Early Support for Children with Disabilities - the Initial Stage of Inclusive Education
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Date
2024-06-27
Journal Title
Journal ISSN
Volume Title
Publisher
Batumi Shota Rustaveli State University
Abstract
Today the idea of inclusive education is spread widely in Georgia, which was facilitated by the ongoing reforms in the field of education. Early support for children with disabilities, as a basic structural component of the educational system, can radically change the effectiveness of learning and their social integration.
Developmental psychologists have confirmed the importance of early age for child development, the uniqueness of early years has been proven in order to maximize the correction of developmental disorders of a child with disabilities. The main goals of early aid include: the general development of the child and the maximum possible correction of developmental disorders; improvement of the child's quality of life and social adaptation. It has been proven that if severe disorders of psycho-physical development were detected at an early stage, early interdisciplinary help is provided to the child and family support is competently organized, then these severe developmental disorders can be better compensated.
According to the Early Years Research Institute for Inclusion (ECRII) parents of children with disabilities who participate in inclusive programs report positive changes in their children's confidence, self-esteem, and self-efficacy.
Research results also indicate that when teachers feel well prepared, have a positive attitude towards inclusion and are willing to work together, they can provide significant support to children. As inclusion in preschool classrooms increases, teachers attitudes and beliefs may vary. Inclusive education is likely to fail when teachers do not have a positive attitude towards inclusion.
It is important to study the following issues in depth:
1. What is the attitude of the preschool administration and teachers regarding the inclusion of children with special needs in regular classes;
2. How are teachers recruited, are their knowledge of special needs and their experience in inclusive education of children taken into account;
3. Do teachers training and professional roles matter when it comes to their attitudes towards inclusive classrooms;
4. Do specialists use different forms of work to improve the competence of parents.
Description
Inclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State University