Suchergebnisse

In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The research included 30 respondents. For needs of this research four schools in Sarajevo canton were selected: "Vladislav Skarić", "Silvija Strahimir Kranjčević", "Isak Samokovlija", and "Avdo Smailović". In all of these schools education of children with special needs is conducted. Based on the analysis, we could conclude that most of the support that teachers receive comes from educational seminars and scientific literature and least of the support comes from associates.

In recent years, the values of inclusive education have been updated in Russian education and society. The paper analyzes the status of inclusive education in Russia. The creation of an adaptive (inclusive) environment, which implies the available education for all students in terms of adapting to the different needs of children with disabilities, is a prerequisite for the implementation of inclusive principles in educational institutions at all levels. The introduction of elements of social and cultural activities into the inclusive educational process will help the actors of an inclusive process master cultural standards and patterns of behavior, meet the spiritual needs and needs for communication, will contribute to their positive perceptions of each other and change the attitude towards the phenomenon of disability. The creative social and cultural environment of the inclusive educational space makes it possible to facilitate the socialization of children with special educational needs.

The article examines the essence and content of the state's social responsibility for social protection of persons with disabilities (with special needs). The Convention on the Rights of Persons with Disabilities (Convention on the Rights of Persons with Disabilities), which was adopted by the UN General Assembly, is analyzed. The policy of the state is to maximize the activation of the potential forces of persons with disabilities in the context of professional, labor rehabilitation and employment. The state should promote professional self-regulation of persons with disabilities in order to achieve a decent quality of life. In the process of the research, it was determined that the public duty of the state for the social protection of persons with disabilities (with special needs) is a set of acquired and legally binding state-authority procedures, measures and means aimed at achieving the goals of the comprehensive realization of persons with disabilities special needs of the fullness of civil rights, taking into account the special needs of the latter, which are met within the framework of the state social policy of social protection of persons with disabilities (with special needs). Conclusions have been made that the essence of the specified public duty is to recreate such a level of social development and provision in the state, which will enable all citizens, without exception, independently of their functional capabilities, to realize their social aspirations, labor and economic potential and to realize intersocial migrations, which reduces the risks of social tensions and social stratification. This state of implementation of the analyzed public obligation will directly determine the place of social protection of persons with special needs in the system of social policy of the state, its functional content, as well as organizational, legal and institutional support. This, in turn, is to form appropriate mechanisms for the implementation of state policy in the field of social protection of persons with disabilities (with special needs).

The article presents the analysis of the existing risks in the regional education system in ensuring the socialization of persons with disabilities in the environment of normativity peers. The risks include not only organizational and material conditions but also social attitudes, beliefs and fears of educational subjects. On the basis of the available data the conditions for reducing these risks are presented.

The correlations between the qualitative characteristics of school education and the human development index and its components, according to UN data, are examined using sets of countries. They take into account educational characteristics, indicators of schoolchildren's performance, identified in various countries by the international programs TIMSS, PISA, PIRLS and the number of gold medals at international olympiads in various academic disciplines. Components of human development – life expectancy, gross national income, average and expected years of schooling. Positive correlations, in most cases significant, between the phenomena under consideration have been established. The distribution of educational indicators taken into account by region of the world is considered. Using the world-system analysis, it was found that there is no complete correlation between the country's place in the international system and the level of schoolchildren's academic performance and medalists in school discipline Olympiads. It is noted that the Russian Federation and many countries geographically close to it are characterized by a gap between the quality indicators of school education and the level of development. It is suggested that the quality of school education is a strong and insufficiently implemented prerequisite for the development of the Russian Federation.

In this work surveys of latent motility abilities and skills of school children are shown. The sample for this survey was consisted of two subsamples. First one has consisted of deaf children N=29, and the second one has consisted hearing children of same age N=69. Subsamples of deaf is chosen according to model of applied sample, and subsample is chosen randomly, so two stages group sample N=90 has been created. After quantitative differences have been discovered between subsamples, hearing pupils have shown statistically better results at motility skills and techniques than deaf children and cumulative results have been subjected to inter correlation of variables. The target of using this method was determination of saturation of common variability through saturation of variables and their correlation by Ortoblique rotation for determination of latent information that are going to serve as practical guides at education and deaf children treatment, because of improvement of their motility abilities and skills according to hearing children. Three factors have been singled out as main preview of measurement on manifest variables. According to first review of measuring it has been established that at deaf children is needed to work on improving of physical abilities and mobility and then developed motility abilities and skills. Their information has been gained most probably by non system fluctuations as information about ability of balance maintaining which is most probably non dependable of motility abilities and skills as at deaf and hearing children too. According to this survey by entering the structure of measuring instrument it is possible to create programs for improving motility abilities and skills at deaf children.

"Life span brochure."--Introd. ; Produced under a grant from the Illinois Governor's Planning Council on Developmental Disabilities to the Institute for Human Development. ; Cover title. ; Mode of access: Internet.

This report looks at cost of living with disabilities and stigma and discrimination against people with disabilities. Findings from this report came from a population-based survey at 8 provinces in Vietnam

The purpose of this paper is to enquire into the real possibility of the Republic Kenya of costing and financing her educational objectives in the 1980s and beyond, bearing in the mind the high level of expendure that has already been reached, the constant rise in unit costs, increasing rate of unemployment, the implementation of 8-4-4 system and the increasing competition within the state budgets themselves