The impact of inclusive practices on academic performance in primary school

The article discusses important parameters of the quality of inclusive education, among which the main place is occupied by high and stable academic performance in inclusive classes, both among children with special educational needs and among children without such needs. Also, special attention is paid to the rationale for the need and opportunities for the formation of social skills and self-esteem among students in inclusive classes. Based on the conceptual provisions of humanistic pedagogy, as well as considering the best practices of both Europe and North American inclusive schools, within the framework of the case study methodology, an outlining of promising areas for the development of inclusive pedagogical technologies was carried out to ensure high academic performance of all categories of students participating in the inclusive educational process. Keywords: Inclusive education, Academic performance, Self-esteem, Diversit

PECULIARIDADES NEUROPSICOLÓGICAS DAS FUNÇÕES COGNITIVAS DE ALUNOS JÚNIORES COM DIFICULDADES DE FALA

The connection between speech and cognitive impairments may be the key to understanding more general mechanisms of children's brain development. The identification, analysis, and understanding of speech impairments open up opportunities for the development of new teaching methods, rehabilitation programs, and support for children and their families in overcoming such difficulties. Particular attention should be paid to a multidisciplinary approach to the study of this issue. This approach combines the efforts of psychologists, educators, speech therapists, and medical professionals. This study aimed to investigate the neuropsychological features of cognitive functions of junior pupils with speech impairment. The research employed a comprehensive methodology based on neuropsychological tests and theoretical studies. The authors found that speech disorders among junior pupils indicate the presence of speech difficulties. Moreover, they can also be indicators of certain cognitive developmental disorders. Such peculiarities in speech and cognitive functions can lead to problems in learning, social integration, and emotional well-being. A timely detection of these features and their subsequent correction are the keys to ensuring optimal conditions for the child's development and successful societal adaptation. The main value of this study comes from the fact that it offers a holistic view of the problem. Moreover, it focuses on the broad context of influence shaping speech and cognitive development. The article is recommended for consideration by specialists in the fields of education, psychology, and medicine who are interested in expanding their knowledge and improving their practical skills in working with children with special needs.A conexão entre a fala e as deficiências cognitivas pode ser a chave para a compreensão dos mecanismos mais gerais do desenvolvimento do cérebro das crianças. A identificação, análise e compreensão das deficiências de fala abrem oportunidades para o desenvolvimento de novos métodos de ensino, programas de reabilitação e apoio às crianças e suas famílias na superação de tais dificuldades. Deve ser dada especial atenção a uma abordagem multidisciplinar ao estudo desta questão. Essa abordagem combina os esforços de psicólogos, educadores, fonoaudiólogos e profissionais médicos. Este estudo teve como objetivo investigar as características neuropsicológicas das funções cognitivas de alunos do ensino fundamental com comprometimento de fala. A pesquisa empregou uma metodologia abrangente baseada em testes neuropsicológicos e estudos teóricos. Os autores descobriram que os distúrbios de fala entre os alunos do ensino fundamental indicam a presença de dificuldades de fala. Além disso, também podem ser indicadores de certos distúrbios do desenvolvimento cognitivo. Tais peculiaridades na fala e nas funções cognitivas podem levar a problemas de aprendizagem, integração social e bem-estar emocional. A detecção atempada destas características e a sua subsequente correcção são a chave para garantir condições óptimas para o desenvolvimento da criança e uma adaptação social bem sucedida. O principal valor deste estudo vem do fato de oferecer uma visão holística do problema. Além disso, concentra-se no amplo contexto de influência que molda a fala e o desenvolvimento cognitivo. O artigo é recomendado para apreciação de especialistas das áreas de educação, psicologia e medicina que tenham interesse em ampliar seus conhecimentos e aprimorar suas habilidades práticas no trabalho com crianças com necessidades especiais

Informational approach to the problem of improving the readiness of future teachers for the spiritual and moral development of junior schoolchildren

The article considers information aspects of the spiritual and moral development of primary school children in frames of future teachers’ readiness for teaching, thus, the problem of readiness of future teachers for spiritual and moral development of schoolchildren. Information approach is used as the method of analysis. It is shown that, in order to successfully solve the problem of readiness for the spiritual and moral development of the child, it is necessary to provide students with dosed information, and exactly what is really necessary for their personal progress. Keywords: Information approach, Junior schoolchildren, Moral development, Primary education, Spiritual development

Results of the Examination of Primary School Students By Means of Speech Therapy Screening

The number of senior preschoolers with speech development below the norm on the eve of school education is growing steadily annually. Updating the educational process organization, aiming at improving the efficiency and quality of primary school students education and, consequently, growing requirements for the level of their knowledge and skills, on the one hand, and the increase of the number of children with speech impairment, on the other, necessitate propedeutics of impairment and the development of special diagnostic tools. In this paper, we set an objective to analyze the reasons for which younger primary school students have difficulties in the process of written speech formation. The research is aimed at studying the level of the formation of basic processes and functions essential for literacy and writing skills acquisition. 240 primary school students were engaged in a pilot experiment aimed at assessing the efficiency of speech therapy screening. The traditional screening methods have always been the observation, conversation, but one of its modern methods is testing. The analysis of the results of the younger primary school students' frontal examination enables to state that in students from 1st to 4th grades there prevailed average level of formation of basic prerequisites and skills essential for writing skills teaching. According to the results of the study, we can affirm that the study of the degree of the formation of processes and functions essential for literacy and writing skills acquisition by means of speech therapy screening is an essential prerequisite of a comprehensive correction of the speech development of younger primary school students with dysgraphia, as it facilitates early identification of children from "risk groups" and those who have impairments of basic writing skills formation

Education for sustainable development as a guarantee of qualitative primary education in a New ukrainian school

The article provides rational importance of education for sustainable development in modern society. The authors identify the subject and the aim of the research: peculiarities of the implementation of theoretical principles of education for sustainable development in Ukraine and evaluation of pedagogical influence of the use of author's methodological concept of advanced environmental education on the development of primary schoolchildren’s environmental competence. The article represents experimental materials, according to which the authors make conclusion that education for sustainable development and advanced environmental education as its key part occupy the dominant position in the New Ukrainian School, as they provide high quality of primary education and prepare young learners for life in sustainable models of balanced development. У статті розкрито раціональне значення освіти для сталого розвитку в сучасному суспільстві. Висвітлено особливості впровадження теоретичних засад освіти для сталого розвитку в Україні та надано оцінку педагогічного впливу використання авторської методологічної концепції екологічної освіти на розвиток екологічної компетентності молодших школярів. Презентовано експериментальні матеріали, згідно з якими автори статті доходять висновку, що освіта для сталого розвитку та випереджувальна екологічна освіта як її ключова частина посідають провідне місце в Новій українській школі, оскільки забезпечують високу якість початкової освіти та готують молодших школярів до життя в стійких моделях збалансованого розвитку

Students' readiness for the formation of primary schoolchildren’s argumentative skill while identifying the real motive of the action

The article deals with the problem of the future teachers training for the formation of argumentation junior pupils’ skills identifying the true motive of an act as an intellectual activity. The specifics of the future teachers’ training in higher education institutions are analyzed; the peculiarities of the process of development of argumentation skills are determined. The prospects for preparing for the formation of junior school students’ argumentation skills in higher educational institutions are outlined. The problem of developing the professional competence of future teachers in the training of junior schoolchildren is substantiated. Their reasoning is grounded because of the argumentation of their behavior and the motive for its implementation. The emphasis is placed on the fact that the readiness of students-future teachers to develop skills of junior pupils’ argumentation is impossible without argumentative competence which is a set of intellectual and communicative skills, and is formed in the process of communication, performing functions of explanation of the statement of assertion or conviction of the interlocutor, and is carried out on the principle’s objectivity, rationality, and dialogue. It has been experimentally proved that argumentative competence as the basis of readiness to develop younger students’ skills of argumentation in identifying the true motive of an act enables the mastery of the relevant techniques and positively affects the professional and personal qualities of the future teacher

Neuropsychological peculiarities of cognitive functions of speech-impaired junior pupils

A conexão entre a fala e as deficiências cognitivas pode ser a chave para a compreensão dos mecanismos mais gerais do desenvolvimento do cérebro das crianças. A identificação, análise e compreensão das deficiências de fala abrem oportunidades para o desenvolvimento de novos métodos de ensino, programas de reabilitação e apoio às crianças e suas famílias na superação de tais dificuldades. Deve ser dada especial atenção a uma abordagem multidisciplinar ao estudo desta questão. Essa abordagem combina os esforços de psicólogos, educadores, fonoaudiólogos e profissionais médicos. Este estudo teve como objetivo investigar as características neuropsicológicas das funções cognitivas de alunos do ensino fundamental com comprometimento de fala. A pesquisa empregou uma metodologia abrangente baseada em testes neuropsicológicos e estudos teóricos. Os autores descobriram que os distúrbios de fala entre os alunos do ensino fundamental indicam a presença de dificuldades de fala. Além disso, também podem ser indicadores de certos distúrbios do desenvolvimento cognitivo. Tais peculiaridades na fala e nas funções cognitivas podem levar a problemas de aprendizagem, integração social e bem-estar emocional. A detecção atempada destas características e a sua subsequente correcção são a chave para garantir condições óptimas para o desenvolvimento da criança e uma adaptação social bem sucedida. O principal valor deste estudo vem do fato de oferecer uma visão holística do problema. Além disso, concentra-se no amplo contexto de influência que molda a fala e o desenvolvimento cognitivo. O artigo é recomendado para apreciação de especialistas das áreas de educação, psicologia e medicina que tenham interesse em ampliar seus conhecimentos e aprimorar suas habilidades práticas no trabalho com crianças com necessidades especiais

The role of teachers in the organization of inclusive education of primary school pupils

The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK. Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK. Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society

Training of primary school specialists taking into account up-to-date opportunities for self-improvement

The purpose of the research is to analyze the training of primary school specialists taking into account the up-to-date opportunities for self-improvement at the stage of university training and at the early stage of professional activity (the first 3-5 years after starting work at school). In order to obtain empirical data, a diversified diagnostic model has been developed, within which a questionnaire has been conducted and a method of presenting a portfolio of professional self-improvement has been applied. The research based on the tactics of self-reflection of graduates has showed a high level of formation of professional self-improvement, which is partly due to the selection criteria of respondents. Comparison of the results with the data of the studied group of respondents – primary school teachers with teaching experience ≥5 years allowed assessing the dynamics of professional self-improvement at the stages of pre-service and in-service training, as well as identifying promising areas of professional self-improvement, which should be emphasized during the university training of future primary school teachers. Keywords: personal development, university training, elementary school teacher, professional training, self-reflectio