Inclusion and Diversity

KINESIOLOGY AS AN INNOVATIVE METHOD OF CORRECTION IN EDUCATIONAL PRACTICE

2025-03-31T12:43:55+03:00

The article presents theoretical and practical experience in using kinesiology as an innovative correction method in educational practice. It was found that cognitive methods and methods of motor correction are used in working with children with psychophysical development disorders, one of which is kinesiotherapy. The work highlights the polysemantic nature of this concept, presents an integrative approach to the use of kinesiotherapy in various fields of science and practice. It is determined that kinesiology is a synthetic science that combines morphology, physiology, biomechanics, biochemistry, somatomotorics and didactics in a systemic unity, the main subject of study of which is the motor function of the human body. Further scientific research in psychology and neurophysiology has shown the positive impact of hand (body) movements on the development of human intelligence. The term is proposed in a new interpretation – “educational kinesiology”, the concept of which was developed by scientists Paul and Gail Dennison at the end of the twentieth century. It was determined that the main goal of educational kinesiology is the development of interhemispheric interaction and synchronization of the work of the cerebral hemispheres, which contributes to the activation of mental activity. A set of exercises for the development of neuromotor skills and pedagogical conditions for their use during correctional and developmental classes with children with psychophysical development disorders are proposed. The first group of exercises was aimed at activating attention and preparing both hands for performing more complex neurogymnastics exercises; the second – active work with hands and fingers; the third – hands and fingers in combination with different parts of the body (general motor skills, eye movements), speech; the fourth – work in pairs or visualization. Thus, the results of the study indicate the need for a systemic and interdisciplinary approach in the professional activity of a teacher-defectologist when building an individual trajectory of a child’s development, which actualizes the need to use innovative correction methods, one of which is kinesiotherapy.

IMPLEMENTATION OF THE CONCEPT OF INCLUSIVE EDUCATION: THE ROLE OF INCLUSIVE RESOURCE CENTERS

2025-03-31T12:47:32+03:00

The article describes the role of pedagogical staff of inclusive resource centers (IRCs) in the process of implementing the main objectives of the Concept of Inclusive Education: meeting the needs of students with different categories of educational difficulties, methodological support for teachers and counselling parents on the implementation of inclusive practices, which contributes to the practical implementation of a unified system and mechanism of effective state policy for obtaining quality education by each person in accordance with his or her needs.The author reveals the theoretical and practical aspects of IRCs’ activities and their key role in ensuring equal access to quality education for students with special educational needs (SEN).The article highlights the current challenges faced by IRCs in Ukraine, including insufficient funding, shortage and outflow of qualified personnel, biased and stereotypical attitudes towards people with SEN, and limited material and technical resources. The importance of effective cooperation between IRCs, educational institutions, parents and territorial communities is emphasized as a key factor for creating an inclusive environment not only in education but in society as a whole.The practical value of the article is formed in the coverage of specific mechanisms and strategies that contribute to increasing the efficiency of the IRC and creating a favorable inclusive environment. The results obtained can be used by heads of educational institutions, teachers and other specialists in the field of education and local self-government to improve the practice of inclusive education.

RESEARCH ON THE STATE OF FORMATION OF SOUND PRONUNCIATION IN SENIOR PRESCHOOL CHILDREN WITH SPEECH DISORDERS

2025-03-31T16:15:58+03:00

У статті описано результати дослідження сформованості звуковимови у старших дошкільників з порушеннями мовлення. Одним із ключових завдань мовленнєвого розвитку дошкільників є формування звукової культури мовлення, що включає чітку артикуляцію звуків, дотримання фонетичних і орфоепічних норм, розвиток мовленнєвого дихання, контроль сили голосу, темпу мовлення та фонематичного слуху. Основними причинами порушень звуковимови є фізіологічні чинники, патологічні зміни, а також мовленнєві порушення, зумовлені педагогічною занедбаністю або неправильним розвитком мовленнєвого апарату. У процесі дослідження визначено критерії оцінювання звуковимови: чіткість вимови, стан артикуляційної моторики та рівень розвитку фонематичного слуху. Було виділено три рівні сформованості звуковимови в дітей старшого дошкільного віку: високий, середній і низький. Для аналізу чіткості вимови застосовано методику «Правильна вимова», для оцінювання артикуляційної моторики – методику «Діагностика артикуляційної моторики», а рівень фонематичного слуху досліджувався за допомогою спеціальних парних малюнків. Результати показали, що 30% дошкільників мають високий рівень сформованості правильної звуковимови, 45% продемонстрували середній рівень, а у 25% дітей виявлено низький рівень. На основі отриманих даних визначено рівень розвитку звуковимови й артикуляційної моторики кожної дитини, що дозволило спланувати індивідуальну корекційну роботу для вдосконалення мовленнєвих навичок. Отримані результати використовувалися для створення мовленнєвого портрета дитини, що є важливим у логопедичній діяльності та розробленні навчально-корекційних програм. Діагностика засвідчила необхідність систематичної та цілеспрямованої корекційної роботи для покращення звуковимови більшості дітей старшого дошкільного віку. Особливий акцент має бути зроблений на автоматизацію складних звуків і забезпечення стабільності їх вимови в мовленнєвому потоці. Формування звукової культури мовлення ефективне за умови залучення дітей у різні види емоційно насиченої діяльності (навчально-мовленнєву, художньо-мовленнєву, ігрову), що націлені на закріплення звуковимови, розвиток фонематичного слуху й інтонаційної виразності мовлення.

DEVELOPMENT OF SPATIAL ORIENTATION SKILLS IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

2025-03-31T16:18:56+03:00

The article examines the process of developing spatial orientation skills in children with mild intellectual disabilities. Spatial orientation skills play a crucial role in children’s learning and adaptation processes. Developing these skills promotes sensory integration, enhances social and daily life adaptation, and prepares children for academic learning. For children with intellectual impairments, the development of spatial orientation skills follows similar stages as in typically developing children but includes specific adaptations due to delayed cognitive and sensorimotor functions.The article provides a detailed overview of the stages in developing spatial awareness. The first stage involves body schema orientation, where children learn basic concepts like “up”, “down”, “left”, and “right”, which are foundational for further spatial skills. The next stages involve orienting in spatial directions and understanding relationships between objects, such as “between”, “in front of”, and “behind”. Special attention is given to planar orientation, where children learn to position objects on paper and recognize two-dimensional spatial relationships.The importance of spatial orientation work grows with the need for social adaptation among children with intellectual disabilities. The article emphasizes the value of using games that facilitate this development, helping children move actively in space, complete tasks with their eyes closed, and verbally identify spatial relationships. Approaches to spatial orientation include educational games, relay races, and movement exercises that stimulate higher mental processes – thinking, memory, and language – ultimately improving sensory and motor integration.The intellectual development characteristics of these children make it more challenging to acquire spatial skills within standard timeframes. Gradual task progression allows children to move from simple exercises to more complex forms of spatial orientation, expanding their life experiences. The authors highlight that forming spatial awareness is fundamental for further successful learning and social adaptation in children with intellectual disabilities. Achieving this goal is possible through children’s active involvement in corrective work focused on practical skill development.

INNOVATIVE AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN SPEECH DEVELOPMENT OF STUDENTS WITH HEARING DISORDERS

2025-03-31T16:22:54+03:00

The article considers the role of innovative and information and communication technologies in the development of speech of students with hearing impairments. Based on the analysis of modern research, the effectiveness of using multimedia programs, mobile applications, online games, speech recognition and synthesis systems, as well as interactive platforms in speech therapy practice is determined. Particular attention is paid to adapting the content of speech therapy classes to the individual needs of students, integrating game elements and dynamic visualization, which increase the motivation and quality of speech therapy work. The functional capabilities of specialized applications, such as Connect by BeWarned, JABtalk, Live Transcribe and RHVoice, are considered, which ensure interactivity, individuality, accessibility and effectiveness of the development of the pronunciation side of speech in students with hearing impairments. The results of the implementation of innovative and game methods using ICT in speech therapy work with students of grades 1–2 with hearing impairments is presented. The technologies provided interactivity, a game format and accessibility of the material, facilitating speech therapy work on the development of speech and communication skills. It was found that the use of ICT contributes to the improvement of the pronunciation side of speech, the formation of the correct speech rhythm and intonation, as well as the development of auditory perception. The results of the study confirmed that the introduction of information and communication technologies, a differentiated approach, as well as the use of game methods and forms in speech therapy work contributed to a significant improvement in speech skills and the overall effectiveness of teaching students with hearing impairments. Thus, the integration of innovative technologies in working with children with hearing impairments is a promising direction, which significantly increases the effectiveness of speech correction, has a positive effect on the formation of communicative skills and motivation for learning.

EDUCATIONAL LOSSES AND APPROACHES TO TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS DURING MARTIAL LAW

2025-03-31T16:25:46+03:00

The article examines the impact of martial law on the education of children with special educational needs (SEN), focusing on the scale of learning losses caused by disruptions in education, lack of access to resources, and psychological stress.It highlights that these children are among the most vulnerable groups, as they already require adapted learning conditions, while during wartime, they face additional challenges. Key issues include learning losses due to interruptions in education, unstable access to educational resources, psychological stress, destruction of school infrastructure, and forced migration. Such losses significantly affect the cognitive, emotional, and social development of students.The article emphasizes that minimizing the negative consequences of learning losses requires a comprehensive approach. Crucial strategies include the individualization of the educational process through the development of Individual Education Plans (IEPs), adaptation of learning materials to distance and blended learning formats, and implementation of personalized teaching methods. Modern technologies, such as educational platforms (Google Classroom, Zoom), and specialized programs for children with visual, hearing, or cognitive impairments, play a significant role.The importance of psychological support for children with SEN is also underscored in the article, which includes the involvement of school psychologists, art therapy, play therapy, and other corrective interventions. Additionally, the role of international organizations such as UNICEF and UNESCO are discussed in providing technical equipment and educational materials. The necessity of creating a safe educational environment is emphasized, including the arrangement of shelters, the organization of mobile learning centers, and ensuring safe routes to schools.The article concludes that the successful implementation of these approaches is possible only through the coordinated efforts of educators, parents, community organizations, and the state.

SENSORY INTEGRATION IN CHILDREN: DISORDERS AND WAYS TO OVERCOME SCHOOL SKILLS DISORDERS

2025-03-31T16:28:53+03:00

The article is devoted to the problem of sensory integration disorders, which are the basis of many problems, in particular disorders at the language, behavioral, and educational levels. On the basis of the analysis of psychological and pedagogical literature, relevant justifications are made and further steps in the study of this problem are considered, which we see in the search for diagnostic criteria, assessment of sensory integration in children of preschool age and primary school age in order to create organizational and pedagogical conditions for its development. The purpose of the study is to carry out a theoretical analysis of the problem of sensory integration and substantiate ways to overcome them, in particular, to reveal the features and patterns of mental development in childhood. The study analyzes sensory integration disorders and considers its basic principles.A child’s cognition begins with his awareness of objects and phenomena of the world around him. All other forms of cognition, such as memory, thinking and imagination, are built on the basis of, and are the result of, the processing of perceptual images. Therefore, full-fledged intellectual development is impossible without relying on normal perception. Since the causes of sensory processing disorders have not yet been determined, therefore, a comparative analysis of four stages of the development of sensory integration in normotypical and impaired states has been carried out. We see practical significance in the creation of comprehensive psychological and pedagogical assistance to preschool children in the development and correction of sensory integration and ways to overcome disorders of school skills, based on a person-oriented approach. In practical correctional work, intensively use a set of exercises individual for each child, created on the basis of sensory diagnostics, the purpose of which was to strengthen, balance and develop the processing of sensory stimuli by the central nervous system. The considerable interest of researchers in the problem of sensory integration indicates that the issue remains relevant, since the younger generation faces perhaps the most important task of life – to choose their own professional path, its direction, and the methods of sensory integration will contribute to the disclosure of the potential of each individual with sensory integration disorders.

COMPETENT APPROACH TO THE IMPLEMENTATION OF METHODS OF TRAINING FUTURE SPECIALISTS OF SPECIAL EDUCATION

2025-03-31T16:32:28+03:00

The social significance of the professional activity of special education specialists determines the high requirements for their competence. Correctional teachers provide not only education and upbringing of children with special educational needs, but also correction of their development; cooperate with children’s families, doctors, rehabilitators, and other specialists. The fundamental principle of training specialists in special education should be a competency-based approach with clear compliance with Higher Education Standards, professional Standards, and Qualification Characteristics of Specialists. This approach assumes the unity of the personal, cognitive, and operational components of readiness of future specialists to perform professional activities. The article highlights the possibilities of ensuring the unity of these components in the practice of implementing technologies and methods of training future correctional teachers; it is shown how their choice is determined by the goals, tasks, content and features of the educational discipline. It is advisable to use problem-based methods based on activity and cooperation; brainstorming promotes the ability to consciously transfer theoretical knowledge into professional practice; Business games and modeling of professional situations are quite important interactive technologies. Brain-rings, round tables allow to increase the interest of education seekers in classes, make the process of consolidating knowledge informal and contribute to the development of soft skills. The analysis of pedagogical tasks contributes to the formation of an algorithm of actions to solve difficult situations/problems in future professional activities. Implementation of the competence approach as a leading principle of modern higher education through teaching technologies and methods provides a combination of theory, practice and professional motivation; contributes to the formation of consciousness and cognitive activity of students of higher education, their independence, creativity, flexibility, parity interaction with teachers.

PSYCHOLOGICAL AND SPEECH THERAPY REHABILITATION OF CHILDREN WITH SEVER SPEECH DISORDERS IN FRONTLINE AREAS: EXPERIENCE OF KHARKIV REGION

2025-03-31T16:35:17+03:00

The article considers modern approaches to psychological and speech therapy rehabilitation of children with severe speech disorders (SSD) living in front-line zones, in particular in the city of Kharkiv and the Kharkiv region. Particular attention is paid to the impact of the military conflict on the development of speech and communication skills of children who are experiencing chronic stress due to the threat of hostilities, loss of the usual social environment and limited access to educational and correctional services. The main psychological consequences of such conditions are identified, including increased anxiety, impaired cognitive functions, regression of speech skills, fear of speech (mutism) and reduced motivation to communicate. The article analyzes the process of adapting traditional speech therapy methods to wartime conditions, with an emphasis on the implementation of distance technologies, interactive forms of learning, game therapeutic approaches and methods of sensory stimulation. The main problems that specialists in the field of speech therapy and psychology face when working with children in regions that are constantly at high risk are outlined. It was found that the effectiveness of rehabilitation work increases significantly when using an interdisciplinary approach that combines speech therapy, psychological and medical support.Special attention is paid to the analysis of the experience of specialists in the Kharkiv region who implement innovative methods in working with preschool children who have been affected by the war. The experience of using adapted innovative methods for correcting speech disorders, relaxation techniques and art therapy as auxiliary tools in the rehabilitation process is described. Practical recommendations are given for teachers, psychologists and speech therapists on organizing effective correctional and rehabilitation assistance in martial law conditions. The relevance of the study is due to the need to provide quality assistance to children who have experienced significant stress from the events of the war, which affected their psycho-emotional state and speech development. The article provides practical recommendations for specialists working with children in martial law.

ORGANISATIONAL AND EDUCATIONAL PRINCIPLES OF INCLUSION OF APPLICANTS IN THE INCLUSIVE SPACE OF A HIGHER EDUCATION INSTITUTION

2025-03-31T16:46:44+03:00

The article is devoted to the principles of inclusive education and the identification of organisational and educational principles for the inclusion of higher education students with special educational needs in the inclusive space of a higher education institution. The problem is considered in the context of integration of the Ukrainian educational system into the European space and compliance with international standards of inclusive education. The study used the content analysis method, which allowed to summarise the legal documents on ensuring equal access to education, analyse modern models of inclusive education and identify the key principles of their implementation.The main objectives of the study include an analysis of the legal framework governing the organisation of the inclusive educational process, identification of conceptual models for the inclusion of students with special educational needs in the educational process, and substantiation of organisational and educational principles that contribute to the effective functioning of the inclusive educational space in a higher education institution. It has been found that the main principles on which inclusive education in higher education is based are scientific, systematic, variable, individualised, socially responsible, interdepartmental integration and social partnership.Special attention is paid to the analysis of foreign experience, which demonstrates the effectiveness of various approaches to the formation of an inclusive educational space. The implementation of innovative educational models, such as block learning and social interaction programmes, which facilitate the inclusion of students with special educational needs in the full educational process, is investigated. A comparative analysis of international practices has shown the importance of an inclusive approach in ensuring the right to higher education for all without exception.As a result of the analytical work carried out, the following general organisational and educational principles were identified: inclusion of persons with special educational needs in the inclusive space of a higher education institution: state and administrative regulation, public activity, technological compensation and business involvement in the development of inclusive education, and their features were also noted.The author emphasises the need for further development of inclusive approaches in higher education by improving legislative mechanisms, expanding methodological support for teachers and creating effective learning models that take into account the individual needs of students with special educational needs. Prospects for further research are related to the analysis of the effectiveness of the implementation of these principles in specific higher education institutions, as well as the development of recommendations for the integration of inclusive approaches into the system of postgraduate education and professional training.

A PARTNERSHIP APPROACH BETWEEN A SPEECH THERAPIST AND PARENTS IN THE IMPLEMENTATION OF ARTICULATION EXERCISES

2025-03-31T16:50:46+03:00

The article delves into the issue of partnership interaction between a speech therapist and parents in the context of conducting articulation exercises, a crucial stage in correcting speech impairments in children. Based on theoretical analysis and empirical data, the authors demonstrate that active parental involvement significantly increases the effectiveness of speech therapy. Emphasis is placed on the role of parents in ensuring the regularity and consistency of articulation exercises at home. Since systematic daily practice is necessary for the consolidation of speech skills, parental involvement can ensure that exercises are performed daily.The article highlights the importance of emotional support from parents. Articulation exercises, which can be monotonous and challenging for a child, become more enjoyable with parental involvement, creating a positive atmosphere during sessions. This also fosters a closer emotional bond between family members.The article emphasizes the importance of regular feedback between the speech therapist and parents. Regular updates on the child’s progress and the difficulties encountered during articulation exercises allow the speech therapist to adjust the program, adapt exercises to the individual needs of the child, and achieve better results in corrective work. Based on the results obtained, the article proposes a number of methodological recommendations for improving the effectiveness of interaction between a speech therapist and parents. These include building trusting relationships, using an individualized approach for each family, informing parents about speech therapy methods, involving parents in joint planning of sessions, and using modern communication tools such as messengers or video instructions. Additionally, the article emphasizes the need to provide psychological support to parents, who often experience stress during the process of correcting their child’s speech.

THE IMPACT OF VALUE ORIENTATIONS ON RESOURCE RECOVERY AND MENTAL HEALTH SUPPORT IN AN INCLUSIVE SOCIETY

2025-03-31T16:55:36+03:00

The issue of mental health has gained particular significance in the context of social, economic, and humanitarian challenges faced by Ukraine. The adoption of Law № 12030 “On the Mental Health Care System” by the Verkhovna Rada of Ukraine marks a crucial step toward developing a comprehensive approach to ensuring the mental well-being of the population. Modern models of mental health care emphasize a personalized approach, which is based on an understanding of individual needs and value orientations. Research confirms that personal factors such as optimism, life meaning, gratitude, and social support play a critical role in resource recovery and the development of psychological resilience.This article analyzes the impact of value orientations on adaptation mechanisms for maintaining mental health in an inclusive society. It examines classical theories by A. Maslow, M. Rokeach, Sh. Schwartz, and V. Frankl, which explain the role of values in self-regulation and crisis management. Studies indicate that awareness of one’s life priorities contributes to improved psychological well-being, reduced anxiety, and the prevention of emotional burnout. Special attention is given to the integration of personal values into psychosocial support programs and the development of resilience among vulnerable population groups, particularly people with disabilities, internally displaced persons, and children with special educational needs.The findings confirm that value-oriented strategies facilitate effective resource recovery and personal adaptation to crisis conditions. Developing a mental health policy based on a value-driven approach is a promising direction for the advancement of an inclusive society, ensuring equal opportunities and psychological well-being for all its members.