Open AccessSEMANTIC ANALYSIS OF SCIENTIFIC DEFINITION “CHILDREN WITH SPECIAL EDUCATIONAL NEEDS”
Author(s) -
Larysa Kozibroda
Publication year - 2020
Publication title -
pedagogìčnì nauki: teorìâ, ìstorìâ, ìnnovacìjnì tehnologìï
Language(s) - English
Resource type - Journals
eISSN - 2414-9799
pISSN - 2312-5993
DOI - 10.24139/2312-5993/2020.09/077-085
Subject(s) - special needs , inclusion (mineral) , variety (cybernetics) , special educational needs , context (archaeology) , socialization , special education , psychology , interpretation (philosophy) , process (computing) , mathematics education , developmental psychology , computer science , social psychology , paleontology , artificial intelligence , psychiatry , biology , programming language , operating system
he article aims at investigation of approaches towards the scientific definition of notion “children with special needs”. The semantic analysis of scientific notions of “needs”, “special educational needs”, have revealed the essence and content of approaches of researchers to the interpretation of the notion “children with special educational needs”; information about inclusion and inclusive approach in the context of socialization has been systemized. It has been proved, that the notion “people with special educational needs” can be applied to those children, who need extra additional recourses in the process of being educated. This notion includes a great variety of children (gifted children, children with mental and physical disabilities, physically challenged children, homeless children, orphans).