Educação inclusiva na Ucrânia: A utilização de tecnologias modernas e inovadoras em tempos de crise (análise da literatura)

Iryna Turchyna; Kateryna Miliutina; Ihor Vasianovych; Valentyna Berezan; Viktoriia Kovalenko

doi:10.22633/rpge.v27iesp.2.18380

Autores/as

Iryna Turchyna T.H. Shevchenko National University "Chernihiv Colehium" https://orcid.org/0000-0002-3794-7666
Kateryna Miliutina Taras Shevchenko Kyiv National University https://orcid.org/0000-0003-0013-2989
Ihor Vasianovych Ukrainian Military Medical Academy https://orcid.org/0000-0001-7875-8055
Valentyna Berezan Poltava V. G. Korolenko National Pedagogical University https://orcid.org/0000-0002-4999-7898
Viktoriia Kovalenko International European University https://orcid.org/0000-0001-8778-014X

DOI:

https://doi.org/10.22633/rpge.v27iesp.2.18380

Palabras clave:

Educación inclusiva, Ucrania, Tecnologías innovadoras, Educación a distancia, Educación STEM

Resumen

El objetivo del artículo es analizar el uso de las modernas tecnologías innovadoras en la educación inclusiva en Ucrania y en el mundo en las condiciones de los desafíos modernos sobre la base de una revisión de la literatura científica moderna. Se utilizó el método de análisis de contenido, con cuya ayuda se rastreó el contenido de la literatura científica pedagógica. Los resultados determinaron la importancia del aprendizaje a distancia y su desarrollo en las condiciones de un desafío militar en Ucrania, los problemas y las perspectivas de esta tecnología innovadora. Se estudiaron las evaluaciones del entorno técnico innovador en la educación inclusiva en condiciones de crisis. Se hace hincapié en la investigación de la educación STEM en los métodos de proyectos de inclusión y el uso de tecnologías simples y complejas. Las conclusiones subrayan que las posibilidades de introducir el aprendizaje síncrono y asíncrono garantizarán la adquisición de los conocimientos y habilidades necesarios, pero también permitirán a los niños socializar.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Iryna Turchyna, T.H. Shevchenko National University "Chernihiv Colehium"

Associate Professor, Head of thе Department of preschool and primary education, Faculty of Preschool, Primary Education and Arts T.H. in Pedagogy.

Kateryna Miliutina, Taras Shevchenko Kyiv National University

Professor Department of Developmental Psychology, Faculty of Psychology. Ph.D. in Psychological Sciences.

Ihor Vasianovych, Ukrainian Military Medical Academy

Senior Assistant of Research and Management Department Chief.

Valentyna Berezan, Poltava V. G. Korolenko National Pedagogical University

Associate Professor of the Department of Special Education and Social Work, Professor of the Department of Music named after Hryhoriy Levchenko, Psychological and Pedagogical Faculty. Ph.D. in Pedagogical Sciences.

Viktoriia Kovalenko, International European University

Associate Professor, Head of Department of Fundamental and Medical Preventive disciplines, European Medical School. Ph.D. in of Biological sciences.

Citas

ABD-RABO, A. M.; HASHAIKEH, S. A. The Digital Transformation Revolution. International Journal of Humanities and Educational Research, v. 03, n. 04, p. 124-128, 2021. DOI: 10.47832/2757-5403.4-3.11.

ALJAD, R. R. Methods to improve the effectiveness and quality of teaching the disciplines of the architectural and artistic profile (experience of Libya). Futurity Education, [S. l.], v. 3, n. 1, p. 96–117, 2023. DOI: 10.57125/FED.2023.25.03.08.

ANGGRAINI, R.; HANDAYANI, Y. Digitalization in education. Journal of Digital Education, Communication, and Arts (Deca), v. 5, n. 1, p. 1-12, 2022. DOI: 10.30871/deca.v5i01.2942.

ARMOUR, K.; GOODYEAR, V.; SANDFORD, R. The digital age challenge. In: ARMOUR, K. M.; GOODYEAR, V. A.; SANDFORD, R. School Physical Education and Teacher Education. [S. l.]: Routledge, 2020. p. 92-102. ISBN 9780429330186. DOI: 10.4324/9780429330186-9.

BAGLIERI, S. Toward Inclusive Education? Focusing a Critical Lens on Universal Design for Learning. Canadian Journal of Disability Studies, v 9, p. 42-74, 2020. DOI: 10.15353/cjds.v9i5.690.

BARNOVÁ, S. et al. Teachers’ Professional Attitudes towards Inclusive Education. Emerging Science Journal, v. 6, p. 13-24, 2022. DOI: 10.28991/esj-2022-sied-02.

BUKLIV, R.; KUCHAK, A.; VASYLYUK-ZAITSEVA, S. Professional training of future academic staff and digitalization of education: analysis of mutual influences. Futurity Education, [S. l.], v. 3, n. 1, p. 69–78, 2023. DOI: 10.57125/FED.2023.25.03.06.

CONNOR, D. J. “I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow. Canadian Journal of Disability Studies, v. 9, n. 5, p. 20-41, 2020. DOI: 10.15353/cjds.v9i5.689.

CRANMER, S. Disabled Children and Digital Technologies: Learning in the Context of Inclusive Education. [S. l.]: Bloomsbury Publishing Plc, 2020. 208 p. ISBN 9781350002050.

CZYŻ, A. K. Attitudes of polish schools’ teachers towards the idea of inclusive education for disabled people. People: International Journal of Social Sciences, v. 4, n. 1, p. 542-554, 2018. DOI: 10.20319/pijss.2018.41.542554.

DANFORTH, S. Teaching and the Experience of Disability: The Pedagogy of Ed Roberts. Canadian Journal of Disability Studies, v. 9, n. 5, p. 464-488, 2020. DOI: 10.15353/cjds.v9i5.705.

FERNÁNDEZ-CERERO, J.; MONTENEGRO-RUEDA, M.; FERNÁNDEZ-BATANERO, J. M. Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. International Journal of Environmental Research and Public Health, v. 20, n. 3, p. 2576, 2023. DOI: 10.3390/ijerph20032576.

GOODLEY, D. et al. Rebooting Inclusive Education? New Technologies and Disabled People. Canadian Journal of Disability Studies, v. 9, n. 5, p. 515-549, 2020. DOI: 10.15353/cjds.v9i5.707.

JENA, B.; GUPTA, S.; MISHRA, N. Effectiveness of online learning and face-to-face teaching pedagogy. In: JENA, B. M.; GUPTA, S. L.; MISHRA, N. Transforming higher education through digitalization. Boca Raton: CRC Press, 2021. p. 21-43. DOI:10.1201/9781003132097-2.

JOSEPH, M.; NISKER, J. Need for Prominent Core Curricula Designed and Taught by Persons with Disabilities in All Levels of Medical Education. Canadian Journal of Disability Studies, v. 9, n. 5, p. 245-264, 2020. DOI: 10.15353/cjds.v9i5.697.

KAPUR, S. Capital and Technology Flows. In: ATHREYE, S.; KAPUR, S. The Handbook of Global Science, Technology, and Innovation. Chichester, UK: John Wiley & Sons, Ltd, 2015. p. 191-211. ISBN 9781118739044. DOI: 10.1002/9781118739044.ch9.

KHARITONENKO, L. STEM office of the Ukrainian language of the institution of general secondary education (Ukrainian experience). Futurity Education, [S. l.], v. 2, n. 4, p. 44–52, 2022. DOI: 10.57125/FED.2022.25.12.05.

KONNERUP, U. Inclusive Digital Technologies for People with Communication Disabilities. In: KONNERUP, U. The Digital Turn in Higher Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. p. 193-208. ISBN 9783658199241. DOI: 10.1007/978-3-658-19925-8_14.

KRASNIQI, V.; ZDRAVKOVA, K.; DALIPI, F. Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda. Sustainability, v. 14, n. 8, p. 4630, 2022. DOI: 10.3390/su14084630.

KUMARI, M. Inclusive Education Scope and Challenges in 2022. International Journal of Advanced Engineering, Management and Science, v. 8, n. 10, p. 36-39, 2022. DOI: 10.22161/ijaems.810.6.

LÓPEZ, O. The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, v. 54, n. 4, p. 901-915, 2010. DOI: 10.1016/j.compedu.2009.09.019.

LORD, P. Access to Inclusive Education for Students with Autism: An Analysis of Canada’s Compliance with the United Nations Convention on the Rights of Persons with Disabilities. Canadian Journal of Disability Studies, v. 9, n. 5, p. 328-346, 2020. DOI : 10.15353/cjds.v9i5.700.

MAHANTA, B. Students Attitude towards Inclusive Education. International Journal For Multidisciplinary Research, v. 4, n. 4, p. 205-215, 2022. DOI: 10.36948/ijfmr.2022.v04i04.023.

MÉNDEZ, V. G. et al. Future teachers facing the use of technology for inclusion: A view from the digital competence. Education and Information Technologies, 2022. DOI: 10.1007/s10639-022-11105-5.

NAMESTIUK, S. On the issue of teaching psychological and pedagogical disciplines at universities using immersive technologies. Futurity Education, [S. l.], v. 2, n. 2, p. 33–42, 2022. DOI: 10.57125/FED/2022.10.11.27.

PANDEY, P. Blended Learning. Technolearn An International Journal of Educational Technology, v. 10, n. 2, 2020. DOI: 10.30954/2231-4105.02.2020.7.

PISANU, F. Educational innovation and technology: A need for integration. Perspectives of Innovations, Economics and Business, v. 14, n. 2, p. 103-108, 2014. DOI: 10.15208/pieb.2014.12.

QUEIRÓS, P. et al. Inclusive Mooc for blind or hearing impaired people. In: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 10., 2018, Palma. Proceedings […]. [S. l.]: IATED, 2018. ISBN 9788409027095. DOI: 10.21125/edulearn.2018.2324.

RAK-MŁYNARSKA, E. Analysis of trends in the development of the educational environment: education of the future. Futurity Education, [S. l.], v. 2, n. 2, p. 4–13, 2022. DOI: 10.57125/FED/2022.10.11.24.

SAFONOV, Y.; USYK, V; BAZHENKOV, I. Digital transformations of education policy. Baltic Journal of Economic Studies, v. 8, n. 2, p. 127-136, 2022. DOI: 10.30525/2256-0742/2022-8-2-127-136.

SHELTON, S. Integrating Crip Theory and Disability Justice into Feminist Anti-Violence Education. Canadian Journal of Disability Studies, v. 9, n. 5, p. 441-463, 2020. DOI: 10.15353/cjds.v9i5.704.

SOWIYAH, S.; PERDANA, R. Implementation of Inclusive Education Programs in Lampung Province. Journal of Advances in Education and Philosophy, v. 6, n. 3, p. 161-166, 2022. DOI: 10.36348/jaep.2022.v06i03.004.

STUKALENKO, N. et al. Studying Innovation Technologies in Modern Education. International Journal of Environmental and Science Education, v. 11, n. 15. p. 7297-7308, 2016.

UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANIZATION (UNESCO). The Salamanca Statement and Framework for Action on Special Needs Education. Paris, France: UNESCO, 1994.

WEDARI, L. K.; FATIHAH, A.; RUSMANTO, T. Zoom Application Acceptance in Online Learning: An Analysis with the Technology Acceptance Model. International Journal of Information and Education Technology, v. 12, n. 9, p. 821-830, 2022. DOI: 10.18178/ijiet.2022.12.9.1690.

WILLIAMS, T. L. et al. Online Learning During the Covid Crisis: Student Views. Journal of Higher Education Theory and Practice, v. 23, n. 2, 2023. DOI: 10.33423/jhetp.v23i2.5818.