Socio-pedagogical aspects of inclusive education of children in schools
| Autor: | Larysa Kozibroda, Iryna Turchyk, Nataliia Mukan, Iryna Sadova, Svitlana Stepanyuk |
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| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Revista Tempos e Espaços em Educação; v. 15 n. 34 (2022): Publicação Contínua; e17175 Revista Tempos e Espaços em Educação; Vol. 15 No. 34 (2022): Publicação Contínua; e17175 Revista Tempos e Espaços em Educação; Vol. 15 Núm. 34 (2022): Publicação Contínua; e17175 Revista Tempos e Espaços em Educação Universidade Federal de Sergipe (UFS) instacron:UFS |
| ISSN: | 2358-1425 |
| Popis: | The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equally effective. Such research remains relevant due to the lack of clear recommendations on how to organize the learning process and content saturation of individual training programs, as well as physical education tools that are effective in treatment and correction to improve the quality of life of program participants. As a result, all the features of the pedagogical process and socio-pedagogical support of children with special needs in schools were studied. The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equally effective. Such research remains relevant due to the lack of clear recommendations on how to organize the learning process and content saturation of individual training programs, as well as physical education tools that are effective in treatment and correction to improve the quality of life of program participants. As a result, all the features of the pedagogical process and socio-pedagogical support of children with special needs in schools were studied. El artículo tiene como objetivo comparar el impacto de los procesos educativos tradicionales e inclusivos en la calidad de vida de los niños con TEA. Todos los países observan una tendencia a aumentar el número de niños con necesidades educativas especiales. Una categoría especial son los niños con trastornos del espectro autista (TEA). Tales niños se caracterizan por una pronunciada falta de interacción social y capacidad de comunicación. Por lo tanto, es importante investigar si los procesos de adaptación de tales niños en las condiciones de inclusión y educación tradicional en instituciones especiales serán igualmente efectivos. Tal investigación sigue siendo relevante debido a la falta de recomendaciones claras sobre cómo organizar el proceso de aprendizaje y la saturación de contenido de los programas de entrenamiento individuales, así como herramientas de educación física que sean efectivas en el tratamiento y corrección para mejorar la calidad de vida de los participantes del programa. Como resultado, se estudiaron todas las características del proceso pedagógico y el apoyo sociopedagógico de los niños con necesidades especiales en las escuelas |
| Databáze: | OpenAIRE |
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