FORMAÇÃO DE UMA ABORDAGEM INCLUSIVA NA EDUCAÇÃO DE CRIANÇAS COM NECESSIDADES EDUCATIVAS ESPECIAIS (EXPERIÊNCIA UCRANIANA)

Autores

DOI:

https://doi.org/10.18316/rcd.v15i38.11057

Palavras-chave:

Inclusão, Abordagem pedagógica inclusiva, Assistente do professor, Atribuição, Auto-confrontação

Resumo

O objetivo do estudo é repensar o currículo dos cursos normalizados de acordo com uma abordagem inclusiva. O método de análise de dados secundários permitiu apresentar a hipótese de que uma escola ucraniana moderna deve ser simultaneamente regular e adaptada às necessidades de todos os alunos que a frequentam, tendo em conta as suas diferenças e necessidades educativas especiais. Resultados.  O artigo analisa a formação de uma abordagem inclusiva da educação de crianças com necessidades educativas especiais no ensino ucraniano com base na atividade profissional de um assistente de professor (acompanhante), revela os dilemas enfrentados por um assistente escolar na procura da sua identidade profissional, o que o coloca à beira de uma outra profissão - a profissão de professor. A novidade do trabalho reside na revelação dos problemas das relações interprofissionais e do campo de atividade dos assistentes de professores, que ainda não tinha sido divulgado. Com base na experiência do grupo de discussão, a autora apresenta a sua própria abordagem à educação inclusiva de crianças com necessidades educativas especiais. Conclusões.  A análise revelou uma tipologia diversificada de cargos de assistentes de professores em escolas inclusivas na Ucrânia, o que reflecte a delimitação de territórios e fronteiras, o que complica a cooperação. Recomenda-se a criação de um sistema nacional de referência de competências para os assistentes de professores, a fim de definir claramente o âmbito do seu trabalho com crianças com necessidades educativas especiais e estabelecer trajectórias de trabalho conjuntas com os professores. Isto ajudará a integrar conhecimentos, competências e atitudes em todo o sector da educação, a melhorar o seu desempenho e a mudar as suas competências.

Referências

ACEVEDO, S. M., & NUSBAUM, E. A. (2020). Autism, Neurodiversity, and Inclusive Education. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1260

BESIC, E. (2020). Intersectionality: A pathway towards inclusive education? Prospects, 49(3-4), 111-122. https://link.springer.com/article/10.1007/s11125-020-09461-6

BULAKH, T. (2020). Entangled in social safety nets: Administrative responses to and lived experiences of internally displaced persons in Ukraine. Europe-Asia Studies, 72(3), 455-480. https://doi.org/10.1080/09668136.2019.1687648

CHIKUVADZE, P. (2023). Gender-related policy guidelines’ impact on rural female students’ participation in sciences at an advanced level. Futurity Education, 3(1), 135–151. https://doi.org/10.57125/FED/2022.10.11.11

CLASSEN, A. I., & WESTBROOK, A. (2022). Professional credential program: impacting early childhood inclusive learning environments. International Journal of Inclusive Education, 26(7), 719-736. https://doi.org/10.1080/13603116.2020.1717652

COLOGON, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’or ‘profound’‘disabilities’. Research Papers in Education, 37(3), 395-417. https://doi.org/10.1080/02671522.2020.1849372

CRANE, A. (2020). The politics of development and humanitarianism in EU externalization: Managing migration in Ukraine. Environment and Planning C: Politics and Space, 38(1), 20-39. https://doi.org/10.1177/2399654419856908

DWYER, P., MINEO, E., MIFSUD, K., LINDHOLM, C., GURBA, A., & WAISMAN, T. C. (2023). Building neurodiversity-inclusive postsecondary campuses: recommendations for leaders in higher education. Autism in Adulthood, 5(1), 1-14. https://doi.org/10.1089/aut.2021.0042

FLORIAN, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. https://doi.org/10.1080/13603116.2019.1622801

HAIDABRUS, B. (2022). Information technology and management in higher education and science. Futurity Education, 2(4), 26–35. https://doi.org/10.57125/FED.2022.25.12.03

HAN, S., & LEE, M. K. (2022). FAQ chatbot and inclusive learning in massive open online courses. Computers & Education, 179, 104395. https://doi.org/10.1016/j.compedu.2021.104395

HODKINSON, A. (2020). Special educational needs and inclusion, moving forward but standing still? A critical reframing of some key issues. British Journal of Special Education, 47(3), 308-328. https://doi.org/10.1111/1467-8578.12312

HRABOVETS, I., KALASHNIKOVA, L., & CHERNOUS, L. (2020). The problems of implementation of inclusive education in Ukraine: generalization the experience of empirical sociological researches experience. In SHS Web of Conferences (Vol. 75, p. 03011). EDP Sciences. https://doi.org/10.1051/shsconf/20207503011

KNIGHT, C., & CRICK, T. (2022). Inclusive education in Wales: Interpreting discourses of values and practice using critical policy analysis. ECNU Review of Education, 5(2), 258–283. https://doi.org/10.1177/20965311211039858

KOVALYSHYN, O. R., VIVCHARENKO, O. A., & GRYSHKO, U. P. (2020). Legal borrowings in the area of civil rights and interests protection under the legislation of Ukraine and the EU. RIVISTA DI STUDI SULLA SOSTENIBILITA, 1, 301–314. https://doi.org/10.3280/riss2020-001018

KOZIBORODA, L. V., KRUHLYK, O. P., ZHURAVLOVA, L. S., CHUPAKINA, S. V., & VERZHIHOVSKA, О. M. (2020). Practice and innovations of inclusive education at school. International Journal of Higher Education, 9(7), 176. https://doi.org/10.5430/ijhe.v9n7p176

KUBITSKYI, S., SAIENKO, V., DEMIANIUK, V., & MYKHASIUK, K. (2022). Management of pedagogical and sports educational institutions in Ukraine. SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 19. https://doi.org/10.6018/sportk.538991

LAZORKO, O., ZHANNA, V., YAHUPOV, V., VALCHUK-ORKUSHA, O., MELNYK, I., & SHERMAN, M. (2021). The safety of professionalization subjects in psychological and neuropsychological aspects. Brain: Broad Research in Artificial Intelligence and Neuroscience, 12(1), 19–39. https://doi.org/10.18662/brain/12.1/168

LI, Y., & SINGH, C. (2022). Inclusive learning environments can improve student learning and motivational beliefs. Physical Review Physics Education Research, 18(2), 020147. https://doi.org/10.1103/PhysRevPhysEducRes.18.020147

MILLER, A. L., WILT, C. L., ALLOCK, H. C., KURTH, J. A., MORNINGSTAR, M. E., & RUPPAR, A. L. (2022). Teacher agency for inclusive education: an international scoping review. International Journal of Inclusive Education, 26(12), 1159–1177. https://doi.org/10.1080/13603116.2020.1789766

MU, G. M. (2021). Time to ring the death knell for agency and resilience? Some sociological rethinkings of inclusive education. International Journal of Disability, Development and Education, 68(6), 822-830. https://doi.org/10.1080/1034912X.2020.1866751

NIEMEMINEN, J. H., & PESONEN, H. V. (2022). Politicising inclusive learning environments: how to foster belonging and challenge ableism?. Higher Education Research & Development, 41(6), 2020-2033. https://doi.org/10.1080/07294360.2021.1945547

RAKHIMOV, T., & MUKHAMEDIEV, M. (2022). Peculiarities of the implementation of the principles of the education of the future analysis of the main dilemmas. Futurity Education, 2(3), 4–13. https://doi.org/10.57125/FED/2022.10.11.29

RIX, J. (2020). Our need for certainty in an uncertain world: the difference between special education and inclusion? British Journal of Special Education, 47(3), 283-307. https://doi.org/10.1111/1467-8578.12326

SASSE, G. (2020). War and displacement: the case of Ukraine. Europe-Asia Studies, 72(3), 347-353. https://doi.org/10.1080/09668136.2020.1728087

SEMIGINA, T., & CHYSTIAKOVA, A. (2020). Children with down syndrome in Ukraine: inclusiveness beyond the schools. The New Educational Review, 59, 116-126. https://doi.org/10.15804/tner.2020.59.1.09

SHAEFFER, S. (2019). Inclusive education: A prerequisite for equity and social justice. Asia Pacific Education Review, 20(2), 181-192. https://link.springer.com/article/10.1007/s12564-019-09598-w

SHAVEL, K., HRYBOVSKA, I., STEPANCHENKO, N., PITYN, M., DANYLEVYCH, M., KASHUBA, Y., & MARIONDA, I. (2021). The physical condition of deaf primary school-age children and how to correct it using physical education methods. Revista Romaneasca Pentru Educatie Multidimensionala, 13(4), 339–358. doi:10.18662/rrem/13.4/486

SHEVCHUK, O. M., MOKHONCHUK, S. M., LYSOSYED, O. V., & MAMONOVA, V. V. (2020). On some features of the implementation of the right to inclusive educations of human with disabilities in Ukraine. Humanities and Social Sciences Reviews, 8(S2), 102-108. https://doi.org/10.18510/hssr.2020.82e11

SHUME, T. J. (2023). Conceptualising disability: a critical discourse analysis of a teacher education textbook. International Journal of Inclusive Education, 27(3), 257-272. https://doi.org/10.1080/13603116.2020.1839796

SYMEONIDOU, S., & MAVROU, K. (2020). Problematising disabling discourses on the assessment and placement of learners with disabilities: can interdependence inform an alternative narrative for inclusion? European Journal of Special Needs Education, 35(1), 70-84. https://doi.org/10.1080/08856257.2019.1607661

TSEKHMISTER, Y. (2022). Education of the future: from post-war reconstruction to EU membership (Ukrainian case study). Futurity Education, 2(2), 42–52. https://doi.org/10.57125/FED/2022.10.11.28

Downloads

Publicado

2023-08-09

Edição

Seção

Artigos

Artigos mais lidos pelo mesmo(s) autor(es)