Science for Education Today, 2021, vol. 11, no. 2, pp. 197–213
© Azatyan T. Y., Aslanyan A. A., 2021
UDC: 
376(479.25)+37.0

Research on information awareness of teachers working with children with severe and multiple developmental disabilities in Armenia

Azatyan T. Y. 1 (Yerevan, Republic of Armenia), Aslanyan A. A. 2 (Yerevan, Republic of Armenia)
1 Armenian State Institute of Physical Culture and Sport
2 H. Abovyan Armenian State Pedagogical University
Full text (Open Access) — Downloaded 658
Abstract: 

Introduction. As in many countries, in Armenia the problem of providing psychological and pedagogical assistance to families and teachers of children with severe and multiple developmental disabilities is still insufficiently developed. Based on the research results and practical evidence, recommendations for teachers on adjustment of disabled children to school environment are presented.
Materials and Methods. The research methodology is based on previous international studies on the role of teachers' attitudes to children with severe and multiple developmental disorders, as well as difficulties in their socialization /Chulkov, V. N.; Golovchits, L. A.; Basilova, T. A., etc./. The model of remedial educational, psychological, technical and social interventions has been developed.
Results. The results indicate that the institute of rehabilitation care for children with severe and multiple developmental disabilities is not fully established in Armenia, especially within inclusive education. Moreover, there is no uniformed approach to this problem. Revealing difficulties of teachers working with children with severe and multiple developmental disabilities in Armenia will allow to conduct primary educational diagnostics, adjust the content and methods of working with these children to their special educational needs, and design supportive educational environment.
Conclusions. The findings indicate the need for systematic assistance to teachers working with children with severe and multiple developmental disabilities to identify difficulties within the educational process, close cooperation with multidisciplinary teams or professionals from resource centers, which, in its turn, contributes to the creation of a unified system of assistance to teachers working with children with severe and multiple developmental disabilities in Armenia.

Keywords: 

Children with severe and multiple developmental disabilities; Disability; Integration; Inclusive education; Individual educational needs; Designing an educational environment.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:45741076

For citation:
Azatyan T. Y., Aslanyan A. A. Research on information awareness of teachers working with children with severe and multiple developmental disabilities in Armenia. Science for Education Today, 2021, vol. 11, no. 2, pp. 197–213. DOI: http://dx.doi.org/10.15293/2658-6762.2102.09
References: 
  1. Allan J. Rethinking inclusive education: The philosophers of difference in practice. Inclusive Education: Cross Cultural Perspectives, 2008, vol. 5. DOI: http://dx.doi.org/10.1007/978-1-4020-6093-9
  2. Campbell P. H., Milbourne S., Dugan L. M., Wilcox MJ. A review of the evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 2006, vol. 26, pp. 3–13. DOI: https://doi.org/10.1177/02711214060260010101
  3. Schweigert P., Rowland C. Early communication and microtechnology: Instructional sequence and case studies of children with severe multiple disabilities. Augmentative and Alternative Communication, 1992, vol. 8, pp. 273–286. DOI: https://doi.org/10.1080/07434619212331276313
  4. Horn E. M. Achieving meaningful motor skills: Conceptual and empirical bases of a neurobehavioral intervention approach. Mental Retardation and Developmental Disabilities Research Reviews, 1997, vol. 3 (2), pp. 138–144. DOI: https://doi.org/10.1002/(SICI)1098-2779(1997)3:2<138::AID-MRDD5>3.0.CO;2-N
  5. Horn E., Lieber J., Sandall S., Schwartz I., Worley R. Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 2002, vol. 20, pp. 208–223. DOI: https://doi.org/10.1177/027112140002000402
  6. Brady N., Bashinski S. Increasing communication in children with vision and hearing loss. Research & Practice for Persons with Severe Disabilities, 2009, vol. 33(1–2), pp. 59–70. DOI: https://doi.org/10.2511/rpsd.33.1-2.59
  7. Brown F., Cohen S. Self-determination and young children. Journal of the Association for Persons with Severe Handicaps, 1996, vol. 21 (1), pp. 22–30. DOI:  https://doi.org/10.1177/154079699602100105
  8. Cosbey J. D., Johnson S. Using a single switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 2006, vol. 3, pp. 144–156. DOI: https://doi.org/10.1177/154079690603100207
  9. Dunst C. J., Trivette C. M., Hamby D. W. Meta‐analysis of family‐centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 2007, vol. 13 (4), pp. 370–378. DOI: https://doi.org/10.1002/mrdd.20176
  10. Hunt P., Soto G., Maier J., Doering K. Collaborative teaming to support students at risk and students with severe disabilities in general education classroom. Exceptional Children, 2003, vol. 69, pp. 315–332. DOI: https://doi.org/10.1177/001440290306900304
  11. Mar H. H., Sall N. Programmatic approach to use of technology in communication instruction for children with dual sensory impairments. Augmentative and Alternative Communication, 1994, vol. 10, pp. 138–150. DOI: https://doi.org/10.1080/07434619412331276850
  12. Soodak L. C., Erwin E. J. Valued member or tolerated participant: Parents’ experiences in inclusive early childhood settings. Journal of the Association for Persons with Severe Handicaps, 2000, vol. 25, pp. 29–41. DOI: https://doi.org/10.2511/rpsd.25.1.29
  13. Udvari-Solner A., Causton-Theoharis J., York-Barr J. Developing adaptations to promote participation in inclusive environments. In: Orelove F. P., Sobsey D., Silberman R. K., editors. Educating Children with Multiple Disabilities: A Collaborative Approach. 4 2004.  URL: https://eric.ed.gov/?id=ED491780
  14. Omelchenko E. A., Chesnokova G. S., Agavelyan R. O. Self-expression within the value system of prospective preschool educators. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8 (1), pp. 7–22. DOI: http://dx.doi.org/10.15293/2226-3365.1801.01
  15. Ahsan M. T., Deppeler J. M., Sharma U. Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 2013, vol. 43 (4), pp. 517–535. DOI: https://doi.org/10.1080/0305764X.2013.834036
  16. Paju B., Räty L., Pirttimaa R., Kontu E. The school staff’s perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education, 2016, vol. 20 (8), pp. 801–815. DOI: https://doi.org/10.1080/13603116.2015.1074731
  17. Wehmeyer M., Palmer S. Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 2003, vol. 38 (2), pp. 131–144. URL: https://www.jstor.org/stable/23879591
Date of the publication 30.04.2021