Enhancing Inclusive Education for Children with Disabilities: Organisational and Pedagogical Approaches
This document discusses the organisational and pedagogical conditions essential for the inclusion of children with disabilities in mainstream education. It covers the needs of children with mental and physical disabilities, emphasizing the creation of special conditions that facilitate their learning. Steps outlined include comprehensive diagnostics, tailored educational programs, and the development of adaptive environments. The text highlights the importance of societal attitudes and systematic support from psychological, medical, and pedagogical experts in promoting successful integration and educational outcomes.
Enhancing Inclusive Education for Children with Disabilities: Organisational and Pedagogical Approaches
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Presentation Transcript
Organisational and pedagogical conditions for education of children with disabilities by means of inclusive education Natalya Artyushenko
Children who are mentally and (or) physically retarded or have developmental problems and require special conditions for education Children with disabilities
A term used to describe the education process for children with disabilitiesin ordinary schools where special conditions (social, organisational, pedagogical, regulatory and legal) are set up for this purpose. Inclusiveeducation
Stage 1 -comprehensive psychological medical and pedagogical diagnostics: First level: - initial identification of the child by psychological-medical-pedagogical panel established in a general educational institution; - by Federal State Institution (FSI) Medical-Social expertise; - by medical and preventive treatment facilities; - by social support centres. Second level– examination at the city psychological-medical-pedagogical commission for children with disabilities. Stages in including a child with disabilities in the general educational process
Stage 2 Development and correction of speech, intellectual, and sensorial development through the network of educational institutions Education in compensatory type kindergartens and groups. Corrective exercises with disabled children who are not attending pre-school institutions owing to their state of health, at a pre-school institution according to an individual shedule. Education of children with early childhood developmental problems in ordinary kindergartens. Education in diagnostic preparatory and primary classes of special (correctional) schools of type VIII. Education of children in supplementary education institutions.
1. Creation of a municipal regulatory and legal framework for identifying, selecting, and placing children with disabilities in education institutions. 2. Individual study programmes in general education institutions. 3. Monitoring of education of children with disabilities by Psychological, Medical and Pedagogical Commission experts. Stage 3. Placement in general educational institutions
Creation of pedagogical conditions for teaching children with disabilities by means of inclusive education 1. Creation of an adaptive educational environment. 2. Psychological, medical and pedagogical support. 3. Change of organisational forms and educational methods for children with disabilities. 4. Scientific-methodological (educational) support. 5. Changing attitudes in society towards children with disabilities.
1. Comprehensive psychological, medical and pedagogical diagnosis. 2. Development of an individual educational programme. 3. Monitoring of the child’s development. 4. Individual and group correctional exercises for development children with disabilities. Psychological, medical and pedagogical support.
