Formation of inclusive values as development of democratic values
DOI:
https://doi.org/10.34069/AI/2020.29.05.13Keywords:
inclusion, inclusive values, educators, teacher training, vocational training.Abstract
The article highlights the issues of professional training of future educators using innovative pedagogical approaches, as well as the formation of inclusive competency as part of professional competency. The authors present the views of scholars on such terms as “inclusive education”, “inclusive culture”, “inclusive values”, and “value-based orientations” and demonstrate the importance for teaching staff of basic knowledge and methods of working with children with special educational needs. The article highlights the effectiveness of inclusive education in the training and retraining of teachers, where the formation of inclusive values is one of the objectives. The creation of an inclusive culture in higher education institutions ensures the existence of a safe democratic society that shares the ideas of cooperation and the value of each person in common achievements. This kind of university culture creates shared inclusive values and principles that are common for all faculty and students.
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References
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Booth, T. & Ainscow, M. (2011). Index for Inclusion: developing learning and participation in schools. Retrieved from http://www.csie.org.uk/resources/inclusion-index-explained.shtml
Hromova, O.Ye. (2003). Metodyka formyrovanyia nachalnoho detskoho leksykona [The methodology of formation of the initial children's lexicon]. Moscow: TTs Sfera.
Demianova, Yu.H. (1999). Diahnostyka psykhichnykh porushen: praktykum [Diagnosis of mental disorders: a practicum]. Vyd. «MiM».
Derzhavnyj standart specialnoyi osvity ditej z osoblyvymy potrebamy (2003) [State Standard of Special Education of Children with Special Needs]. Institute of Special Pedagogy APN Ukrayiny. Kyiv, 12.
Kremen, V.G. (2008). Encyclopedia of Education [Entsyklopediya osvity]. Acad. ped Sciences of Ukraine; K.: Yurincom Inter, 1040.
Illiashenko, T. D. (1997). Dity iz zatrymkoiu psykhichnoho rozvytku ta yikh navchannia [Children with mental retardation and the teaching]. Kyiv: IZMN.
Kashuba, L. V. (2009). Rozvytok zviaznoho movlennia molodshykh shkoliariv iz zatrymkoiu psykhichnoho rozvytku zasobamy obrazotvorchoho mystetstva [Development of coherent speech of elementary school students with mental retardation by the means of fine arts]. Candidate’s thesis. Kyiv.
Kolupayeva, A.A. (2009) Inklyuzyvna osvita: realiyi ta perspektyvy: Monografiya [Inclusive Education: Realities and Perspectives. Monograph]. Kyiv: «Sammit-Knyga», 272 (Seriya «Inklyuzyvna osvita»).
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Levina, R.Ie. (2005). Nauchno-publytsystycheskoe yzdanye. Narushenyia rechy y pysma u detei. Yzbrannye trudy [Scientific and journalistic publication. Speech and writing disorders in children. Selected Works]. Moscow: Arkty.
Lebedynskaia, K. S. (1982). Osnovnye voprosy klynyky y systematyky ZPR. Aktualnye problemy dyahnostyky zaderzhky psykhycheskoho razvytyia [Basic issues of the clinic and systematics of learning disabilities. Actual problems in the diagnosis of mental retardation]. Defektolohyy APN SSSR. Moscow.
Lebedynskyi, V.V. (1985). Narushenye psykhycheskoho razvytyia u detei: uchebn. posobye [Disorder of mental development in children: textbook. manual]. Moscow: MHU.
Lubovskyi, V. Y. (1989). Psykholohycheskye problemy dyahnostyky anomalnoho razvytyia detei [Psychological problems of diagnostics of abnormal development of children]. Defektolohyy APN SSSR. Moscow: Pedahohyka.
Lubovskyi, V.Y. (1973). Razvytye slovesnoi rehuliatsyy deistvyi u detei (v norme y patolohyy) [Development of verbal regulation of actions in children (normal and pathology)]. Moscow: Pedahohyka.
Martynchuk, O.V. (2019) Teoriia ta praktyka pidhotovky fakhivtsiv zi spetsialnoi osvity do profesiinoi diialnosti v inkliuzyvnomu osvitnomu seredovyshchi. Doctor’s thesis. Kyiv.
Mazurek, K. & Winzer, M. (2015). Intersections of Education for All and the Convention on the Rights of Persons with Disabilities: Explaining the Conflicting International Cadences of Inclusive Schooling. In: International Dialogues on Education: Past and Present (IDE-Online Journal). Retrieved from www.ide-journal.org/journal/?issue=2015-volume-2-number-2; IDE-2015-2-full.pdf, pp. 85-93 (retrieved: August 10, 2016).
Martynchuk, O.V. (2012) Preparation of future teachers for professional activity under the conditions of inclusive education [Electronic resource] [Pidgotovka majbutnih pedagogiv do profesijnoyi diyalnosti v umovah inklyuzyvnoyi osvity [Elektronnyj resurs]]. Bulletin of Psychology and Pedagogy: Collection of Sciences Works. Pedagogical Institute of the Boris Grinchenko University of Kyiv Institute of Psychology and Social Pedagogics of Borys Grinchenko University of Kyiv [Visnyk psyhologiyi i pedagogiky: zbirnyk nauk. pratz. Pedagogichnyj instytut Kyyivskogo universytetu imeni Borysa Grinchenka Instytut psyhologiyi i socialnoyi pedagogiky Kyyivskogo universytetu imeni Borysa Grinchenka.]. K.: Exp. 8, 248.
Vlasova, T. A. (1975). Aktualnye problemy klynycheskoho yzuchenyia zaderzhky psykhycheskoho razvytyia [Actual problems of clinical study of mental retardation. Defectology] Defektolohyia, 6, 8 – 17.
Vlasova, T.A. & Pevzner, M.S. (1973). O detiakh s otklonenyiamy v razvytyy [About children with developmental disabilities]. Moscow: Prosveshchenye, 65 - 67.
Vyhotskyi, L.S. (2003). Osnovy defektolohy [Fundamentals of Defectology]. – SPb.: Lan.
Vdovichenko, R.P. (2017). Pedahohichni umovy formuvannia tsinnisnykh oriientatsii studentskoi molodi [Pedagogical conditions of formation of value orientations of student youth]. Naukovyi visnyk [Scientific Bulletin] Khersonskoho derzhavnoho universytetu. Seriia «Pedahohichni nauky», 4.
Zymniaia, Y.A. (1991). Psykholohyia obuchenyia ynostrannym yazykam v shkole [Psychology of teaching foreign languages in school]. Moscow: Prosveshchenye.
Pevzner, M.S. (1992). Klynycheskaia kharakterystyka detei s zaderzhkoi psykhycheskoho razvytyia [Clinical characteristics of children with mental retardation] Defektolohyia, 3.
Pless, N. & Maak, T. (2004): Building an Inclusive Diversity Culture: Principles, Processes and Practice. In: Journal of Business Ethics, October. 129-147.
Salamanca Declaration. (2000). Framework for Action on Education of persons with special needs, adopted by the World Conference on Education Special Needs: Access and Quality]. K.: Salamanka. Spain, 7-10 June 1994. Retrieved from http://www.un.org/ru/documents/decl_conv/declarations/pdf/salamanka.pdf
Shapochka, K.A. (2016). Socio-Cultural Competence Formation by Means of Translation in the Conditions of Inclusive Education. [Scientific Bulletin]. Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni V. Hnatiuka. Seriia: pedahohika, 4, 136-142 Retrieved from http://nzp.tnpu.edu.ua/article/view/94627
Shapochka, K.A. (2018). Language and didactic principles of foreign language teaching to students with special educational needs under inclusive educational environment Naukovyi visnyk Mykolaivskoho natsionalnoho universytetu imeni V. O.
Sukhomlynskoho. Pedahohichni nauky: zb. nauk. pr. / za red. prof. Tetiany Stepanovoi, 3 (62), T.2. Mykolaiv: MNU imeni V. O. Sukhomlynskoho, 336-341 Retrieved from http://mdu.edu.ua/wp-content/uploads/Nauk_visnik-3-62-2018-2.pdf
Stepanova, T.M. (2009). Aksiolohichnyi pidkhid do rozkryttia fenomena «osvita». Axiological approach to the disclosure of the phenomenon of "education". Bulletin of the Institute for Child Development.Visnyk Instytutu rozvytku dytyny. – Vyp. 5. – Seriia: Filosofiia, pedahohika, psykholohiia: Zb. nauk. prats. – Vydavnytstvo natsionalnoho pedahohichnoho universytetu im. M.P. Drahomanova, 35 – 41.
Savchuk, L. O. (2006). Formuvannia komunikatyvnykh umin u ditei shestyrichnoho viku iz zatrymkoiu psykhichnoho rozvytku [Formation of communicative skills of six year old children with learning disabilities]. Candidate’s thesis. Kyiv.
Sak, T. V. (1999). Osoblyvosti uzahalnennia u ditei iz zatrymkoiu psykhichnoho rozvytku [Features of generalization in children with mental retardation]. Defektolohiia, 2, 33-36.
Sak, T. V. (2005). Psykholoho-pedahohichni osnovy upravlinnia uchbovoiu diialnistiu uchniv iz zatrymkoiu psykhichnoho rozvytku u shkoli intensyvnoi pedahohichnoi korektsii : monohrafiia [Psychological and pedagogical bases of management of educational activity of students with mental retardation in the school of intensive pedagogical correction: monograph]. Kyiv: Aktualna osvita.
Sobotovych, E. F. (1995). Narushenye rechevoho razvytyia u detei y puty ykh korrektsyy [Disorders of speech development in children and ways of their correction]. Ucheb. metod. Posobye. Kyiv: ISDO.
Babych, N.M. (2016). Formuvannia komunikatyvnykh navychok u starshykh doshkilnykiv z porushenniamy zoru ta intelektu. Candidate’s thesis. Kyiv.
Bekh, I.D. (1994). Emotsiini porushennia yak predmet spetsialnoho pedahohichnoho doslidzhennia Intehratsiia anomalnoi dytyny v suchasnii systemi sotsialnykh vidnosyn [Emotional disturbances as a subject of special pedagogical research. Integration of the anomalous child in the modern system of social relations]. Kyiv. 19-22.
Bondar, V. I. (2004). Osvita ditei z osoblyvymy potrebamy: poshuky ta perspektyvy. Suchasni tendentsii rozvytku spetsialnoi osvity (Ukrainsko - Kanadskyi dosvid) [The education of children with special needs: search and prospects. Current Trends in Special Education (Ukrainian – Canadian Experience)]. Kyiv: 3–12.
Bohush, A.M. (2000). Doshkilna linhvopedahohika: teoriia i praktyka. Zaporizhzhia: Prosvita.
Booth, T. & Ainscow, M. (2011). Index for Inclusion: developing learning and participation in schools. Retrieved from http://www.csie.org.uk/resources/inclusion-index-explained.shtml
Hromova, O.Ye. (2003). Metodyka formyrovanyia nachalnoho detskoho leksykona [The methodology of formation of the initial children's lexicon]. Moscow: TTs Sfera.
Demianova, Yu.H. (1999). Diahnostyka psykhichnykh porushen: praktykum [Diagnosis of mental disorders: a practicum]. Vyd. «MiM».
Derzhavnyj standart specialnoyi osvity ditej z osoblyvymy potrebamy (2003) [State Standard of Special Education of Children with Special Needs]. Institute of Special Pedagogy APN Ukrayiny. Kyiv, 12.
Kremen, V.G. (2008). Encyclopedia of Education [Entsyklopediya osvity]. Acad. ped Sciences of Ukraine; K.: Yurincom Inter, 1040.
Illiashenko, T. D. (1997). Dity iz zatrymkoiu psykhichnoho rozvytku ta yikh navchannia [Children with mental retardation and the teaching]. Kyiv: IZMN.
Kashuba, L. V. (2009). Rozvytok zviaznoho movlennia molodshykh shkoliariv iz zatrymkoiu psykhichnoho rozvytku zasobamy obrazotvorchoho mystetstva [Development of coherent speech of elementary school students with mental retardation by the means of fine arts]. Candidate’s thesis. Kyiv.
Kolupayeva, A.A. (2009) Inklyuzyvna osvita: realiyi ta perspektyvy: Monografiya [Inclusive Education: Realities and Perspectives. Monograph]. Kyiv: «Sammit-Knyga», 272 (Seriya «Inklyuzyvna osvita»).
Kolupayeva, A.?. & Taranchenko, O.M. (2016) Inclusive Education: From Basics to Practice: Monograph [Inklyuzyvna osvita: vid osnov do praktyky: monografiya]. K.: LLC "ATOPOL", 152.
Kuzava, I. B. (2015) Theoretical and methodical principles of inclusive education of preschool children who need correction of psychophysical development: author's abstract. dis. for the sciences. doctor's degree of ped. Sciences: special 13.00.03 "Correctional pedagogy" [Teoretychni ta metodychni zasady inklyuzyvnoyi osvity doshkilnykiv, yaki potrebuyut korektsiyi psyhofizychnogo rozvytku: avtoref. dys. na zdobuttya nauk. stupenya doktora ped. nauk: specz. 13.00.03 «Korektsijna pedagogika»]. K.: 42.
Levina, R.Ie. (2005). Nauchno-publytsystycheskoe yzdanye. Narushenyia rechy y pysma u detei. Yzbrannye trudy [Scientific and journalistic publication. Speech and writing disorders in children. Selected Works]. Moscow: Arkty.
Lebedynskaia, K. S. (1982). Osnovnye voprosy klynyky y systematyky ZPR. Aktualnye problemy dyahnostyky zaderzhky psykhycheskoho razvytyia [Basic issues of the clinic and systematics of learning disabilities. Actual problems in the diagnosis of mental retardation]. Defektolohyy APN SSSR. Moscow.
Lebedynskyi, V.V. (1985). Narushenye psykhycheskoho razvytyia u detei: uchebn. posobye [Disorder of mental development in children: textbook. manual]. Moscow: MHU.
Lubovskyi, V. Y. (1989). Psykholohycheskye problemy dyahnostyky anomalnoho razvytyia detei [Psychological problems of diagnostics of abnormal development of children]. Defektolohyy APN SSSR. Moscow: Pedahohyka.
Lubovskyi, V.Y. (1973). Razvytye slovesnoi rehuliatsyy deistvyi u detei (v norme y patolohyy) [Development of verbal regulation of actions in children (normal and pathology)]. Moscow: Pedahohyka.
Martynchuk, O.V. (2019) Teoriia ta praktyka pidhotovky fakhivtsiv zi spetsialnoi osvity do profesiinoi diialnosti v inkliuzyvnomu osvitnomu seredovyshchi. Doctor’s thesis. Kyiv.
Mazurek, K. & Winzer, M. (2015). Intersections of Education for All and the Convention on the Rights of Persons with Disabilities: Explaining the Conflicting International Cadences of Inclusive Schooling. In: International Dialogues on Education: Past and Present (IDE-Online Journal). Retrieved from www.ide-journal.org/journal/?issue=2015-volume-2-number-2; IDE-2015-2-full.pdf, pp. 85-93 (retrieved: August 10, 2016).
Martynchuk, O.V. (2012) Preparation of future teachers for professional activity under the conditions of inclusive education [Electronic resource] [Pidgotovka majbutnih pedagogiv do profesijnoyi diyalnosti v umovah inklyuzyvnoyi osvity [Elektronnyj resurs]]. Bulletin of Psychology and Pedagogy: Collection of Sciences Works. Pedagogical Institute of the Boris Grinchenko University of Kyiv Institute of Psychology and Social Pedagogics of Borys Grinchenko University of Kyiv [Visnyk psyhologiyi i pedagogiky: zbirnyk nauk. pratz. Pedagogichnyj instytut Kyyivskogo universytetu imeni Borysa Grinchenka Instytut psyhologiyi i socialnoyi pedagogiky Kyyivskogo universytetu imeni Borysa Grinchenka.]. K.: Exp. 8, 248.
Vlasova, T. A. (1975). Aktualnye problemy klynycheskoho yzuchenyia zaderzhky psykhycheskoho razvytyia [Actual problems of clinical study of mental retardation. Defectology] Defektolohyia, 6, 8 – 17.
Vlasova, T.A. & Pevzner, M.S. (1973). O detiakh s otklonenyiamy v razvytyy [About children with developmental disabilities]. Moscow: Prosveshchenye, 65 - 67.
Vyhotskyi, L.S. (2003). Osnovy defektolohy [Fundamentals of Defectology]. – SPb.: Lan.
Vdovichenko, R.P. (2017). Pedahohichni umovy formuvannia tsinnisnykh oriientatsii studentskoi molodi [Pedagogical conditions of formation of value orientations of student youth]. Naukovyi visnyk [Scientific Bulletin] Khersonskoho derzhavnoho universytetu. Seriia «Pedahohichni nauky», 4.
Zymniaia, Y.A. (1991). Psykholohyia obuchenyia ynostrannym yazykam v shkole [Psychology of teaching foreign languages in school]. Moscow: Prosveshchenye.
Pevzner, M.S. (1992). Klynycheskaia kharakterystyka detei s zaderzhkoi psykhycheskoho razvytyia [Clinical characteristics of children with mental retardation] Defektolohyia, 3.
Pless, N. & Maak, T. (2004): Building an Inclusive Diversity Culture: Principles, Processes and Practice. In: Journal of Business Ethics, October. 129-147.
Salamanca Declaration. (2000). Framework for Action on Education of persons with special needs, adopted by the World Conference on Education Special Needs: Access and Quality]. K.: Salamanka. Spain, 7-10 June 1994. Retrieved from http://www.un.org/ru/documents/decl_conv/declarations/pdf/salamanka.pdf
Shapochka, K.A. (2016). Socio-Cultural Competence Formation by Means of Translation in the Conditions of Inclusive Education. [Scientific Bulletin]. Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni V. Hnatiuka. Seriia: pedahohika, 4, 136-142 Retrieved from http://nzp.tnpu.edu.ua/article/view/94627
Shapochka, K.A. (2018). Language and didactic principles of foreign language teaching to students with special educational needs under inclusive educational environment Naukovyi visnyk Mykolaivskoho natsionalnoho universytetu imeni V. O.
Sukhomlynskoho. Pedahohichni nauky: zb. nauk. pr. / za red. prof. Tetiany Stepanovoi, 3 (62), T.2. Mykolaiv: MNU imeni V. O. Sukhomlynskoho, 336-341 Retrieved from http://mdu.edu.ua/wp-content/uploads/Nauk_visnik-3-62-2018-2.pdf
Stepanova, T.M. (2009). Aksiolohichnyi pidkhid do rozkryttia fenomena «osvita». Axiological approach to the disclosure of the phenomenon of "education". Bulletin of the Institute for Child Development.Visnyk Instytutu rozvytku dytyny. – Vyp. 5. – Seriia: Filosofiia, pedahohika, psykholohiia: Zb. nauk. prats. – Vydavnytstvo natsionalnoho pedahohichnoho universytetu im. M.P. Drahomanova, 35 – 41.
Savchuk, L. O. (2006). Formuvannia komunikatyvnykh umin u ditei shestyrichnoho viku iz zatrymkoiu psykhichnoho rozvytku [Formation of communicative skills of six year old children with learning disabilities]. Candidate’s thesis. Kyiv.
Sak, T. V. (1999). Osoblyvosti uzahalnennia u ditei iz zatrymkoiu psykhichnoho rozvytku [Features of generalization in children with mental retardation]. Defektolohiia, 2, 33-36.
Sak, T. V. (2005). Psykholoho-pedahohichni osnovy upravlinnia uchbovoiu diialnistiu uchniv iz zatrymkoiu psykhichnoho rozvytku u shkoli intensyvnoi pedahohichnoi korektsii : monohrafiia [Psychological and pedagogical bases of management of educational activity of students with mental retardation in the school of intensive pedagogical correction: monograph]. Kyiv: Aktualna osvita.
Sobotovych, E. F. (1995). Narushenye rechevoho razvytyia u detei y puty ykh korrektsyy [Disorders of speech development in children and ways of their correction]. Ucheb. metod. Posobye. Kyiv: ISDO.
Published
2020-05-18
How to Cite
Stepanova, T., Shapochka, K., Vdovychenko, R., Babaian, Y., & Ivanets, N. (2020). Formation of inclusive values as development of democratic values. Amazonia Investiga, 9(29), 107–115. https://doi.org/10.34069/AI/2020.29.05.13
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