Training of teachers for the implementation of universal design in educational activities

Abstract

The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests. It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

Integration of Ukrainian Institutions of Higher Education into the Global Educational Space: Challenges and Opportunities

“…Given the above, it is evident that Ukrainian universities do not demonstrate sufficient activity, persistence, and organizational capacity for integration into the European area of higher education (Mazurkevich et al, 2022). Many Ukrainian HEIs lack experience in establishing cooperation channels with potential European partners, lack skills in preparing project proposals that meet the requirements of competitions and address the most pressing societal issues, and face a challenge of low proficiency in foreign languages, primarily English (Byrko et al, 2022). Insufficient financial support for the participation of HEIs in European educational projects hinders the modernization of Ukraine's HEIs and the improvement of the quality of personnel training.…”

Intervenciones educativas en conducta prosocial y empatía en alumnado con altas capacidades

“…Estas metodologías pretenden alentar a los profesionales a la búsqueda de prácticas que ofrezcan la oportunidad del aprendizaje individualizado dentro de un contexto inclusivo. A pesar de que es un proceso complejo, es necesario que los profesionales de la educación estén formados en las prácticas de diseño universal (Byrko et al, 2021). Es un error considerar a aquellos alumnos diferentes (no "normotípicos") como un factor desfavorable, más bien se debe afirmar que la diversidad es riqueza y oportunidad para el medio más cercano y también llega a beneficiar a la propia comunidad educativa.…”