INCLUSIVE EDUCATION OF TEENAGERS WITH SPECIAL NEEDS IN THE UNITED STATES OF AMERICA
DOI:
https://doi.org/10.31499/2306-5532.1.2019.174722Keywords:
inclusive education, teenagers with special needs, educational institutions, methods, social environmentAbstract
The article deals with inclusive education of teenagers with special needs in the United States of America. According to the aim of the research the theoretical methods were used: analysis of academic and pedagogical works on the topic of the research, content analysis of research materials, followed by the synthesis of its results into a coherent system of views on the problem of inclusive education of teenagers with special needs in the USA.
The analysis of scientific and pedagogical literature reveals that American scientists believe that teenagers with special needs take advantage of full or partial inclusion in multiple school systems throughout the United States. Besides, they can receive special education services in correctional and developmental workrooms, where relevant specialists from the school’s full-time staff work with them or this assistance can be given by specialists from counseling centers which function as separate institutions under the state departments of education. The author identifies the basic forms (occupational therapy, rehabilitation etc.) and methods (psycho-therapy, music therapy, art therapy, theatre therapy, hobby therapy, gardener therapy etc.) of teenagers’ inclusive education in American educational institutions.
The author makes the conclusion that the American paradigm of the educational technologies application for the development of teenagers with special needs is based on the implementation of inclusive content through the introduction of various methods and forms. In general, the effectiveness of educational technologies for the teenager with special educational development in American educational institutions is ensured by the implementation of the inclusive content of education through the introduction of certain forms and methods of socio-pedagogical interaction between the individual and the social environment. The American experience in this regard is very useful for the reform of domestic special education.
References
American School Counselor Association (1998). Vision into action: Implementing the national standards for school counseling programs Fairfax, VA: American School Counselor Association.
Bondar V. I., Ilʹchenko A. M. (2009). Psykholoho-pedahohichni osnovy rozvytku ditey v systemi M. Montessori. Poltava: RVV PDAA.
Daren S. (2018). The Rise of Inclusion Education in the United States. Available at: http://www. specialneeds.com/children-and-parents/add/rise-inclusion-education-united-states.
Honeev A. D., Lyfyntseva N. Y., Yalpaeva N. V. (Eds.). (2004). Osnovy korrektsyonnoy pedahohyky. (3d ed.) M.: Academia.
Koh M., Shin S. (2017). Education of students with disabilities in the USA: Is Inclusion the answer? International Journal of Learning, Teaching and Educational Research, 16(10)1-17. Available at: https://doi.org/ 10.26803/ijlter.16.10.1.
Kholostova E. Y., Dementʹeva N. F. (Eds.). (2004). Sotsyalʹnaya reabylytatsyya. (2d ed.). M.: Yzd.-torh. korporatsyya «Dashkov y K».
Kremen V. H. (Ed). (2008). Entsyklopediya osvity. K.: Yurinkom Inter.
Shumayeva S. P. (2005). Rozvytok mas-mediynykh navchalʹnykh tekhnolohiy u serednikh zakladakh osvity SHA. (Dys. of kand. ped. Nauk). Umanʹ.
Shea T. M. An Introduction to special Education. A social systems perspective (1997). Madison, 167.
Yarskaya-Smyrnova E. R., Naberushkyna E. K. (Eds.). (2005). Sotsyalʹnaya rabota s ynvalydamy. (2d ed.). SPB. y dr.: PYTER.
Van Tassel-Baska J. (Ed.). (1998). Counseling talented learners. Excellence in educating gifted and talented learners. Denver, CO: Love, 489–509.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Roman Bezliudnyi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
Responsibility for technical content and for protection of proprietary material rests solely with the author(s) and their organizations and is not the responsibility of the publisher, journal or its Editorial Staff.
The main author is responsible for ensuring that the article has been seen and approved by all the other authors.
It is the responsibility of the author to obtain all necessary copyright release permissions for the use of any copyrighted materials in the manuscript prior to the submission.
