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Модель інклюзивної освіти

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Модель інклюзивної освіти

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Канада використовує модель повної інклюзії, де учні з особливими потребами навчаються у звичайних класах.

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Законодавство

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Законодавство

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Канада має чіткі закони та політики, які підтримують права дітей з особливими потребами.

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Шкільна система

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Шкільна система

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У Польщі діють спеціальні школи та інтегровані класи для учнів з особливими потребами.

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Підтримка вчителів

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Підтримка вчителів

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Вчителі отримують спеціальне навчання для роботи з учнями з особливими потребами.

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National legislation makes a distinction between teachers working in the school education system (which comprises early childhood education, school education and adult education in school settings and other educational institutions) and academic teachers in the higher education system. Separate regulations and different arrangements are in place for school education and academic teachers.

Initial teacher education is provided only by higher education institutions (HEIs). Initial teacher education comprises compulsory subject-specific training and training in psychology, pedagogy and teaching methodology.

National standards are in place for initial teacher education which specify:

the total duration, ECTS value and number of class hours for a programme;

courses, their ECTS value and learning outcomes;

general arrangements for internships;

requirements for teaching staff and teaching/learning facilities.

Training covers:

subject-area training;

teacher training, including psychology and pedagogy, and teaching and learning processes, including the basics of teaching and learning;

voice production;

training for teaching a main or an additional subject or conducting main or additional classes.

Compulsory internships take place in schools, counselling and guidance centres and other institutions in the school education system. There are also national outline programmes for qualification courses offered by in-service teacher training institutions.

The Regulation defines the standard of initial teacher training:

a subject teacher, a teacher of theoretical vocational subjects, a teacher of practical vocational training, a teacher conducting classes and a teacher of psychology (Annex no. 1);

a kindergarten and early childhood education teacher (grades 1-3 of primary school) (Annex no. 2);

a special pedagogue, a speech therapy teacher and a teacher conducting early child developmental support (Annex no. 3).

Currently, in mandatory initial teacher education, graduates must have the knowledge, skills and competences necessary to perform the complex teaching, educational and care‑related tasks of the school. This includes developing and adapting curricula to the needs and abilities of learners.

According to Annex no. 1, the overall learning outcomes indicate that graduates preparing to be a subject teacher, a teacher of theoretical vocational subjects, a teacher of practical vocational training, a teacher conducting classes and a teacher of psychology should (among other things):

in terms of knowledge - know and understand:

the issues of inclusive education and the ways of implementing the principle of inclusion;

the diversity of learners' educational needs and the need for the school to adapt the educational process;

the rights of children and people with disabilities;

teaching methods and how to select effective methods to support the teaching of the subject or the conduct of classes, taking into account the diverse educational needs of learners.

in terms of social competences - be ready to:

use universal ethical principles and norms in professional activity, guided by respect for each individual;

build relationships based on mutual trust between all actors in the education and training process, including learners' parents or guardians, and involve them in activities conducive to educational effectiveness;

communicate with people from different backgrounds and with different emotional conditions, to resolve conflicts in dialogue and create a good atmosphere for communication within and outside the classroom;

make decisions related to the organisation of inclusive education.

These issues are included in the specific objectives of each group of classes, but there is no separate module for inclusive education.

According to Annex no. 2, the overall learning outcomes indicate that the graduates preparing to be a kindergarten and early childhood education teacher should (among other things):

in terms of social competences - be ready to:

use universal ethical principles and standards in professional activity, guided by respect for each individual;

build relationships based on mutual trust between all actors in the upbringing and education process, including the learners' parents or guardians, and involve them in activities that foster educational effectiveness;

communicate with people from different backgrounds and with different emotional backgrounds, resolving conflicts in dialogue and creating a good atmosphere for communication within and outside the pre-school group and classroom;

recognise the specific nature of the local and regional environment and its impact on the functioning of learners, and working together for the benefit of learners and their environments.

These issues are included in the specific objectives of each group of classes, but again, there is no separate module for inclusive education.

According to Annex no. 3, the overall learning outcomes indicate that the graduates preparing for the profession of a special pedagogue, a teacher of speech therapy and a teacher conducting early child developmental support should (among other things):

in terms of skills - be able to:

use and integrate knowledge of special pedagogy and related scientific disciplines to diagnose and analyse (complex) rehabilitation, educational, therapeutic and re‑socialisation situations;

design and conduct classes, taking into account learners' special educational needs;

conduct classes in a diversified group, individualise tasks, adjust methods and content to the needs and capabilities of learners, including learners with special educational needs, and use the principles and methods of individual class design;

implement effective programmes to increase learners' cognitive skills and social competences and improve peer integration of learners with special educational needs.

Annex no. 3 applies to education to prepare special education teachers, speech therapists and teachers conducting early child development support classes, in terms of:

education and rehabilitation of people with hearing disabilities (surdopedagogy);

education and rehabilitation of people with visual disabilities (tyflopedagogy);

education and rehabilitation of people with intellectual disabilities;

medical and therapeutic pedagogy;

education and therapy for persons with autism spectrum disorders;

inclusive education;

rehabilitation pedagogy;

speech therapy;

corrective pedagogy (pedagogical therapy);

early childhood development support.

In Annex no. 3 there is a separate module on inclusive education.

Teachers should continuously develop their professional competence in line with the needs of their schools. Theoretical vocational subject and practical vocational training teachers should take 'sector-specific' training courses, run in three-year cycles. For all teachers, participation in continuing professional development activities is also a pre‑condition for professional promotion, as the process includes an assessment of the teacher's professional achievements, based on the implementation of a professional development plan (E. Kolanowska, 2021: The System of Education in Poland 2020).

Last updated 02/03/2021

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Teacher education for inclusive education | European Agency for Special Needs and Inclusive Education

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National legislation makes a distinction between teachers working in the school education system (which comprises early childhood education, school education and adult education in school settings and other educational institutions) and academic teachers in the higher education system. Separate regulations and different arrangements are in place for school education and academic teachers.

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Реформи освіти

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Реформи освіти

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З 2018 року в Україні впроваджуються реформи для розвитку інклюзивної освіти.

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Ресурсні центри

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Ресурсні центри

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У країні створюються інклюзивно-ресурсні центри для підтримки дітей та їхніх сімей.

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What are inclusive resource centers — CWF

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What are inclusive resource centers. The Inclusive Resource Center (IRC) is an organization that aims to realize the rights of children with special educational needs (SEN) to receive

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Підхід до інклюзії

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Підхід до інклюзії

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Литва активно інтегрує дітей з особливими потребами в загальноосвітні школи.

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Розвиток громад

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Розвиток громад

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Громадські організації відіграють важливу роль у підтримці інклюзії.

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Інтеграційні програми

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Інтеграційні програми

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Чехія пропонує програми інтеграції дітей з особливими потребами до звичайних класів.

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Індивідуальний підхід

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Індивідуальний підхід

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Для кожної дитини створюється індивідуальний план навчання.