Inclusive education in rural schools of Ukraine or how to ensure quality inclusive education in rural schools in Ukraine?
DOI :
https://doi.org/10.20873/uft.rbec.e13940Mots-clés :
educación inclusiva; escuela rural; niños con necesidades especiales; diseño inclusivo; entorno educativo inclusivoRésumé
Educação inclusiva nas escolas rurais da Ucrânia ou como assegurar uma educação inclusiva de qualidade nas escolas rurais da Ucrânia?
Objetivo do artigo: apresentar os problemas de implementação da inclusão na escola rural típica da Ucrânia com base em pesquisas empíricas focadas na identificação da atitude de professores de escolas rurais em relação à educação inclusiva, sua compreensão das dificuldades e prioridades para melhorar a qualidade do ensino destinado a alunos com necessidades educacionais especiais. Para atingir o objetivo da pesquisa, foram utilizados os seguintes métodos: estudo da literatura psicológica e pedagógica, questionários, análise quantitativa e qualitativa dos dados obtidos. O artigo contém a análise teórica do problema delineado e fundamentação das peculiaridades e dificuldades do ensino de alunos com necessidades educacionais especiais na localidade rural. Descrevemos os resultados de uma pesquisa com professores envolvidos no processo inclusivo em escolas rurais. O estudo empírico envolveu 192 pessoas representando diferentes categorias de idade e regiões da Ucrânia. O assunto do estudo são os aspectos da gestão eficaz na administração escolar rural, trabalho profissional da equipe de apoio psicológico e pedagógico de crianças com necessidades educacionais especiais, apoio ao processo inclusivo com tecnologias de informação e comunicação (TIC) e STEAM-laboratórios para aprendizagem, cooperação com a comunidade, criação de design educacional universal e outros. Determinamos as perspectivas para o desenvolvimento das escolas rurais com educação inclusiva em condições modernas de digitalização da educação.
Palavras-chave: educação inclusiva, escola rural, crianças com necessidades especiais, design inclusivo, ambiente educacional inclusivo.
Inclusive education in rural schools of Ukraine or how to ensure quality inclusive education in rural schools in Ukraine?
ABSTRACT. The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine. The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analysis of the obtained data. The outlined problem has been theoretically analyzed and the peculiarities and difficulties of teaching students with special educational needs in rural areas have been substantiated. The paper describes survey responses of teachers involved in the inclusive process in rural schools. 192 representatives of different age categories and regions of Ukraine participated in this empirical study. The paper explores questions of effective management of rural schools, professional cooperation in a team of psychological and pedagogical support of students with special educational needs, promotion of inclusive practices via information and communication technologies (ICT) and STEAM-laboratories, cooperation within local communities, introduction of universal design for learning and others. Prospects for the development of rural inclusive schools in current conditions of digitalization of education also have been identified.
Keywords: inclusive education, rural school, students with special educational needs, inclusive design, inclusive learning environment.
La educación inclusiva en las escuelas rurales de Ucrania o ¿cómo garantizar una educación inclusiva de calidad en las escuelas rurales de Ucrania?
RESUMEN. Propósito del artículo: presentar los problemas de implementación de la inclusión en la escuela rural típica en Ucrania con base en una investigación empírica centrada en identificar la actitud de los maestros de escuelas rurales hacia la educación inclusiva, su comprensión de las dificultades y prioridades para mejorar la calidad de la enseñanza diseñado para alumnos con necesidades educativas especiales. Para lograr el objetivo de la investigación se utilizaron los siguientes métodos: estudio de la literatura psicológica y pedagógica, cuestionarios, análisis cuantitativo y cualitativo de los datos obtenidos. El artículo contiene el análisis teórico del problema planteado y el razonamiento de las peculiaridades y dificultades de la enseñanza a alumnos con necesidades educativas especiales en el medio rural. Describimos los resultados de una encuesta con docentes involucrados en el proceso inclusivo en escuelas rurales. El estudio empírico involucró a 192 personas que representaban diferentes categorías de edad y regiones en Ucrania. Los temas de estudio son aspectos de gestión eficaz en la gestión escolar rural, trabajo profesional del equipo de apoyo psicológico y pedagógico de niños con necesidades educativas especiales, apoyo al proceso inclusivo con tecnologías de información y comunicación (TIC) y STEAM-laboratorios para el aprendizaje, cooperación comunitaria, creación de diseño educativo universal y otros. Determinamos las perspectivas para el desarrollo de escuelas rurales con educación inclusiva en condiciones modernas de digitalización de la educación.
Palabras clave: educación inclusiva, escuela rural, niños con necesidades especiales, diseño inclusivo, entorno educativo inclusivo.
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