years of the second half of the 19th century. We identify research gaps in the works of domestic and foreign historians on the stated issues. We draw conclusions about the prospects of studying the post-reform ethnic and social, social and cultural, class and legal features of the soldier’s offspring, which is still “in the shadow” of research interest in the history community. We prove that “soldiers’ children” were and remained a special social institution in the Russian Empire in the second half of the 19th century. We reveal the peculiarities of studying this category of “military class” in pre-reform and post-reform Russia.
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Gindis, Boris. "Vygotsky's Vision." Remedial and Special Education 20, no. 6 (November 1999): 333–40. http://dx.doi.org/10.1177/074193259902000606.
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Lev S. Vygotsky formulated a unique theoretical framework for perhaps the most comprehensive, inclusive, and humane practice of special education in the 20th century. The following topics germane to contemporary special education are discussed: the application of Vygotsky's Cultural-Historical Activity Theory to the domain of special education; Vygotsky's views on the nature of handicapping conditions in children; the principles of psycho-educational evaluation of the disabled; the issue of compensation, rehabilitation, and education of children with sensory and cognitive impairments; and the concept of inclusion as a prospect for development in special education. This article includes some discussion on international experiences by scientists/practitioners working within Vygotsky's paradigm of special education. It is suggested that Vygotsky's socially, culturally, and developmentally oriented scientific legacy has the potential to unify, restructure, and promote special and remedial education as a science, profession, and social institution.
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Bustos Rubilar, Mario, Eduardo Fuentes-López, and Patricia Castro Abarca. "Therapeutic approaches for deaf children at intervention centers in Chile’s metropolitan region: access to health and education." Revista CEFAC 20, no. 3 (May 2018): 313–23. http://dx.doi.org/10.1590/1982-0216201820317417.
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ABSTRACT Aim: to characterize the health or education centers that work with deaf children from an early age. Methods: a survey of those in charge of centers for people with hearing loss (N=5), special schools for the deaf (N=3) and hospitals in which therapeutic intervention for people with hearing impairments (N=6) was carried out in Santiago, Chile in 2014. It consulted the characteristics of the people attended, the intervention method used at each center and information about the professionals making up each team of workers. In addition, information was compiled about whether the institution had inclusion programmes for normal or special education. Results: the majority of the institutions indicated that they had an oral focus or a variation on this. Only one used the bilingual intercultural model and another indicated that did not use oral models. The results varied concerning access to education and even to professionals, at centers of the same kind. Conclusion: the majority of the institutions indicated that they worked using the oral intervention methodology, providing fewer options for the early inclusion of bilingual intercultural education or other intervention methodologies.
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Chodijah, Siti, and Muslih T. "Career Guidance and The Policy in Preparing of The Future of The Child Development(Research at Sukamiskin Institute of Special Coaching in Bandung West Java Indonesia)." KONSELING RELIGI Jurnal Bimbingan Konseling Islam 10, no. 1 (June 26, 2019): 22. http://dx.doi.org/10.21043/kr.v10i1.5285.
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<p class="06IsiAbstrak">The purpose of this study are: First, to know the types of guidanceprants in Institutions Special Coaching Children Bandung. Second, to know the techniques of career guidance at the Institute of Special Education Children Bandung. Third, to find out the results of career guidance at the Institute of Child Development Special Bandung. This research uses descriptive method with qualitative approach, by collecting data and information through interview method, observation, documentation, which then analyzed by writer by way of describing all information received from informant with the required data. Then the authors conclude the information to answer the purpose of research. The career guidance at the Bandung Child Development Institution is in line with the career guidance goals set forth by Salahudin that the goals of career guidance are self-understanding, knowledge of the world of work, positive attitude toward the world of work, and the ability to plan for the future. The results show that career guidance held at LPKA helps students to plan and prepare for their future according to the goals of such career guidance through various types and techniques of career guidance.</p>
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Pryadko, Lubov. "Implementation aspects of individualization of teaching children with special educational needs in general secondary education institution." Actual problems of the correctional education 13, no. 1 (June 10, 2019): 210–19. http://dx.doi.org/10.32626/2413-2578.2019-13.210-219.
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Rayani, Ernida. "Survey Tentang Kebijakan Pemerintah Terhadap Jarak Sekolah dengan Rumah Menurut Prespektif Orang Tua." Jurnal Pendidikan Kebutuhan Khusus 4, no. 2 (November 29, 2020): 34–37. http://dx.doi.org/10.24036/jpkk.v4i2.561.
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The school is a formal institution to gain knowledge, the school plays an important role in achieving the goals of national education Every parent would want their children to go to a favorite school, proper school. Even though the school is far from where they live. environment close to children. According to (Verdiyani, 2016) strategic location and proximity to schools are the main factors parents in choosing schools. In accordance with government policies related to the zoning system this applies to children with special needs. Where children with special needs can attend school in accordance with their residence. This study aims to find out how parents' views are related to government policies, where students should study near their homes.
Keywords: School, distance, school
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Mikhailova, O. V. "System of Psychological and Pedagogical Support of Children with Severe Speech Disorders." Вестник практической психологии образования 4, no. 4 (2019): 53–61. http://dx.doi.org/10.17759/bppe.2019040405.
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The article gives an example of the system of psychological and pedagogical support of children of preschool and primary school age with severe speech disorders in the conditions of “Adaptive school — kindergarten No. 292” of Omsk. Psychological-medical-pedagogical consultation is the link that allows you to track the dynamics and effectiveness of the adaptive institution specialists. The goals of psychological and pedagogical support are named, the main stages of psychological and pedagogical support of a child with severe speech disorders in the educational process are revealed. The example of interaction of the teacherpsychologist with the teacher-the speech therapist, the musical specialist, the instructor on physical education is given. The example of building a system of work of the institution clearly shows the need for interaction of all specialists of the institution in order to prepare children for education in secondary schools. Special attention is paid to work with parents and teachers to improve the psychological and pedagogical competence of all participants in the educational process.
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Fedorenko, Svitlana, and Alisa Dashkovska. "FORMATION OF ART COMPETENCE USING THE UKRAINIAN FOLK TOY AMONG YOUNGER SCHOOLCHILDREN WITH LOW VISION." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 159–68. http://dx.doi.org/10.51706/2707-3076-2019-1-17.
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The article notes that remedial and compensatory focus of the teaching and education of children with visual impairments is the content of all educational activities in the institutions with special education that is implemented during the formation of competences necessary for their further socialization. An important value acquired by the use of folk toy becomes more important in correctional and educational work of Ukrainian special educational institutions for primary school age children with visual impairments, which helps to eliminate secondary deviation, resulting from the impairment. It is noted that the low level of activity with a folk toy among elementary schoolchildren with visual impairments is related to the fact that it did not find its proper place in the educational process of special schools for a number of reasons. The experimental method of art competence formed around Ukrainian folk toys in primary schools for students with low vision, which depends on the creation of optimal educational environment in a special educational institution, is described. In the design of the educational environment, the appropriate organizational and didactic pedagogical conditions for the formation of components (cognitive, activity, emotional) of visual competence about Ukrainian folk toys for pupils with reduced vision were determined. The proposed experimental methodology, including seminars, workshops, trainings, etc., favoured the increase of teachers’ professional competence level in using Ukrainian folk toys in corrective work with children that have monistic sight. An example of the content and organization of several topics of the workshop «Ukrainian Folk Toy», which became the main form of work on the formation of components of artistic competence, is presented. The effectiveness of the experimental training technique is proved.
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Vecherina, Olga. "Institutional limitations and possible vectors of the development of mediation in Russia." Социодинамика, no. 4 (April 2021): 48–67. http://dx.doi.org/10.25136/2409-7144.2021.4.35492.
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The object of this research is the socio-legal institution of mediation as an alternative dispute settlement procedure in Russia. The subject of this research is the peculiarities of development of this institution and their substantiation by the specificity of institutional implementation, as well as cultural-historical aspects of the Russian society. The author indicates that the longstanding efforts of enthusiasts with the support of government structures aimed at the development of mediation as a legal institution outside its social component (mediation as an assisting profession) appeared to be ineffective and even faced rejection of a considerable part of society, as its conceptual grounds on the foundation of law do not correspond with the cultural-historical matrix of Russia. Special attention is given to the peculiarities of the establishment of mediation as a social institution and assisting profession. The author concludes on the presence of basic institutional restrictions of the development of socio-legal institution of mediation in Russia, due to the absence of mediation mechanisms of development (according to A. S. Akhiezer). The novelty of this work consist in tracing the dynamics of institutional development of mediation in the context of social evolution of the Russian society. The author believes that successful development of mediation in Russia as a social institution and assisting profession is not only possible, but essential; first and foremost, school mediation combined with remedial practices, as an effective technique of helping families, including families with children, and as instruments for working with ethno-confessional conflicts.
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Kayhan, Nilay, and Latife Ozaydin. "The Quality of Mainstreaming in Preschool: The Views of Parents of Children with Down Syndrome." Journal of Education and Learning 7, no. 2 (December 21, 2017): 157. http://dx.doi.org/10.5539/jel.v7n2p157.
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Down syndrome (DS), one of the developmental (cognitive) deficits, is the most common syndrome that arises from genetic disorders. The mothers of children with DS who encounter the most intense emotional situations since the tendency to take responsibility the children’s care and development usually belongs them. Among these intensive feelings, mothers are also responsible for providing needs, such as special education support, searching for a suitable preschool institution to accept their children, and access to specialists who can understand their medical needs. This case study aims to investigate the opinions of the mothers whose children with DS aged between 36-72 months were attending preschool. The data were collected using semi-structured interview techniques in three different preschool institutions where the mainstreaming was carried out in the district center of Gaziantep, Şahinbey. Interviews were conducted with five mothers whose DS children went to the preschool institution in the spring semester during 2015-2106 academic year. Descriptive and content qualitative analyses were used to analyze the data. The findings regarding the opinions of the mothers of DS children on the quality of the mainstreaming practices revealed the following salient themes: Early experiences before mainstreaming, quality of mainstreaming at preschool and inclusion. The findings showed that inclusion practices have not been adopted in mainstreaming practices in our country; therefore, the most reliable sources mothers preferred to follow was the experienced families who had children with DS in the preschool.
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Demchenko, Оlena, Galina Kit, Oksana Holiuk, Nataliia Rodiuk, Natalia Pakhalchuk, and Olha Hryhorovych. "BUSINESS GAMES IN QUASI-PROFESSIONAL FUTURE TEACHERS’ TRAINING TO THE DEVELOPMENT OF GIFTED CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 144. http://dx.doi.org/10.17770/sie2019vol1.3993.
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The relevance of the selection and development of the independent component of the preparing the future specialists of psychological and pedagogical profile in a higher educational institution, the purpose of which is to develop students’ competence in developing children’s giftedness, is substantiated. The arguments according to the need of the development of requirements and complex of qualities and skills for identifying and developing of children’s giftedness by the future teachers, starting with teachers of preschool education institutions, are given. The complexity and inconsistency of the forming the gifted individuals, the presence of special educational needs due to high abilities, original thinking, special worldview, asynchrony and other manifestations of giftedness are shown. The results of a students’ questioning regarding the using the business games in the process of preparing them for working with gifted children are presented. The significance of quasi-professional activity in general and business games in particular during the preparing the future teachers for the development of children’s giftedness is revealed. On the basis of the generalization of working experience, the pedagogical conditions of its successful organization in teaching the basic disciplines are highlighted.
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Baindurashvili, Alexey Georgievich, Karina Surenovna Solovyova, Anna Vladimirovna Zaletina, Natalia Valentinovna Dolzhenko, and Yurii Alexeevich Lapkin. "Children's injuries and special care service for children of St. Petersburg." Pediatric Traumatology, Orthopaedics and Reconstructive Surgery 1, no. 1 (March 15, 2013): 4–9. http://dx.doi.org/10.17816/ptors114-9.
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The most important indicators of children's health are the rates of children’s traumas and children’s disability due to injuries. According to these indicators one can estimate the availability and the quality of medical care as well as the effectiveness of preventive measures. The objective of the study was to analyze the statistics on children’s injuries in St. Petersburg in 2011 and a comparison of injury rates and condition of trauma care to children with similar average indicators across Russia and the North-Western Federal District. For the analysis we used statistical data of public health institution "Medical information analysis center" of the Health Care Committee of St. Petersburg and the data of the state statistical reporting of the Health Ministry of Russia. For better clearness, not absolute but relative data is used in the article as a percentage of the total number or in terms of the corresponding for 1000 by sex and age of the children’s population. We also used our own data of analysis of special care to children with injuries in health care facilities and work of pediatric medical social expert commission of the city.
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Abu Bakar, Ahmad Izzuddin, Norain Hamdani, and Nur Ain Alias. "Challenges Faced by Malaysian Muslims’ Deaf Community in Learning Akidah: Discussions and Suggestions." Journal of Quran Sunnah Education & Special Needs 3, no. 2 (December 3, 2019): 22–27. http://dx.doi.org/10.33102/jqss.vol3no2.45.
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This article discussed on the challenges faced by the deaf in studying Akidah. The methodology used in this study is a qualitative approach where the primary data is gathered through obsevation and interview of several Akidah specialists,special needs education teachers and parents with deaf children. This findings then supported with secondary data obtained from records from relevant institution and past literatures. The results showed that there are many challenges faced by Muslims’ deaf community in Malaysia particulary in learning and understanding knowledge related to Akidah. Several suggestions were also made and it is hopeful that this study will raise awareness of all parties, especially religious institutions, Ministry of Education (MOE), Social Welfare Department (JKM), special education teachers for Islamic education, BIM researchers in an effort to increase understanding and religious practices among the deaf in Malaysia.
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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 environment, it is important for the establishment of appropriate conditions in the institution of education. It has been confirmed that special role in working with children with special educational needs belongs to the innovative technologies. It is determined that technologies of inclusive education are structural elements of a holistic pedagogical system and are divided into technology of individualization of the educational process, technology of joint teaching in the inclusive class, technology of overcoming educational and behavioural difficulties, and technology of adaptation of the educational environment. The introduction of these technologies will provide development and self-development of the student's personality with special educational needs, will contribute to the disclosure of their potential opportunities, attracting all students to one or another type of work during the lesson, diversify the forms and methods of teaching the educational material, the successful implementation of the individual attendance of the student, which requires additional educational support. It is proved that the system of inclusive education is a complex process that requires a society to be patient and aware of importance and common interest. The result of the introduction of this system is the realization of the rights of children to get education and increase the social level of the country as a whole.
Keywords: inclusion, inclusive education, technologies of inclusive education, children with special educational needs, individualization of educational process, joint teaching in the inclusive class, overcoming educational and behavioural difficulties, adaptation of the educational environment.
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Eseigbe, Edwin Ehi, Nuhu Folorunsho Taju, and Sheikh Taiwo Lateef. "Challenges in care of the child with special health care needs in a resource limited environment." Journal of Neurosciences in Rural Practice 04, no. 02 (April 2013): 204–6. http://dx.doi.org/10.4103/0976-3147.112770.
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ABSTRACTTo identify challenges encountered in the care of children with special health care needs in a resource limited environment a 10 year‑old child with a diagnosis of Tuberous Sclerosis was studied. Challenges identified were in: making a definitive diagnosis, provision of adequate care, cost of care, meeting parental expectations and accessing community support for the child and family. Available specialist health care and related services, including community rehabilitation, were provided for the child and family. The study highlights the need for improved community awareness, development in the provision of specialist health care services and institution of governmental policies that identify, support and protect children with special health care needs.
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Titova, Oksana, Margarita Bratkova, Olga Karanevskaya, Elena Gravitskaya, and Irma Barbakadze. "Implementation of an individual educational route in inclusive practice." SHS Web of Conferences 98 (2021): 01019. http://dx.doi.org/10.1051/shsconf/20219801019.
Full textAbstract:
There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.
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Zritneva, Elena Igorevna. "Cultural traditions in social and pedagogical work with minors." KANT 38, no. 1 (March 2021): 248–52. http://dx.doi.org/10.24923/2222-243x.2021-38.51.
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The article substantiates the possibility of using certain elements of cultural traditions in social and pedagogical work with children and adolescents. A brief description of cultural norms and characteristics of the system of value orientations, their significance for the functioning of the spiritual life of society is given. The importance of introducing minors to cultural values in the process of carrying out social and educational activities is emphasized. The problems of maladjustment and asocial behavior within the framework of cultural development are analyzed, the priority stages of socially approved behavior of children and adolescents are outlined. The special role of the institution of the family in accompanying social and pedagogical work with minors and the importance of integrating the efforts of all institutions and specialists involved in the processes of full development, upbringing and education of the younger generation are emphasized.