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Inclusive Education Support Process in the Classroom - Field Dynamics
No full textInclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State UniversityInclusive education is one of the most significant challenges of the modern educational system, requiring a complex and holistic approach. In Georgia, inclusive education has undergone significant transformation since the Soviet period, reflecting a shift towards more progressive, human rights-oriented educational practices.
The paper presents a discussion on classroom dynamics that respond to field theory; it examines the challenges and outcomes for teachers and students, particularly focusing on the potential risks of segregation and the necessity for the development of a unified classroom field.
Field theory, initially developed by Kurt Lewin, provides a framework for understanding group dynamics. According to this theory, behavior is a function of the person and the environment, together creating a psychological field. In the classroom context, the field includes all students, the teacher, and their interactions. This perspective helps us understand how different factors collectively influence behavior, considering the person and the environment as a whole system.
A holistic approach is essential for the success of inclusive education, which involves creating a unified classroom field where all participants interact harmoniously. If the classroom field is fragmented, it leads to the segregation and marginalization of students with special educational needs. Like any environment, the classroom represents a dynamic field where multiple forces interact. When a students with special needs enter this field, they bring uniqueness that influences the existing dynamics and are themselves affected by the existing dynamics.
The classroom field is a dynamic environment where student behavior and learning outcomes are determined by both personal and external factors. Creating a unified classroom field based on the principles of field theory ensures the full integration and equal participation of all students, including those with special educational needs, in the learning process.
Conclusions and Recommendations:
1. A unified classroom field is crucial for the success of inclusive education.
2. Continuous professional development is necessary for teachers to manage the class effectively.
3. More research is needed to study specific strategies that will aid in unifying the classroom field and preventing segregation.
4. Prioritizing the recognition of dynamic interactions between various factors is essential
On One Peculiarity of the Narrative Style in Vazha-Pshavela’s Epic Poems
No full textIn Vazha-Pshavela’s epic poems the story is narrated in a traditional
manner: the narrator observes the action taking place within
the inner space from the outer space. However, he deviates from this
traditional narrative style whenever it is necessary to accommodate it
to the narrative situation in the poem. The narrator “penetrates” the
inner space and is transformed into the 1st person (grammatically)
dramatis personae who holds a conversation with the (2nd person) characters. Then he “returns” to the outer space and continues to
narrate in the traditional style.
This peculiarity of the narrative style can be observed in epic poem
“Host and Guest”, in the episode when Khevsurians launch an assault
on Kisteti (chapter 11) and after Joqola’s death (chapter 13). This device
is also used in the epic poem “Bakhtrioni”. Having defeated the enemy,
the troops are heading back to Pshavi. The narrator leaves the outer
space and meets them near Pshavi and talks to them in the 1st person
(chapter 16). Then he returns to the outer space and the narrative
continues in the traditional style. This alteration of narrative styles is
an important stylistic innovation in Georgian narrative literature
Universal Design for Learning - UDL and Response to Intervention Model - RTI for students with dyslexia
Full text linkInclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State UniversityDyslexia can significantly determine the academic development of a student and, subsequently, the quality of their life. It is essential in the education system to implement an educational framework- Universal Design for Learning (UDL) and Response to Intervention (RTI) program in school. A student with dyslexia should receive targeted, individual support in the classroom, small groups, individually.
The study aims to research an effective educational environment for students with dyslexia to solve their learning difficulties. The analysis of secondary information allowed us to get acquainted with the experience of international organizations and studies on educational frameworks. The main results of our study is that integration of UDL and RTI models is the most effective way to create an inclusive and responsive learning environment for students with dyslexia. This integration promotes accessibility, engagement, collaboration, and data-driven decision-making, leads to better academic outcomes and increases students chances of success; it also promotes collaboration of educators, specialists and parents, ensuring a comprehensive approach to solving reading difficulties.
Three levels of RTI - high-quality instruction and support for all students; additional interventions and support; intensive interventions and comprehensive assessment – can improve learning outcomes for students with dyslexia or other disabilities (T. N. Odegard., J. Cooper., M. Hirschmann., E. Alexander, 2017).Three main principles of UDL provide conditions for students with dyslexia to demonstrate their abilities without the limitations caused by their reading and writing difficulties (G. Rappolt-Schlichtmann, 2018). For the teaching students with dyslexia it is important to integrate the three principles of UDL into all three levels of RTI. Several studies confirm that the integration of both models is the best way to support students with dyslexia (J.D.Basham, 2010).
Implementing UDL and RTI models in the educational system can be challenging. It requires a deep understanding of the models, creating an inclusive learning environment, and ongoing support for teachers. Also, it often requires technological tools, training materials, and specialized personnel. Accepting these challenges is crucial for teachers and education policymakers to support students with dyslexia
International Scientific Conference “Georgia and European Integration: Past, Present, Future” December 22, 2023
Full text linkhttps://geohistory.humanities.tsu.ge/ge/procedings/83-shromebi/179-shromebi-20.html
ივანე ჯავახიშვილის სახელობის თბილისის სახელმწიფო უნივერსიტეტის ჰუმანიტარულ მეცნიერებათა ფაკულტეტის საქართველოს ისტორიის ინსტიტუტის შრომები შესულია ERIH PLUS-ში (The European Reference Index for the Humanities and the Social Sciences) / This journal was approved on 23.10.2024 according to ERIH PLUS criteria for inclusio
SOVIET RUSSIAN EPILOGUE OF THE SOCIALIST-FEDERALIST PARTY – “SELF-LIQUIDATION” (1921-1923)
Full text linkhttps://geohistory.humanities.tsu.ge/ge/procedings/83-shromebi/179-shromebi-20.html
ივანე ჯავახიშვილის სახელობის თბილისის სახელმწიფო უნივერსიტეტის ჰუმანიტარულ მეცნიერებათა ფაკულტეტის საქართველოს ისტორიის ინსტიტუტის შრომები შესულია ERIH PLUS-ში (The European Reference Index for the Humanities and the Social Sciences) / This journal was approved on 23.10.2024 according to ERIH PLUS criteria for inclusionThe Soviet government initially seemed to have chosen a tolerant political course towards the Georgian political spectrum. On February 25, 1921, the day the invaders entered Tbilisi, the Revolutionary Committee issued a decree on amnesty. The main term provided by the amnesty was the recognition of the Soviet government by the local political parties.
However, the period of tolerance lasted for a couple of weeks. On April 15, 1921, the Extraordinary Commission of Soviet Georgia issued an order effectively banning all activity of political parties. Political parties that did not recognize the Soviet government were forbidden to hold meetings and discussions without special permission. Without a permit, all party gatherings would be imprudently dissolved, and their initiators arrested and prosecuted as conspirators against the existing establishment.
Obviously, the establishment of such strict control over any party, in fact, ban or not, would lead to the limitation of the activity of the parties to a minimum and their eventual dissolution.
After that, the communist authorities of the Soviet Union successively banned the political parties in the country and in individual republics: Social Democrats, Social Democratic Internationalists, Socialist-Revolutionary Maximalists, Ukrainian Evilists, Jewish Bund, Right Socialist-Revolutionaries, etc. The Soviet government itself did not abolish these and other parties but forced them to hold self-liquidation congresses and officially determine the self-liquidation of their parties. According to the established rule, social democrats and national democrats announced their self-liquidation in Georgia, while others generally withdrew from political activities.
The Left Socialist-Federalist Party faced a dilemma: it had to either continue the struggle against the Bolshevik government or dissolve the party and merge into the Communist Party. Leftists chose the latter: ideological, party death, and physical survival.
Left Federalists falsely claimed that they had chosen the path to abolish their own party. On February 21, 1922, the Presidium of the Central Committee of the Communist Party of Georgia approved the plan of the Extraordinary Commission of Georgia, which provided for repression against the opposition parties. One of the plenums of the Central Committee of the Communist Party decided that the Socialist-Federalist Party should be liquidated by the hands of the Main Committee of the Party. However, they had to play the scene of voluntariness, as others have done – as if they were abolishing the Party on their own free will, because their ideals completely coincided with the ideals, outlook, and program of the Communist Party.
By September-October 1923, the left federalists were already ready for self-liquidation. This act was preceded by the ideological justification of ideological closeness to the Communist Party. One of the leaders of the party, Tedo Ghlonti, tried to prove that they had more in common with the Communists than with the “Mensheviks” and that their decision to join the Communist Party was a completely voluntary act. It was a falsehood that the Federalists unfortunately had to agree. The great socialist state was beginning the era of large-scale circulation of lies and forgery. The Federalists were forced to join in the frenzy of universal forgery. Otherwise, what happened in Soviet Russia would happen and was already happening in Georgia – repression.
On November 7-8, 1923, the Second Congress of the Left Socialist-Federalist Revolutionary Party took place. The same Tedo Ghlont admitted with interesting honesty the change in the foreign course of his and still existing federalist party and the forced reality: “We cannot rely on London, Paris, or Washington. We must agree to the slogans thrown by Moscow.” The irony meant the bitter reality that for the communist federalists and for Georgian society in general, there was only one choice – Moscow.
Finally, this forced and painful integration process was completed by the Second Congress of the Left Socialist-Federalist Party with a few-word resolution: “The Congress decided to unite organizationally with the Communist Party.” The victorious Soviet Russian government destroyed the last bastion of the opposition—the left-wing Socialist-Federalist Revolutionary Party of Georgia, which had been struggling for almost three years and forced it to renounce its existence.
One-party Bolshevik-communist dictatorship was established in the Soviet Union and Soviet Georgia respectively
Early Identification and Prevention of Dyslexia in Primary School
Full text linkInclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State University.Dyslexia is the most common learning disability among schoolchildren. In Georgia, we lack epidemiological data on its prevalence in any population. According to American data, 15% of schoolchildren have learning disabilities, with the largest share (7%) being cases of dyslexia. According to English and French data, 3.5% to 7% of students are diagnosed with dyslexia (Di Folco et al., 2021). Reading skill development disorders dramatically impact not only an individual’s future but also their personality formation.
Early identification, prevention, and targeted educational intervention for reading skill disorders are crucial. In Georgia, teachers are not equipped with educational assessment tools for dyslexia, knowledge about its diverse manifestations, reading instruction models, or various strategies. Often, such students are labeled as irresponsible and lazy. If students do not exhibit behavioral problems, they may reach the basic level unnoticed, where their learning problems become sharply evident.
Globally, the Response to Intervention (RTI) model is being widely implemented. It has been developed in the USA since 2004 and has been actively tested in schools since 2008. Before this, students were integrated into the special and inclusive education system only after meeting specific formal classification criteria, including for dyslexia. Students with less pronounced learning and behavioral problems did not receive timely assistance, making their subsequent education process very difficult (Grosche, Volpe, 2013).
The Response to Intervention model is not focused on outcomes and diagnosis. It is based on a proactive conceptual framework aimed at preventing and timely identifying academic and behavioral problems in students (Fletcher, Vaughn, 2009). According to this model, all students are taught in school using evidence-based literacy instructions, strategies, and models. If a student lags in acquiring academic skills for some reason, whether or not they qualify for special or inclusive education, they are provided with additional training within the school through changes in learning strategies. If the school can no longer support them, only then are specialists from the special education system involved. In this model, the central figures are general education teachers and school special educators, who conduct timely educational screening, monitor results, and respond if they notice the student’s learning pace has fallen behind. Therefore, teachers must have appropriate competencies in modern methods and strategies for acquiring academic skills
“Autumn of Glory”: Principal Confederate Army of Tennessee (1862-1864)
Full text linkFormed on November 20, 1862, by merging General Braxton Bragg’s
Army of Mississippi with General Edmund Kirby Smith’s Army of Kentucky,
the Army of Tennessee was the Confederacy’s principal army in the Western
Theatre. From the Appalachian Mountains to the Mississippi River,
this force fought most of the major battles that took place in the region.
After undergoing various reorganizations under different leaders, in the
final phase of the war, the army of Tennessee was commanded by General
Joseph E. Johnston (1807-1891). The army ceased its resistance in
North Carolina on April 18, 1865, by which the main battles of the civil
war came to an end.
Although the army fought in numerous military operations, it won
only a few victories and in most cases failed to fulfill strategic scale objectives.
In addition to facing some of the Union’s most capable generals,
the army was plagued by problems of command, supply, and logistics for
the duration of the war. Historians have identified the string of defeats
suffered by the Army of Tennessee as a primary cause of Confederate defeat
in the war.
Despite multiple attempts and replacement of its commanders, the
Army of Tennessee was unable to solve major operational tasks. According to leading Civil War historians, the series of defeats experienced by
the Army of Tennessee was the main reason for the defeat of the Confederacy.
In the opening days of the war, the army defended the northern
frontier of the Confederacy along the Tennessee-Kentucky border before
retreating following the Federal capture of Fort Henry and Fort Donelson
on the Tennessee and Cumberland Rivers in February 1862. After the fall
of Fort Henry and Fort Donelson, the army was never able to regain the
lost ground and seize the initiative.
Despite the complete fiasco, the Army of Tennessee maintained the
reputation as an aggressive, combative, unshakable, resilient and tireless
military formation to the end. During most of the hostilities, the army,
usually outnumbered and led by inept commanders, was chronically
short of reserves and resources. Given this fact, the question that continues
to arouse interest and discussion is: Was the Army of Tennessee, as
the main fighting force of the Confederacy, able to achieve an impressive
result or not
Strategies for Inclusive Environment Enhancement at Samtskhe-Javakheti State University
No full textInclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State UniversityThe given paper highlights the main priorities and directions of Samtskhe-Javakheti State University to support the development of an inclusive environment. To enhance inclusiveness new courses and programs are actively initiated/prepared at the university. These programs and courses are directed to develop new knowledge and skills necessary for the development inclusive environment. One of the good examples is a newly developed course on enhancing social-emotional competencies among primary school pupils.
In addition to the academic programs, various activities are carried out in non-formal education. Also, research studies are carried out to explore the attitudes of different groups of society toward inclusive society. The research findings are used while working on students’ BA and MA Thesis.
The University regularly makes efforts to involve different stakeholders in the research projects, like subject teachers, special teachers, and representatives of non-governmental and state agencies. The Research findings are highlighted in academic courses and informal activates
For the Etymology of the Term Ingilo
No full textThe research and study of Albania in the Caucasus, and then the part
known as Hereti or Saingilo, has never lost its relevance among Georgian
and foreign scientists.
The Greek historian and geographer Strabo (1st century AD) wrote
that the Albanians had twenty languages, because they did not assimilate
with each other. This state represented an independent federation of
various tribes. Some medieval sources associate the names of these tribes
with the people of Kartvelian origin.
The Kingdom of Hereti had a rich historical past. According to historical
sources, the population adopted Christianity in the 3rd-4th centuries.
Today’s Ingilos are the indigenous inhabitants of this region. Arab historians
of the 8th-10th centuries (al-Istakhri, al-Balazuri, al-Tabari, al-Farik
and al-Masud) have information about Georgia and, in particular, the
country of Ar-Rani. The authors emphasize the faith of the Arranites
(Heralites) and call them al-Nasara (Nazarenes نصاري ) and Ahlu-Injil
(people following the gospel, Christians .(الإنجيل احل
The Kingdom of Kakheti-Hereti (Hereti is the same as Rani) was founded
by Grigol Hamami in the 9th century. The kingdom of Hereti included
Belakani, Zakatala, Kakhi and Shaki districts. According to Georgian
sources, the owner of Kakheti was officially called “King of Rani and
Shaki”, and in Arabic sources he is mentioned as “King of Shaki and
Gurji”. As a result of the invasions of Iran, Turkey and then Leki feudal lords
in the 18th century, this area was separated from Georgia. The created
ethno-social problems led to the conversion of part of the population to
Islam.
Georgians who converted to Islam, according to the popular version,
in old Turkish were called Yengil - Yengilo (yeni gelen, yeni-gil-ler newcomers,
newcomers), which can also be assumed to mean “newcomers,
new converts”. The district inhabited by these people was named Saingilo.
However, the Georgian population of this area calls themselves
Hers.
For the first time, the term “Ingilo” appeared in official documents,
in the correspondence of Russian officials in the 1930s. In the “Caucasian
Calendar” published in 1847, Elisu District is already replaced by
Engiloisky (M. Beridze, L. Bakuradze, Z. Pourtskhvanidze, For the Issue of
Creation, Establishment and Conceptualization of the Terms Ingilo /
Saingilo, Materials of the IX Scientific Session of the Circassian Culture
Center, Tbilisi, 2023).
The research topic requires a deep study of the material. In our
humble guess, the term “Ingilo” is more related to the Arabic word “Injil”
الإنجيل) ) of Ethiopian origin, which means Christian. Also Енгилойский
(Engiloisky), and maybe it comes from Евангелийский (Evangelical)?
Dimitris Nollas
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