Augmented Reality (AR): An Assistive Technology for Special Education Needs

The article deals with the issue of health protection of children with special educational needs in the context of the implementation of a hybrid learning format. It has been determined that the basis for ensuring an adequate level of the physical and psychological condition of children with special educational needs is specially organized motor activity. The purpose of this study is to identify the pedagogical conditions for the implementation of motor activity for children with special educational needs in hybrid learning. Research methods: theoretical analysis, systematization, comparison, generalization, methodological, and specialized literature. It is investigated that as pedagogical conditions it is advisable to consider those that ensure the formation and effectiveness of the developmental process of motor activity of children with special educational needs, are their organic component, provide the appropriate formation of forms, methods, means of implementing the process of motor activity of children with special educational needs in the process of hybrid learning and can significantly increase the effectiveness of their motor activity to achieve certain goals and implement tasks that will contribute to the preservation and improvement of The pedagogical conditions for the practical implementation of motor activity of children with special educational needs in the format of hybrid learning are presented as a system for the implementation of a holistic educational process that ensures the effectiveness of its organization in achieving the goals. The pedagogical conditions of motor activity for children with special educational needs in hybrid learning are highlighted: basic, corrective, variable, qualifying, and formative. The pedagogical conditions for the implementation of motor activity of children with special educational needs in the format of hybrid learning are substantiated: in terms of optimality in any pedagogical situation and positioned as a catalyst for significant changes in achieving the effectiveness of motor activity of children with special educational needs in hybrid learning. It has been established that the organizational and methodological support of each pedagogical condition primarily involves meeting the special educational needs of children in full motor activity.

Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.

The article substantiates the relevance of the study of the problem of personal and professional self-determination of high school students with special educational needs. The degree of elaboration of the problem is analyzed, the results of research of the problem of professional self – determination of senior pupils in the conditions of inclusive education are presented. The aim of the article is to study the psychological features of the choice of profession by high school students with special educational needs. Research methods: theoretical – analysis of psychological and pedagogical sources on the researched problems, generalization and systematization of data on the choice of profession of high school students with special educational needs; empirical – the method «Motives for choosing a profession», «Questionnaire to identify the readiness of students to choose a profession» (VB Uspensky) and the method «Readiness to choose a profession» (adaptation of AP Chernyavskaya). The study involved 25 high school students with special educational needs and 25 high school students who do not have health problems. The results of the study showed that high school students with special educational needs who study in an inclusive education have a well-developed need to choose a profession. Characteristically, most of them have a clear idea that they are going to realize their potential in the professional sphere. Professional self-determination of children with special educational needs should be carried out comprehensively, involving various specialists and parents in this process. It is necessary to adjust the professional plans of high school students with special educational needs according to their abilities throughout the career guidance period. The task of the career counselor is to establish the most appropriate for people with special educational needs types of work corresponding to their knowledge and skills. Career guidance should take into account the personal wishes of each person and be based on the most careful assessment of professional aptitudes and, of course, the medical diagnosis of the subject of professional choice.

Introduction: The socio-humanitarian space of any country is the centre of the formation, development and functioning of certain specific systems of ideas, values, myths and ideals that affect the consciousness and worldview of the adult and minor population. Violation of the system of ideas, values, myths and ideals not only affects the change of political orientations but also causes significant differences in emotional and behavioural reactions, in value systems, worldview, and in self-perception. Thus, the military invasion that began in Ukraine in 2022 has changed not just the course of history, but also the internal mechanisms of educational influence on the developing personality. Currently, transformations of the archetypes of Ukrainian education and Ukrainian psychology, including special psychology, are taking place. New areas of research are becoming a priority, in particular those that help preserve mental health of an individual. In modern scientific works of Ukrainian special psychology, a trend can be identified, highlighting the need to form emotional intelligence and the emotional-volitional sphere as the most important components of an individual with special educational needs. Method: The work used general scientific theoretical methods and empirical methods (observation, interviews, surveys, questionnaires, history taking) to ensure reliability of results and conclusions. The study involved 262 children with special educational needs: 73 preschool children (39 girls; 34 boys), 89 school-age children (51 girls; 38 boys) and 100 adolescents (52 girls; 48 boys). The group of children with special educational needs consisted of individuals with sensory and speech disorders, intellectual disabilities, and combined disorders of diverse origins. Psychodiagnostics was carried out in special preschool institutions, schools of I–III levels, boarding schools, rehabilitation centres in the cities of Kyiv, Zhytomyr, Lviv, Dnipro, Odessa, as well as in regional rehabilitation centres in the cities of Chernivtsi and Bila Tserkva. The purpose was to identify general trends that exist in modern pedagogical and psychological education of children with special educational needs. A survey was also conducted among educators – 129 people (pedagogues, psychologists, social workers, teachers). The results are presented in such scientific areas as: the state of development of emotional intelligence in children with special educational needs under war conditions (according to the nosological principle and age criterion); the level and state of basic life competencies, in particular emotional and social; priority archetypes according to the age criterion, problems of the emotional sphere in persons with special educational needs under conditions of social crisis in Ukraine. Conclusions: Diagnostics of emotional intelligence is a complex area in working with children with special educational needs. However, it is the study of the emotional and behavioural sphere that helps psychologists identify gaps in upbringing in the family, demonstrates the main archetypes represented by the family, society, and state. The research conducted makes it possible to follow the main trends in Ukrainian special psychology and implement high-quality psychological support, in accordance with the established social changes and the war that is currently taking place in Ukraine.

The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reasons, due to the way they favour the inclusion of students with Special Educational Needs. The main objective was to carry out a systematic review of the scientific production of the last decade (2012–2022) in relation to the use of Augmented and Virtual Reality in students with Special Education Needs. For this, a search was carried out in the Web of Science and Scopus databases following the PRISMA statement. The main results place these technologies as an appropriate intervention resource by expanding educational possibilities and opening learning opportunities in new contexts that significantly support the development of the teaching-learning process of these students. However, this study has demonstrated, at the same time, a significant lack of studies that can cover all Special Education Needs groups in the different educational stages.

Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs. The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

This article traces the development of policy in regard to the provision for children with special educational needs from the report of the Special Education Review Committee in 1993 to the enactment of the Education for Persons with Special Educational Needs Act in 2004. It begins with definitions of the terms special educational needs and pupils with special educational needs. The main discussion includes reference to the O'Donoghue Case, the Comprehensive Initiatives scheme of 1998, the Education Act of 1998, the Study of Remedial Education in Irish Primary Schools 1998, the Learning Support Guidelines of 2000, the reports of the task forces on dyslexia and autism, as well as the circulars issued by the Department of Education and Science relevant to special education in that period.

This descriptive study examines the barriers to early identification of pupils with Special Education Needs (SEN) and its related intervention in 25 public Kindergartens (KGs) randomly selected within the Sagnarigu District of Northern Ghana. A total of 50 KG1&2 teachers and 25 Headteachers answered our questionnaires. The data collected were cleaned, presented in a tabulated form, and analysed using descriptive statistics and thematic analysis. The study revealed that only 12 learners with SEN were identified and supported in 7 schools out of a total of 25 schools. This shows that there were more children with SEN in those schools. Yet, they were not identified because most teachers had inadequate knowledge of special education and relied mostly on observational techniques to identify such children in their classes. Also, most Heads of schools and teachers were unconcerned. They had no plan to identify SEN children in their schools because the inclusive education policy in Ghana only proclaims the rights of SEN children but does not make any provision for their identification and integration in the regular classroom. The study recommended, among others, that the National Teaching Council (NTC) should review the teacher education curriculum in Ghana to include some core courses in SEN in order to equip all teachers with the needed knowledge to identify and handle learners with SEN at all levels in Ghanaian basic schools. Also, the Ministry of Education and Ghana Education Service should provide sustainable funding for early identification and support systems for SEN learners in public KGs.

. The purpose of the study is to organize psychological services that ensure their quick and optimal integration into the normal process by increasing the effectiveness of special conditions focused on students with special educational needs in educational organizations. Modern psychological strategies focused on the free development, effective socialization and successful learning of students with special educational needs were used and as a result of conducting experiments, a methodology of psychological support was developed. This has led to new results-oriented work of educational organizations, supplementing psychological and pedagogical support services for students with special educational needs with innovations. Expected results from the implementation of the tasks set within the framework of the research: achievement indicators of students with special educational needs will be compiled; educational organizations create psychological models for improving the interaction of "special" students with the environment; effective psychological strategies to influence them positively are created; a series of individual and group trainings focused on the "special" student and learners’ classmates will be prepared; programs for regulating behavior problems of "special" students will be created; neuropsychological strategies to overcome their learning difficulties are developed; modern technologies of professional-psychological support of families and teachers are created.

Part 1: Management and Schools 1. Effective Schools and Pupil Needs Tim Brighouse, Chief Education Officer, Oxfordshire 2. Welfare and Needs in Secondary Schools Neville Jones 3. Whole-school Policies: A Question of Rights? Caroline Roaf, Peers School, Oxford 4. Guidance, Counselling and Special Educational Needs: Management and Curriculum Issues David Galloway, School of Education, Lancaster University Part 2: Integration and Learning 5. Integrating Children with Physical Impairments: The Ormerod Experience Tim Southgate 6. Integrating Pupils with Behavioural Difficulties into Mainstream Schools Jackie Sunderland, Oxford University Department of Educational Studies 7. Integration and Special Educational Needs 14-19 Howard Brayton, Advisor for Special Educational Needs, Oxfordshire Part 3: Learning and the Curriculum 8. The Oxfordshire Skills Programme John Hanson, Senior Advisor for Curriculum Studies, Oxfordshire 9. Open and Interactive Learning: the LAP Programme Patrick Leeson, Advisor for Communication and Language Development, Croydon 10. Teaching Approaches and Student Needs Nigel Collins, General Advisor for 14-18 Education, East Sussex 11. Able Pupils in Oxfordshire Schools Keith Postlethwaite, Reading University, Mike Deans, Advisor for Special Educational Needs, Oxfordshire, and Cliff Denton, Oxford University Department of Educational Studies Part 4: In-service, Microelectronics, the Community 12. In-service Education and Special Needs Frank Hodgson and Alan Trotter, both Leeds Polytechnic 13. Microtechnology and the Assessment of Communication Difficulties Pru Fuller, Director of ACE Centre, Oxford, and Tim Southgate 14. Special Needs: The Community Response Rhys Evans, Groby Community College, Leicester.

We describe the gap between parents' special education needs and pediatric primary care providers' (PCPs) ability to address those needs from a mixed-methods study at a safety-net hospital. We conducted qualitative interviews with English- and Spanish-speaking parents (n = 25) and PCPs (n = 11) about special education knowledge and experience and interactions with a primary care-embedded special education clinic. PCPs also answered survey questions on these topics. Parents reported four challenges: (1) knowing where to start and how to advocate for their youth, (2) being heard or having a say, (3) using the "right" language, and (4) gathering information on special education resources. Primary care providers disclosed three barriers: (1) training, (2) knowledge to assess the appropriateness of supports, and (3) time to address concerns. The gap between PCPs and parents was bridged by the special education clinic. Systematic interventions can ensure that PCPs help parents address the special education needs of their patients.

Special Education in Chile has had a notable advance from the mid-nineteenth century to 1980, a period studied by Dr. in Education Sciences, Don Jaime Caiceo Escudero, both in the so-called Transitional Special Educational Needs and in the Permanent Special Educational Needs. Based on the research carried out by this important Chilean educator, it’s intended to describe from their origins until the Decade of the eighties of the 20th century the advances achieved for this type of education in the country. It’s necessary, in turn, to specify that in Chile is called differential education since 1968 by the Ministry of Education. A definition on it, will be formulated by Dr. Caiceo scholar of this educational area publications, where he carried out an analysis of the history of this type of education development, since its inception in 1852 until 1980, dividing it into three long periods, namely, the emergence of special education (1852-1926), development and main precursors of special education (1927-1964) and the consolidation and the scientific achievements (1964-1980); all of them will be described, by Chilean researchers on this type of education indicating different publications, such as those by Dr. Luis Bravo Valdivieso. In addition, indicate the important action that has taken after the study period of the National Award in Education, Mabel Condemarín; both Chilean personalities are recognized at the international level.

The relevance of the study is conditioned by the constant stress in which Ukrainians live today. The paper also considers this issue from the standpoint of the period of collective stress, which depends not only on the individual’s own tendency to anxiety or neurotic reactions, but also on the social environment. The study is also relevant because it reveals the main ways of helping a psychologist in such situations: the process of support, the development of positive thinking, which will be combined and directed to constructive reflection. The problem of collective or personal stress is the consequences that lead to panic attacks, emotional burnout, neuroticism, and other neurological complications, in particular, in young people (high school age, adolescence), when the psyche undergoes constant changes, is prone to suggestion and does not yet have clear guidelines for life movement. In such conditions of stress, two ways of personal transformation are possible – destructive and constructive. Therefore, the purpose of the study is a praxeological investigation of the emotional and behavioural reactions of high school students with special educational needs, identifying the state of anxiety and stress levels that affect their regulative sphere in general. The following theoretical approaches were used: deductive (axiomatic, hypothetical and deductive) – for a systematic description of the phenomenon under study; inductive (to establish patterns, systematisation, typology based on the results of empirical research), and special empirical: psychological diagnostics of stress level “Test to determine the level of stress” (V. Shcherbatykh), “Methods of perceptual assessment of the type of stress resistance” (N. Fetiskin), “Methods for detecting personal and situational anxiety” (C. Spielberg); methods mathematical statistics. As a result of the survey, a relatively similar but rather high level of stress and anxiety was found in high school students with special educational needs. In addition, it is determined that the prevailing beliefs and behavioural strategies that do not allow adapting to new living conditions are dominated by negative information selection and globalisation of the smallest problems. The main manifestations of stress are identified, such as: depressive states, post-traumatic stress disorders, neurotic states, fears, and many other post-stress reactions of the psyche and body. The indicators of anxiety, stress tolerance, and general stress level showed high correlations, which indicates a low level of resistance of the growing personality in conditions of uncertainty, changes, personal and social crises. It was found out that now the main task of psychologists is correctional and explanatory, therapeutic, correctional work with children with special educational needs, especially during age-related crises.

The issue of integrating children with special educational needs in mainstream school depends on several factors. The most important is the support teacher, who is the link between school, family and community, between children and teachers and other specialists. (Avramidis - all 2000, Ainscow 2016, etc.). Teachers need to change their own mind set and system of values according to the new social responsibilities in order to become promoters of human diversity, acceptance and tolerance. Therefore, teacher training must respond diligently to the new teacher’s roles and responsibilities. The main purpose of this research was to identify the training needs for support teachers based on the analysis of their own socio-educational experience (their own role and their particular training needs as support teachers), as well as (mainstream school) teachers’, pupils’ and parents’ perceptions regarding integration. This study was conducted in a mixt methods structure, which employed both quantitative and qualitative methods for data collection. A questionnaire-based survey was conducted, with mainstream teachers, on one hand, and parents, on the other hand. We addressed the issues of attitudes towards the integration of children with SEN (special education needs) and the collaboration with the support teacher. Also, focus-group interviews were conducted with support teachers. A number of 112 participants were included in the study (57 teachers from mainstream schools, 20 support teachers, and 35 parents ) Conclusion: Teachers’ and parents’ cognitive schemas regarding what a support teacher can and should do in order to facilitate the integration of children with SEN are different from his/her actual educational role and responsibilities. This gap between the social representations and the actual job description can be bridged by building a more complex and accurate understanding of how every actor involved in the integration process must become aware of one’s personal beliefs and expectations, assume and thoroughly play his/her part in a collaborative manner. Teacher training through transformative learning based on sharing experiences and group projects is a learning experience suitable for developing competences for teachers for special education.Keywords: teacher training, children with special educational needs, transformative learning, support teacher.

Camera, 208 Capitalism, scepticism of policies on education in future based on society with influx of, 42 Carnegie Learning, 251-252 Central government, 92 Challenges to inclusion, 84-85 Change of practice concept, 253 Character qualities of sets in twenty-first century, 25-33 communicative competencies, 28-31 digital competencies, 31-33 'grit' for inclusive and special education teachers, 27-28 high self-efficacy, 25-27 Children, rights and characteristics of, 4-5 Children with disabilities in rural areas in Telangana state, providing services to, 174-177 259 Children with special needs in VUCA world, preparation for education administrators to manage education for, 241-244 Chlorpyrifos, 64-65 City local government, 93-99 Civil rights, 39-40 Classic economic liberal theory, 41-42 Classrooms with assistive technology, improving efficiency of, 250-252 Climate change, 64-65 Collaboration, 180 Collaborative learning, 23-24 Communication, 180 channels, 29-30 disabilities, 211 Communicative competencies, 28-31 Community resource persons (CRPs), 175 Competency-based education, 23-24 Complexity, 80-81 Comprehensive teaching strategies, 236 Computer-assisted tools, 128 Constitution of the Republic of Indonesia (1945), 89-90 Constructive Alignment model, 21 Convention on the Rights of Persons with Disabilities (CRPD), 159 Convention on the Rights of the Child (CRC), 158-159 Conversations, feedback and recognition (CFR), 225 Core educational subjects, 179 COVID-19, 18-19, 118-119, 123-124 crisis, 7-8 inclusive learning for students with special needs during, 108-110 learning experiences during, 114-116 learning experiences of KU