MODERN TECHNOLOGIES OF TEACHER TRAINING FOR EDUCATION AND UPBRINGING OF CHILDREN WITH SPECIAL PSYCHOPHYSICAL DEVELOPMENT

Autores/as

  • Alla Kharkivska Vice-Rector of Research and Educational Work, Municipal Establishment «Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv Regional Council, Kharkiv, Ukraine https://orcid.org/0000-0003-4782-1079
  • Oksana Babakina Department of Pedagogy, Psychology, Primary Education and Educational, Management Municipal Establishment “Kharkiv Humanitarian-Pedagogical Academy “ Of The Kharkiv Regional Council, Kharkiv, Ukraine https://orcid.org/0000-0001-6900-6513
  • Kateryna Dmytrenko Department of social work, Municipal Establishment «Kharkiv Humanitarian-Pedagogical Academy» of the Kharkiv Regional Council, Kharkiv, Ukraine https://orcid.org/0000-0002-4880-8274
  • Olena Kapustina Department of theory and methods of preschool education, Municipal Establishment «Kharkiv Humanitarian-Pedagogical Academy» of the Kharkiv Regional Council, Kharkіv, Ukraine https://orcid.org/0000-0001-8859-7435
  • Alona Piekharieva Department of Special Pedagogy and Psychology and Inclusive Education, Municipal Establishment «Kharkiv Humanitarian-Pedagogical Academy» of the Kharkiv Regional Council, Kharkіv, Ukraine https://orcid.org/0000-0002-1836-4158

DOI:

https://doi.org/10.18316/rcd.v15i38.11052

Palabras clave:

Inclusive education, Education, Educational process, Teaching children

Resumen

The article presents the fundamental principles of inclusive education: sociocultural context, historical background, international and national legislative and regulatory support for implementation and functioning of inclusive education, which is considered as the basis of transformational changes in the education of persons with special needs. The periodization and development prospects of children with special needs during the independence of Ukraine are presented; the newest approaches in teaching children with psychophysical features and strategies for successful implementation of inclusive practice; the role and significance of parental influence in the process of inclusive education is described.

Citas

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BAGLIERI, S. & KNOPF, J.H. Normalizing Difference in Inclusive Teaching. Journal of Learning Disabilities, 37(6), 525–529, 2004.

BARNES, M. K. Strategies for collaboration: A collaborative teaching partnership for an inclusion classroom. Reading and Writing Quarterly, 15(3), 233-38, 1999.

BILLINGSLEY, F., JACKSON, L. & RYNDAK, D.L. Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say? Exceptionality 2220, 8(2), 101–116, 2000.

BOETTCHER, C., PISCITELLI, V. & RAFFERTY, Y. The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69(4), 467, 2003.

DEPPELER, J., LOREMAN, T., & SHARMA, U. Reconceptualising specialist support services in inclusive classrooms. Australasian Journal of Special Education, 29(2), 117-127, 2005.

MASTROPIERI, M.A., SCRUGGS, T.E., NORLAND, J.J., BERKELEY, S., MCDUFFIE, K., TORNQUIST, E.H., & CONNORS, N. Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and high-stakes tests. The Journal of Special Education, 40(3), 130-137, 2006.

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Publicado

2023-08-16

Número

Vol. 15 Núm. 38 (2023)

Sección

Artigos

Licencia

Derechos de autor 2023 Alla Kharkivska, Oksana Babakina, Kateryna Dmytrenko, Olena Kapustina , Alona Piekharieva

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