将有特殊教育需求的个人纳入职业(技术和职业)教育机构的教育环境:发达国家的经验和乌克兰的情况

М. V. Liesnikova
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引用次数: 0

摘要

全纳过程是指有特殊教育需要的学生在职业(技术)教育机构(以下简称“技职”)教育环境中的全面参与,这是全纳教育环境的基础。发达国家,特别是欧洲联盟国家,为在P(VT)E机构中创造包容性教育环境做出了大量努力。在欧盟国家,有特殊教育需要的个人(以下简称SEN)完全被纳入P(VT)E机构的教育环境中。对于所有的机构来说,获得P(VT)E的单一教育计划都是使用的,并有可能为SEN学生提供个性化的教育计划。在绝大多数考虑的国家,为SEN申请人提供的特殊支持计划正在运作。所有有特殊教育障碍的个人,根据个人需要,分别在主要(普通)V(VT)E机构、作为主要机构一部分的专门V(VT)E单位和专门V(VT)E机构学习。为每个有特殊教育需要的申请人制定一份个人教育计划,其中包括有关申请人必须获得的资格的详细信息、个人教育计划、必要的教学辅助、准备和康复指导以及在学习期间向申请人提供的社会服务清单。在乌克兰,有特殊教育需要的学生在正规的V(VT)E教育机构中根据专门制定的教育计划在混合包容性团体中学习。在V(VT)E机构,一个心理和教学支持小组为这些个人提供支持。目前,特殊教育学生在学校的教育环境中有积极的融入过程。教育界认为,有特殊教育需要的学生,不论年龄大小,都可以掌握他们所选择的任何技能,并不同意有不良行为的学生应被排除在特殊教育机构之外。与此同时,由于并非所有院校都适合有特殊需要的学生参观,因此在通识教育院校的便利性方面也存在问题。为了改善现状,实现特殊教育轴线在高等教育院校教育环境中的全面包容,有必要:更新道德过时的教育设备;根据每位申请人的个人需要,更新教育课程的内容;提高学龄青少年V(VT)E的普及水平;扩大获得特殊教师的机会(例如,手语翻译、类型学家、特殊教育教师、心理学家);扩大V(VT)E院校的建筑可达性;为有特殊教育需要的学生开发视觉和实用的教学辅助工具和教育文献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inclusion of Individuals with Special Educational Needs to the Education Environment of Institutions of Vocational (Technical and Vocational) Education: the Experience of Developed Countries and the Situation in Ukraine
The process of inclusion involves the comprehensive involvement of students with special educational needs in the educational environment of a vocational (technical and vocational) education institution (hereinafter – V(VT)E), which is the basis of inclusive educational environment. Developed countries, in particular the countries of the European Union, make a lot of efforts to create an inclusive educational environment in P(VT)E institutions. Individuals with special educational needs (hereinafter – SEN) are fully included in the educational environment of P(VT)E institutions in the EU countries. For all institutions, a single educational program for obtaining P(VT)E is used, with the possibility of its individualization for students with SEN. In the vast majority of the considered countries, special support programs for applicants with SEN are operating. All individuals with SEN, according to individual needs, study in main (ordinary) V(VT)E institutions, in specialized V(VT)E units as part of the main institution, and in specialized V(VT)E institutions. An individual educational program is drawn up for each applicant with the SEN, which contains detailed information about the qualifications that such a person must acquire, an individual educational plan, the necessary teaching aids, preparatory and rehabilitation instruction and instructions, as well as a list of social services provided to the applicant(s) during studies. In Ukraine, students with SEN study in mixed inclusive groups in regular V(VT)E institutions according to specially developed educational programs. A team of psychological and pedagogical support works in the V(VT)E institution to support such individuals. Currently, there are active processes of inclusion of students with SEN in the educational environment of the V(VT)E institution. The pedagogical community believes that students with SEN, regardless of age, can master any skills of their choice, and does not agree that a student who misbehaves should be excluded from the V(VT)E institution. At the same time, there is a problem with the accessibility of V(VT)E institutions, because not all institutions are adapted to the visit of students with special needs. In order to improve the existing situation and achieve comprehensive inclusion of the SEN axis in the educational environment of V(VT)E institutions, it is necessary to: update morally outdated educational equipment; updating the content of educational programs in accordance with the individual needs of each applicant; increasing the level of popularization of V(VT)E among school-aged youth; expanding access to special teachers (for example, a sign language interpreter, a typhologist, a special education teacher, a psychologist); expansion of architectural accessibility of V(VT)E institutions; development of visual and practical teaching aids and educational literature for students with SEN.
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