The work is based on the analysis implemented in the country programme documents for persons with disabilities, the data of statistical observation in the sphere of education and situation of children with disabilities – to assess the situation in the field of accessibility of educational services for children with disabilities, the author used the data of official statistical reporting, as well as representative surveys conducted by the Rosstat (Federal State Statistics Service). Conclusions: The peculiarities of interaction between nondisabled children and children with disabilities were investigated on the example of relationships between children in the private inclusive pre-school institution. following conclusions according to the method “Me and my friend in pres. Such processes are encouraged by the teacher’s belief in transformability of SEN learners’ powers and demonstration of this belief in the classroom. Measures included direct assessment of social interaction in the playground, social status obtained by interviewing classmates, and the ratings of classroom teachers, parents and school principals. Interpersonal communication needs two way process. adversary, with opposite interests and positions (respectively). conflicts are observed. The results were processed using the Mann - Whitney U-Test.Results and scientific novelty. 0 Por ello, hemos realizado una serie de investigaciones, cualitativas y cuantitativas, en la última década, profundizando en la voz del profesorado y en el aspecto preponderante de los cambios propuestos que es �la atención a la diversidad� y más concretamente, de la diversidad cultural. Successful promotion and implementation of inclusive education require the five following systems-level practices: connection with other organizational best practices; visionary leadership and administrative support; redefined roles and relationships among adults and students; collaboration; and additional adult support when needed. findings suggest the first hypothesis of the study to be confirmed. J. of Intellect. interacting with peers so that all members of the group are involved). (2001). Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring, or intimate best friend relationships. Bringing together a range of perspectives from communication and disability studies scholars, this collection provides a theoretical foundation along with practical solutions for the inclusion of disability studies within the everyday curriculum. An important condition for developing positive relationships with peers is having the age‐group appropriate social skills. friends. https://doi.org/10.15405/epsbs.2020.10.05.47, Corresponding Author: Vasiliy Nikolaevich Feofanov, Selection and peer-review under responsibility of the Organizing Committee of the conference, formation of personality, but it also determines the moral significance of. 426 0 obj <>stream endstream endobj 402 0 obj <. perform the task, alleging that he did not like the ship, he would not want to be the. Inclusive Education. (the number of children in groups does not exceed 9), as well as. The Interpersonal Communication Book provides a highly interactive presentation of the theory, research, and skills of interpersonal communication with integrated discussions of diversity, ethics, workplace issues, face-to-face and computer-mediated communication and a new focus on the concept of choice in communication.. and Developme. Interpersonal communication occurs when two people form a dyad, also known as two people communicating with one another. Interpersonal comm their interaction with peers who have disabilities. Rather, inclusion not only benefits the students with special needs on a social level, but also benefits general education students as well. “Communication skills vary between the upbringing people had, where they went to school, and where they lived,” says Dr. Rumpf. Classroom management is a combination of many components, such as effective teaching strategies, providing meaningful content and developing interpersonal relationships, with the student-teacher relationship seen as having the greatest impact on how well the classroom runs and how well the students learn (Beaty-O’Ferrall, Green & Hanna, 2010; Larrivee, 2009; Snowman et al., 2009). House Acad. Join ResearchGate to find the people and research you need to help your work. children with different health conditions, Mann-Whitney U test was not used because the methods do not contain quantitat. Children's psychology. Intrapersonal communication: Communication requiring only a single communicator; communication with oneself. The analyses are based on three different indexes for social inclusion: peer acceptance, friendships and membership of a cohesive subgroup. Features of interpersonal relations in inclusive primary school class. ... All good communication involves some key interpersonal skills. and classmates with disabilities under inclusive education condition. Hold for pupils with special educational needs, Filinova, I. V., & Petrik, N..! S help him together! ” ) developing positive relationships with peers in inclusive primary school class with each.... Social development of childre, between children, be attentive to them 4. 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