- Єжова, Т.Є. (2016) Educational integration of children with special educational needs as a way to realize their right to education: pedagogic researches in 20-30th years of the 20th century Актуальні питання корекційної освіти (педагогічні науки), 1 (7). pp. 108-121. ISSN 2413-2578
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Освітня інтеграція дітей з порушеннями психофізичного розвитку як засіб реалізації їх права на освіту.pdf - Published Version Download (440kB) | Preview |
Abstract
Considered in this paper has been educational integration of children with special educational needs as a way to realize their right to education, and determined its historical-andpedagogical grounds. Enlightened has been the experience of educational integration of children with special educational needs, which was accumulated in 20 – 30th years of the 20th century; analyzed has been the theoretical contribution of Ukrainian and Russian correctional pedagogues of this period to development of integrated education aimed at children of the above category; also considered has been the practical experience for organization of coeducation of children with special needs and the healthy ones; performed has been content-analysis of regulatory-and-legal documents that regulated matters of educational integration in this period. It has been shown that initiation of educational integration ideas was stipulated by two main factors: i) necessity for the fastest scope with general compulsory elementary education of the greatest amount of children with special needs; ii) necessity of assistance in socialization and social adaptation of these children. It has been ascertained that the most developed during the studied period was the problem of educational integration of blind children; it has been made the assumption that this fact can be explained by easier overcoming the communicative barrier between a teacher and blind pupil as well as between this pupil and his sighted age-mates. It has been also ascertained that, in this period, formulated were the main organizational-andpedagogic requirements concerning organization of coeducation for blind and sighted children. These requirements can be conditionally separated by three groups: i) requirements to qualification of teachers in ordinary school and conditions for its heightening; ii) order of organization of work for creation of friendly medium as to the blind pupil, which includes a preliminary teacher’s work with sighted pupils, organization of teamwork and mutual aid between children, personal example of a teacher in attitude to the blind pupil; iii)requirements to organization of the educational process. The author has made a conclusion that the described requirements can be modified to organize educational integration of children with special educational needs from other categories. Also, it has been drawn the conclusion that, in conditions of creating the variative educational system that should satisfy educational needs of every child, it is reasonable to use findings of special pedagogics in the studied period, modifying them with account of up-to-date requirements to organization of the correctional-and-rehabilitation work in inclusive schools.
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