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Технологічне забезпечення інклюзивності цифрового навчального контенту в LMS: адаптація курсів Moodle та Google Classroom до потреб студентів з особливими освітніми потребами
(2026-05-27) Тулашвілі, Юрій Йосипович; Кошелюк, Віктор Андрійович
The primary objective of this study is to develop, implement, and experimentally test a comprehensive system for ensuring the inclusivity of digital educational content in the two most widely used learning management systems: Moodle and Google Classroom. The relevance of the study is due to the significant increase in the number of students with SEN in higher education institutions and the need to adapt traditional and digital educational resources to their specific needs. Despite the widespread use of LMS in the educational process, most existing platforms do not fully comply with the principles of universal learning design and international accessibility standards WCAG 2.1, which creates significant barriers for students with visual, hearing, motor, and cognitive impairments. The publication provides a comprehensive approach to the adaptation of digital content, which includes: analysis of the typology of special educational needs; development of innovative technological solutions for automating the adaptation of educational materials; creation of adaptive user interfaces; integration of assistive technologies; and development of methodological recommendations for teachers on creating inclusive digital content. The research methodology is based on an experimental method with the formation of experimental and control groups of students. The effectiveness of the developed technological solutions will be assessed based on a set of quantitative and qualitative indicators: academic performance, level of learning material assimilation, task completion time, degree of independence in working with LMS, level of satisfaction with the learning process, and content accessibility indicators in accordance with WCAG. The expected results of the project include the creation of functioning prototypes of adapted courses in Moodle and Google Classroom, the development of methodological support for teachers, and the preparation of recommendations for scaling the developed system at the institutional level. The practical significance of the project lies in creating a replicable model of technological support for inclusiveness that can be implemented in any higher education institution using Moodle or Google Classroom systems. The research will contribute to the formation of a genuinely inclusive educational environment where every student, regardless of health characteristics, will have equal opportunities for quality learning and professional development.
Tulashvili YuriHumanization of society through integration and inclusive education: Challenges and prospects for individuals with visual impairments in Ukraine. Forum for Education Studies 2024, 2(3), 279.
(2024-04-27) Tulashvili, Yurii
The new concept of humanizing society, founded on the priority of personality development through socialization processes, opens new perspectives for citizens with visual impairments in Ukrainian society. The article analyzes the issue of social adaptation of this category of people through inclusive education, which encompasses preschool, general, and vocational training. The historical, philosophical, psychological, and methodological aspects of implementing an integrative approach to inclusive education for visually impaired individuals are considered. The study emphasizes the importance of the “principle of equal opportunities” in education for children and youth with functional limitations, focusing on the integration of such individuals into the general educational process. It underscores the need for a societal attitude shift towards children with special educational needs and the support for the idea of inclusion at the state level, involving school administrators, educational staff, parents, and other participants in the educational process. The psychological and pedagogical support of children with visual impairments within the context of inclusive education, playing a key role in the development of Ukraine’s modern educational system, is distinguished by its multidisciplinary approach. This support ensures the preparation and psychological readiness of all participants in the educational process for cooperation with children with health issues and includes the prevention and correction of secondary developmental deviations in such children. Special attention is paid to the role of social and pedagogical work in the development of a child with disabilities in accordance with the general patterns of child development, considering secondary symptoms related to abnormal social development. The article investigates the main approaches to implementing inclusive education in the educational space of Ukraine. The author examines the normative legal acts concerning the integration of people with special needs and their impact on the development of democracy. Additionally, an overview of the experience of organizing education for people with visual impairments in Ukraine and abroad is provided. The authors of the article highlight the need for support of regional rehabilitation and social protection programs for people with visual impairments, the creation of scientific-methodological resource centers for inclusive education, and the integration of such children into general education institutions. The conclusions of the study underline that addressing issues of accessibility, inclusion, and humanization of societal relations towards visually impaired individuals will contribute to their successful socialization and professional training, reflecting modern approaches to education and vocational training for blind and visually impaired individuals. The importance and prospects of implementing inclusive education in Ukraine’s educational space are demonstrated and significant for educators, lecturers, and students of pedagogical and technical universities, as well as education and science professionals.

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