UDC 371.9:371.01 BBK 74.5:74.202.4
L.P. Fetalieva, S.Kh. Shikhalieva, S.A. Karaeva
historical stages of DEVELOPMENT OF INCLUSIVE EDUCATION FOR JUNIOR SCHOOL CHILDREN
The article presents the historical stages in the development of inclusive education for primary schoolchildren, and examines various models of teaching children with special needs. Based on the level of inclusion of the child in the educational process, it is proposed different types integration and inclusion. The importance of inclusive education for children with health problems is revealed, the possibilities and advantages of inclusion are described. The authors substantiate the merits of inclusive education for junior schoolchildren in secondary schools.
Key words: inclusive education, primary schoolchildren, inclusive model, remedial education, integrated education, homeschooling.
L.P. Fetalieva, S.H. Shikhalieva, S.A. Karaeva
HISTORICAL STAGES OF DEVELOPMENT OF INCLUSIVE EDUCATION OF YOUNGER school
The article presents the historical stages of development of inclusive education of younger students, examines the different models of teaching children with special needs. According to the level of inclusion of the child in the educational process there are different types of integration and inclusion are proposed. The importance of inclusive education of children with special needs, described features and benefits of inclusion is identified. The advantages of inclusive education of younger students in secondary school are explained.
Key words: inclusive education, junior high school students, inclusive model, corrective training, integrated education, home schooling.
Educational system of children with disabilities in historical development has gone from isolation to inclusion. The history of education for children with special needs can be roughly divided into three stages. Until the mid-60s of the twentieth century, the dominant model was the medical model, within which the education of children with disabilities was carried out in isolation. Until the 60-70s of the 20th century, within the framework of the medical model of disability, children with disabilities were considered separately social group as an object of attention of social services. Representatives of social services identified difficulties arising in Everyday life children with health problems, as a natural consequence of an existing defect that makes the child different from healthy children
and does not allow him to take part in the educational, educational and leisure life of his peers. From their point of view, a child with disabilities could be integrated into society provided that he adapts to the environment and independently overcomes the barriers that arise. Society, for its part, was not responsible for providing children with disabilities with comfortable conditions for their education.
Significant changes in attitudes towards children with disabilities occurred in the second half of the 20th century. This was caused by the abandonment of the medical model of disability and the emergence of a social model. Proponents of the social model of disability viewed barriers and limitations in people’s life activities not as a natural consequence of existing
they have health problems, but as a characteristic environment, its inability to adapt to the individual characteristics of each person. Barriers were identified that limit the participation of children with disabilities in educational, educational and leisure life. Among them are physical (the infrastructure of the school, laid down at the stage of its design), informational (difficulties in obtaining and transmitting information for people with hearing and speech impairments, a shortage of publications intended for the visually impaired and blind people), emotional (attitude towards children with severe developmental defects, care turning into guardianship, psychological incompatibility).
The mid-80s can be considered the time of justification for the new “inclusion” model, i.e. inclusion. Inclusive or included education is a term that describes the education of children with special needs in mainstream schools. At the same time, this education is different from regular, special and integrated. Inclusion is an attempt to give self-confidence to students with disabilities, to motivate them to study at school along with other children - friends and neighbors. The basic principle of an inclusive school is that all children should be taught together whenever possible, despite the difficulties or differences between them, but in such a way that learning meets the interests, needs and needs of all children and each child individually. .
So, inclusive education is a process of development of general education, which implies its accessibility to everyone. The main idea of inclusion is the education of children with disabilities not in separate specialized institutions, but in regular general education schools, so that children with disabilities have the opportunity to study and attend educational institutions together with ordinary peers. Inclusive education is when for children with disabilities
health, special conditions are created in general educational organizations so that they can include, accept and provide education to all children.
To date, Russia has historically established systems for educating children with special needs. educational needs and emerging models related to the implementation of inclusion requirements for secondary schools. Inclusive education in Russia is at the stage of formation, therefore the establishment of inclusive education in our country needs to be scientifically substantiated and methodically ensured. In this regard, there is a need to comprehend the previous stages of the formation of the education of children with special educational needs, to identify trends in their development and to describe possible models for the future joint education of children in general education organizations, primarily in primary school.
Currently, several models of teaching children with disabilities have developed in Russia.
Special (correctional) educational organizations - preschool and school institutions for children with disabilities who need medical and psychological-pedagogical correction, diagnosis, education, training: with hearing impairments (deaf, hard of hearing, late-deafened), vision (blind, visually impaired, late blind), musculoskeletal system, speech; mental retardation; mental retardation; disorders of the emotional-volitional sphere and behavior; with complex disabilities, including deaf-blindness.
This system of training children with disabilities includes correctional institutions of primary vocational education- educational institutions for children in need of psychological, medical and social assistance (diagnostic and counseling centers, centers for psychological, medical and social support, psychological and pedagogical rehabilitation -
tions and corrections); special schools and boarding schools - educational institutions with 24-hour stay for students, boarding houses for social protection.
The main disadvantage of the education of children with disabilities is the significant distance of correctional organizations from the place of residence of the family with a child with disabilities. Placing a schoolchild or preschooler in one of these institutions deprives the family (parents and child) of full communication and largely breaks family ties.
In order to preserve the benefits of special education for children with health problems, correctional classes were created in general education schools. A positive thing for correctional classes is that children with health problems have the opportunity to participate in school activities on an equal basis with their peers from other classes, as well as the fact that children study closer to home and are raised in a family.
Distance learning- a complex of general educational services provided to children with special educational needs using a specialized information and educational environment based on means of exchange educational information on distance. This form of training allows you to ensure a gentle regime for conducting training sessions, vary the organization of training sessions with students, determine different periods for them to master basic general education programs, which can be changed due to the nature of the student’s illness on the recommendation of a psychological, medical and pedagogical consultation, and also organize academic work in a special learning environment.
Homeschooling is a learning option in which teachers educational organization According to a specially developed schedule, they visit the child and conduct classes with him directly at his place of residence. Such training, as a rule, is carried out by teachers from the nearest educational institution.
telny organization. In Russia, there are also specialized schools for home education of children with special educational needs. Home schooling can be carried out according to a general or auxiliary program, built taking into account the student’s capabilities. To date home education is the world's fastest growing form of education for children with disabilities.
Integrated learning. Currently, integrative models of teaching children with educational needs, based on the principle of normalization, are dynamically developing in Russia. The advantage of this model is the ability for the educational organization and parents to choose a form of integration that is accessible to the child. In educational practice, different types of integration models of teaching children with developmental disabilities have emerged.
Continuous partial integration is effective for those children who, along with normally developing peers, are able to master a small part of the necessary skills and abilities, and spend only part of their educational and extracurricular time with them.
Temporary partial integration, in which all pupils of a special group (class), regardless of the level of psychophysical and speech development team up with healthy children at least 2 times a month to carry out joint various educational activities.
Permanent incomplete integration for those children whose level of mental development is slightly below the age norm, who needs systematic and significant correctional assistance, but at the same time is able to study together and on an equal basis with normally developing peers in a number of subject areas, and also to spend time with them most extracurricular time.
Episodic integration - purposeful organization of minimal social interaction children with disabilities with peers.
Continuous full integration can be effective for children who, in terms of their level of psychophysical and speech development, correspond to the age norm and are psychologically ready for joint learning with healthy peers. This model of integrated learning is close in its characteristics to inclusion.
IN last years in the scientific literature and world educational practice, models of inclusive education are being actively substantiated and implemented. In contrast to integrated education, inclusive models recommend teaching several children with disabilities in a regular classroom at a general education school.
World practice and the experience of Russian regions indicate the undoubted advantages of inclusive education. Analysis of literature and educational practice allows us to note the following advantages of the inclusive education model:
First, inclusion ensures social cohesion, respect and a sense of self-esteem children with health problems;
Secondly, teachers and other participants educational process create positive experiences that bring joy and benefit from learning together for all children;
Third, schools and teachers adapt and respond to the needs of each student, which benefits the school, teachers, parents and all students;
Fourthly, inclusive education involves various departments, parents, and public organizations in the process, which contributes to the development of social partnership.
Different models of inclusive education have developed in Russia.
Inclusive education classes are opened in general education organizations with the aim of creating an integral system that provides optimal conditions for the training, education and social adaptation of children with special educational needs in accordance with their age and individual characteristics, level of information.
intellectual development, somatic and neuropsychic health. Inclusive classes can be organized in all types educational organizations implementing educational programs primary education who have created special conditions for the stay and education of children with special educational needs.
Based on the level of inclusion of a child in the educational process, types of inclusion are conventionally designated: targeted, partial, complete. Services of the children's creativity center - preparatory stage admitting a child to an inclusive group. This type of inclusion can be called “spot inclusion”, when a child is included in a group of peers only on holidays, briefly in games or on a walk.
“Partial inclusion (fragmented)” involves the inclusion of a child half a day or half a week, for example, when the child is in a peer group, participates in art classes, physical culture, music together with other children, but part educational material mastered through individual work.
The “full inclusion” option is when a child with disabilities attends an age group full-time, independently or with an accompaniment. The child learns in all classes together with peers, while choosing tasks of varying levels of difficulty, additional games and exercises.
It should be noted that inclusive education in Russia has not become a systemic phenomenon. In most regions, there are isolated episodes of organizing inclusive education. For example, in the Republic of Dagestan there is only one integrated co-educational class.
As our observations and surveys have shown, primary school teachers are not sufficiently prepared to teach children with special educational needs together. They're afraid that
cannot cope with inclusion, cannot meet the requirements for teaching children with special educational needs, and do not want to be responsible for the results pedagogical activity. Teacher survey primary classes indicates that more than 72% of them do not agree that children with health problems should be taught in a regular school classroom where classes are conducted. The rest of the respondents would agree to implement inclusive education if additional conditions are created. These include additional payment, the presence of an assistant (tutor), specialized training equipment and teaching aids. While creating special conditions, involving a psychologist, educator, speech pathologist, and tutor in working with children with special educational needs, the number of people who agree to organize inclusive education in primary grades increases to 63%.
When asked in a questionnaire which model of education for children with health problems parents would prefer, 66% of them choose inclusive, 8% - home, 16% - correctional educational institutions, 4% - distance learning, 6% - the rest.
To the question “What positive sides Do you see children with disabilities in the chosen education model?” parents who prefer inclusive education respond that joint education will allow children with disabilities to receive a good education(73%); co-education will prepare the child for life in society (53%); cooperative learning
does not separate the child from the family and children of his yard (65%); All schoolchildren develop a tolerant attitude towards each other (58%).
In response to the survey question, “What are their concerns about collaborative learning?” parents are afraid that children with health problems will not cope with the educational program (42%); possible psychological incompatibility (27%); violence and bullying (19%); lack of comfortable conditions for studying and fulfilling natural needs (35%); they will have no friends (15%).
Thus, the currently existing models of teaching primary schoolchildren with special needs do not fully ensure the choice of parents and do not allow the benefits of inclusive education to be realized. This is a problem of enormous scale, the solution of which requires efforts:
States to create appropriate infrastructure in educational institutions;
Education management bodies of pedagogical educational organizations - for the training and retraining of specialists (psychologist, educator, defectologist, speech therapist, tutor) and teachers;
Educational organizations - development regulatory, legal, educational and methodological documentation on inclusive education;
Teachers - on mastering inclusive learning technologies;
Parents - on preschool preparation of children with disabilities for studying in a general education school and additional assistance to them in learning curricula schools.
Bibliography
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2. Andreev, V.N. Distance education disabled children: foreign experience [Text] /
B.N. Andreev. - Tula: Publishing house TSPU im. L.N. Tolstoy, 2010. - 57 p.
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S.A. Prushinsky. - M.: Vladimir: Transit IKS, 2009. - 254 p.
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Candidate of Philological Sciences, Senior Lecturer, Department of Pedagogy and Psychology of Primary Education, Dagestan State Pedagogical University, Makhachkala, Russian Federation. E-mail: [email protected]
Shikhalieva Sabrina Khanalievna,
Doctor of Philology, Professor, Leading Researcher, Department of Grammar Studies, Dagestan science Center Russian Academy Sciences, Makhachkala, Russian Federation. E-mail: [email protected]
Karaeva Salimat Atavovna,
candidate pedagogical sciences, Associate Professor, Department of Pedagogy and Psychology of Primary Education, Dagestan State Pedagogical University, Makhachkala, Russian Federation. E-mail: [email protected]
Information about the authors: Fetalieva Laura Platovna,
Candidate of Sciences (Philology), Senior Lecturer, Department of Pedagogy and Psychology of Primary Education, Dagestan State Pedagogical University Makhachkala, Russia. Kmail: [email protected]
Shikhalieva Sabrina Hanalievna,
Doctor of Sciences (Philology), Academic Title of Professor, Leading researcher, Department of Grammatical Studies Dagestan Scientific Center of the Russian Academy of Sciences, Makhachkala, Russia. E-mail: [email protected]
Karaeva Salimat Atavovna,
Candidate of Sciences (Education), Academic Title of Associate Professor, Department of Pedagogy and Psychology of Primary Education, Dagestan State Pedagogical University, Makhachkala, Russia. E-mail: [email protected]
CQ About to GO Œ
Introduction
Inclusive or included education is a term used to describe the process of teaching children with special needs in mainstream schools. The main and important aspect of inclusive education is the exclusion of all discrimination against people with certain needs. Such education should create special conditions, for example, for children with special educational conditions.
In fact, issues of inclusive education are a pressing topic for our country. At the moment, there are many unresolved problems and difficulties in this area that still need to be overcome.
It has long been known that some children studying in secondary schools and having individual educational needs seem to remain on the sidelines, drop out, self-exclude from the educational process, because cannot obtain knowledge in ways and methods accessible to them. Here we can give an example with disabled people who, due to certain physical losses, cannot fully study with their peers.
Currently, schools, unfortunately, for the most part are not able to organize full-fledged education for such children. Their parents are forced to look for specialized educational institutions. As a result, after studying in such an institution, a child cannot help but feel “not like everyone else,” which negatively affects his psyche.
The object of our research is inclusive education.
Subject of the study: Implementation of inclusive education in institutions additional education children.
The purpose of our course work is to analyze the activities in institutions of additional education for children to implement inclusive education.
1. Consider the concept of “inclusive education”
2. Consider regulatory documents in the field of inclusive education
3. Study inclusive education in institutions of additional education for children
4. Analyze the activities and problems in institutions of additional education for children in the implementation of inclusive education.
Methods used for research- this is analysis
In our course work, we examined the concepts of inclusive education, legal documents, various training options and examined inclusive education in institutions of additional education for children.
We also analyzed the activities in institutions of additional education for children to implement inclusive education
Theoretical foundations of inclusive education
Concept of inclusive education
inclusive education child
Inclusive(French inclusif - including, from Latin include - I conclude, include) or included education - a term used to describe the process of teaching children with special needs in general education (mass) schools. Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.
The inclusive education system includes educational institutions of secondary, vocational and higher education. Its goal is to create a barrier-free environment in learning and vocational training people with disabilities. This set of measures involves both technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, special programs are needed aimed at facilitating the process of adaptation of children with disabilities into the general public. educational institution.
Inclusion is one of the latest special education strategies. Inclusion means the full involvement of a child with special educational needs (SEN) in the life of the school. The point of inclusion is not simply to place a child in a regular classroom for part or all of the day, but to change the organization of the classroom space, as well as the educational process, in order to fully involve the unusual child in the life of the class. Ideally, an inclusive class should unite several groups of children with special needs so that children have the opportunity to communicate with each other. Proponents of this educational system believe that in this way children will be best prepared for real life. And skeptics fear that teachers will be given too much responsibility for children with special needs while the teachers themselves lack the appropriate training and resources. And this will lead to the fact that children with special needs will be given much more attention than ordinary children - which means general level education will decrease.
Inclusive education is the process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special education needs.
Inclusive education seeks to develop a child-centred methodology that recognizes that all children are individuals with different learning needs. Inclusive education tries to develop an approach to teaching and learning that is more flexible to meet different learning needs. If teaching and learning become more effective as a result of the changes that inclusive education introduces, then all children (not just children with special needs) will benefit.
Eight principles of inclusive education:
1. A person’s value does not depend on his abilities and achievements; 2. Every person is capable of feeling and thinking;
3. Every person has the right to communicate and to be heard;
4. All people need each other;
5. True education can only take place in the context of real relationships;
6. All people need the support and friendship of their peers;
7. For all learners, making progress is more likely to be in what they can do than in what they cannot;
8. Variety enhances all aspects of a person's life.
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Abstract on the topic
« Theoretical and methodological foundations of inclusive education»
Inclusive education for modern stage development of Russian society is an important condition implementation of the right of a person with special needs to education, and subsequently to professional activity. It should be noted that the analysis of scientific literature on the problem of inclusive education in a historical context allows us to see a gradually changing paradigm in the system of “atypical” people and social environment. Moreover, positive changes and attitudes can be traced in the public consciousness about the need to move from the social isolation of people with special needs (and in some cases, physical destruction) to their social inclusion.
Following the logic of scientific research, we believe that the development of the stated problem should be based on an analysis of the basic concept of the research work “inclusive education” and the conceptual approaches that we use as the basis for the development of an inclusive education system.
In the scientific space, the institutionalization of the term “inclusive education” is just beginning. Active use of this concept in the Russian scientific and practical space occurs only at the end of the 20th century. and the beginning of the XXI century. It is no coincidence that the introduction of the concept of inclusive education by the Salamanca Declaration of Persons with Special Needs (1994) and the adoption of the UNESCO Declaration on Cultural Diversity (2001) are close in time of their appearance: both of these documents express not only recognition of the heterogeneity of society and its culture, but also changing attitudes in society towards this diversity - awareness of its value, awareness of the value of differences between people.
Inclusion in modern world acts as the leading social idea of Western countries, which is based on the struggle to eradicate discrimination based on the principle individual differences. The human community is considered in all its diversity, suggesting coexistence ordinary people and people with special needs.
In modern scientific literature and periodicals devoted to the education of people with special needs, the concept of “inclusion” began to gradually replace the previously used term “integration”, claiming to be a more accurate semantic expression of the essence of understanding the practical implementation of the rights of people with special needs.
In the scientific space, the term “inclusion” translated from in English means "inclusiveness". Inclusive or included education is a term used to describe the process of teaching persons with disabilities, and as a result, with special educational needs in general education institutions. It is based on an ideology that ensures equal treatment of all people, but, nevertheless, it provides for the adaptation of the environment and the creation of compensating conditions.
It should be noted that at the present stage of development of society, Federal Law No. 273-FZ dated December 29, 2012 “On Education in the Russian Federation”, the concept of “inclusive education” is legislated as ensuring equal access to education for all students, taking into account the diversity of their special educational needs and individual capabilities.
According to A. Ya. Chigrina, inclusive education is a term used to describe the process of teaching children with disabilities, and as a result, with special educational needs in general education (mass) schools. The author emphasizes that inclusive education must present a balance between whether a child can master a general program in the presence of additional conditions and an individual program, and the importance of his social integration.
In turn, O.S. Kuzmina gives the following definition of “inclusive education”, by which she understands “a socio-pedagogical phenomenon consisting in the construction of an educational process in which a child with disabilities learns together with healthy peers and receives specific pedagogical support and correctional assistance related to meeting his special educational needs.
For our research, the article by Yarskaya-Smirnova E.R. is of particular interest. and Loshakova I.I. “Inclusive education of children with disabilities,” in which the idea of introducing inclusive education assumes that the diversity of needs of students with disabilities should be met by a continuum of services, including an educational environment that is most favorable for them. The authors emphasize that all children should be included in educational and educational settings from the very beginning. social life local schools; the task of an inclusive school is to build a system that meets the needs of everyone; in inclusive schools, all children, not just those with disabilities, are provided with support that allows them to achieve success, feel safe, and feel the value of being together in a team.
We share the opinion of A.V. Bakharev that the inclusive education system includes educational institutions of secondary, vocational and higher education. Its goal is to create a barrier-free environment in the education and training of people with disabilities. This requires a set of measures, which involves both the technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at their work and the development of interaction with people with disabilities, the development of tolerance and changes in attitudes. In addition, the author believes that special programs are needed aimed at facilitating the process of adaptation of children with disabilities in a general education institution.
In the context of the stated problem, important for us are the views of S. O. Bryzgalova and G. G. Zak, who see that the concept of inclusive education requires fundamental changes in the system not only of secondary education (as a “school for all”), but also of professional and additional education (as “education for all”). Scientists consider the inclusive education system itself as an effective mechanism for the development of an inclusive society, i.e. By developing a system of inclusive education, we thereby contribute to the development of an inclusive society - a society for all, a society for everyone. In their opinion, this is the key importance of inclusive education. Inclusive education is an education that provides everyone, despite existing physical, intellectual, social, emotional, linguistic or other characteristics, with the opportunity to be involved in the general process of learning and upbringing (development and socialization), which then allows the maturing person to become an equal member of society, reduces the risks of segregation and isolation. Growing up together, children learn to accept their own characteristics and take into account the characteristics of other people. It is based on an ideology that ensures equal treatment of all people, but, nevertheless, it provides for the adaptation of the environment and the creation of compensating conditions. For us, the ideas of continuity in inclusive education from secondary school to high school. Based on this, a person with special needs is constantly in a system of social relations and connections, which will expand and deepen as he socializes.
The development of an inclusive education system was based on the following concepts and conceptual approaches:
1). An activity approach that considers a person as an active subject who learns and transforms the world and himself in the process of activity;
2) The person-centered approach is based on the humanistic principle of the relationship between teacher and student, taking into account the child’s subjective experience and providing him with pedagogical support for his individuality;
3) Systematic approach, considers inclusive education as a continuous process of interaction between a multidisciplinary team;
4) The competency-based approach considers the individual as a bearer of certain competencies;
5) Acmeology of personal and professional development of the individual.
We propose to briefly consider their theoretical and methodological essence.
The activity approach considers a person as an active subject who learns and transforms the world and himself in the process of activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, etc.). State social politics regarding people with special needs for a long time was based on the medical model of disability. In which a person with special needs was viewed more from the perspective of an object medical care, and not a subject of social relations. Unfortunately, even such an important point as the development of an individual rehabilitation program for a child with special needs is very often carried out without the participation of the parents, especially the child. This situation should be changed.
In our opinion, the activity approach should be based on the principle of participation, which involves the participation of young people in decision-making and processes that affect their lives, including in the processes of information exchange, consultation, management, decision-making and action (R.A. Hart). Based on his book “Children's participation from tokenism to citizenship”, we present only the most important provisions for our research. The scientist claims that the participation of a young person is ensured through:
Confidential communication (information on all issues that concern the young person, support in formulating questions and sincerity in answers);
Shared decision-making (facilitating discussion, providing choice, empowering to implement the decision);
Supporting initiatives (active listening; recognizing that young people have talents, strengths and weaknesses, future orientation, learning in the process various types activities).
We believe that the concept of inclusive education, based on this approach, should be based on the active position of children and youth with special needs as subjects of activity. A person with special needs develops as a person and as a future professional through participation in various available activities.
Personality-orientednnysuitabledrelies on the humanistic principle of the relationship between teacher and student, taking into account the child’s subjective experience and providing him with pedagogical support for his individuality(E. Bondarevskaya, E. Stepanov, S. Podmazin, etc.) .
Most scientists in the personality-oriented approach primarily see the process of subject-subject interaction between teacher and student, which is aimed at creating a friendly socio-cultural environment for the self-development of the individual as a subject active work capable of self-realization and self-improvement.
In the context of our research, it is important to define the personality-oriented approach proposed by E. Stepanov, who considers it as “a methodological orientation in pedagogical activity, which allows, by relying on a system of interrelated concepts, ideas and methods, to ensure and support the processes of self-knowledge, self-construction and self-realization of the individual child, the development of his unique individuality."
The person-centered approach considers personality in the context of its individual development and formation, based on the principles of humanism, natural conformity and cultural conformity.
The humanistic concept of inclusive education is based on the idea that a person is the highest value, regardless of what capabilities (intellectual, physical, etc.) he has. An interesting idea was expressed by E. Fromm that changes towards humanization will be possible if people themselves change in the direction from the ideology of predation and possession to the ideology of humanity, mutual recognition and responsibility.
In this context, the problem of education for “atypical” children and young people as a tool for their social inclusion takes on special meaning. In general, the entire system of inclusive education is permeated with the ideas of humanism, which serves as the basis for a trusting and tolerant relationship between all participants in the educational process.
For our work, the data from a sociological study (Yarskaya-Smirnova E.R., Loshakova I.I.), obtained in the course of a study of the attitudes of teachers, secondary school students and their parents to the possibility of joint education with disabled children with mobility difficulties, seems interesting. , hearing, speech or vision impairment, mental retardation. The analysis showed that the closest contacts established between the surveyed students and children with musculoskeletal disorders (12.4%), as well as with children experiencing mental development disorders (12.9%). Our respondents had less frequent contacts with those children who have speech, hearing or vision impairments (9.1%). And among those whom respondents only saw on the street, there are more disabled children with external signs of disability (40.5%).
Interestingly, the greatest tolerance for study in the same class, manifests itself among our student respondents in relation to children with musculoskeletal disorders. They are less tolerant of those who have hearing or vision impairments. The lowest level of tolerance was found for children with mental disabilities - almost half of the students expressed a wish that they study in a separate school. Scientists conclude that about 70% of respondents demonstrated different awareness of the problem of disability in children, and also emphasize that in this case a deeply rooted stereotype is revealed that creates serious barriers to the integration of both children and adults into society.
The principle of conformity with nature (J. Komensky, J.-J. Rousseau, K. Ushinsky, etc.) presupposes the unity of the natural and spiritual principles in the child as equivalent components of a holistic individuality, and their consideration in the process of development, education and training. For our work, this principle is of key importance, because children with special needs have various deviations in mental and/or physical development, which objectively affect the process of mastering knowledge and acquiring skills.
The modern interpretation of this principle connects the social education of “atypical” children with the general laws of the development of nature, their individual and age characteristics, with the formation of responsibility for the development of oneself as an active subject of life. Moreover, it should be emphasized that the principle of conformity with nature presupposes taking into account the gender of the child in the process of gender-role, labor and civil socialization.
A person-centered approach to inclusive education allows us to rely on the natural inclinations of a child with special needs, develop and improve only taking into account his natural capabilities, which will make it possible to more fully use the individual inclinations of each child.
The principle of cultural conformity (D. Locke, C. Helvetius, A. Diesterwerg, etc.) involves building a system of inclusive education based on the culture of society, traditions and customs of the people, norms and values, taking into account the cultural level of each individual. Special attention scientists focus on the problem of sociocultural adaptation of children and youth with special needs.
Analysis of scientific literature allows us to note the need to conduct a comprehensive expert survey of cultural institutions to assess their accessibility for children and youth with special needs. It should be noted that non-formal education, which is often implemented on the basis of cultural institutions, allows you to harmoniously combine intellectual, emotional, aesthetic development individuals through active participation in various types of amateur artistic activities, interest clubs, study groups, etc.
Modern research into inclusive education is conducted on the basis of a person-oriented approach, taking into account the unity of the value-semantic, motivational-need and operational spheres of educational-professional and actual professional activity. By participating first in educational and professional activities, and then in professional activities, a person not only acquires adequate ideas about his profession and his own capabilities, but also actively develops them. Forming as a subject of professional activity and forming an attitude towards himself as a figure, he develops as a personality (B. Ananyev, L. Vygotsky, A. Leontiev, S. Rubinstein, etc.).
Systeman approach,considers inclusive education as a continuous process of interactionI am a multidisciplinary team.
Initially, the word “system” was associated with forms of socio-historical existence. Indeed, in the literature, a system is understood as “a complex of elements that interact” (L. Bertalanffy). Society as social system includes education as a subsystem.
V. N. Spitsnadel, studying the theoretical foundations of system analysis, pays attention to education as an integral element of the system under consideration; the methodological approach to its essence and assessment should be equal in relation to other elements, i.e. systemic. The scientist emphasizes that, being a long-range factor, education lays the foundation and generates the development of these elements, the growth of the productive forces of society. All the more necessary is a scientifically based education program. It is implemented through the development of system knowledge, which is produced as a result of the interaction and synthesis of natural, technical and social sciences. The formation of such a knowledge system, oriented to the world level of scientific development, and its implementation in the educational process is included in the content of the restructuring of higher education. A systematic approach here opens up a real opportunity to reduce the duration of training, increase the special scientific, technical and ideological level of education, and the general culture of future graduates. More specifically, this is done through highlighting general theories, generalized scientific principles, and identifying deep relationships.
A systematic approach to inclusive education allows us to see the integrity and versatility of the educational process, the interconnection and interdependence of all elements of the learning environment, taking into account the complexities of constructing and implementing this system into practice.
It is known that education is a harmonious unity of the process of development, upbringing and training of a person throughout his life. This is a creative process of personality formation, self-development and self-actualization.
The idea of continuity of the educational vertical is of fundamental importance in building a system of inclusive education based on a systematic approach.
The majority of specialists who work with children and youth with special needs, and parents, advocate continuity in education: “primary - secondary - vocational - higher,” which is only possible with the cooperation of all educational institutions capable of implementing systems approach to the problem of inclusion. Of particular relevance is the readiness of teachers from different institutions to work effectively in the inclusive education system.
In this context, the dissertation research of O.S. is of scientific interest. Kuznetsova, who proposed a model for preparing teachers to work in inclusive education includes content and organizational components. Aimed at developing professional competence among teachers, acquiring the ability to solve professional problems:
Understand the philosophy of inclusive education, know the psychological and pedagogical patterns and characteristics of the age and personal development of children with disabilities who are in an inclusive educational environment, and be able to identify these patterns and characteristics;
Be able to select optimal ways organizing inclusive education, designing the educational process for joint education of children with normal and developmental disabilities;
Apply various methods of pedagogical interaction between all subjects of the correctional educational process, focused on value attitude to children with disabilities and inclusive education in general;
Create a correctional and developmental environment in an inclusive educational environment and use the resources of the educational organization for the development of all children;
Carry out professional self-education on issues of joint education of children with normal and developmental disabilities. inclusive education multidisciplinary humanistic
It should be noted that in her work O. S. Kuznetsova substantiates the conditions for inclusive education under which teacher training will be effective, namely, if:
It will be organized as a personalized and continuous process of joint activity of the teacher (teacher) and teachers (students), aimed at developing professional competence and the formation of personal and professional attitudes towards inclusive education and presented in the form of a model;
The technology for training teachers will be based on the use of humanitarian technologies and will ensure the formation of motivational-value, operational-activity and reflective-evaluative readiness to work in conditions of inclusive education.
Substantive discussions among specialists from a multidisciplinary team (doctors, teachers, psychologists, lawyers, civil servants and public figures) are conducted around the practical implementation of the ideas of inclusive education, the difficulties of its implementation and the formation of a positive public opinion. This approach allows us to consider a person with special needs as an active subject of life, the importance of participation in all decisions that affect his life. In our opinion, the opinion of the child and his parents should be taken into account when organizing a compensatory educational environment that is comfortable for all participants in the learning process.
It is especially important to note in the inclusive education system the role of higher educational institutions in the process of social inclusion. Higher education How social institution has significant opportunities and resources for youth with special needs. While studying at higher education educational institution the acquisition of cultural resources of students occurs: the level of education of students increases in the process of educational and practical professional activities, leisure practices change
students in the direction of increasing the share of cultural forms of leisure, more active use of computer technology and the Internet, educational and social activity. Installed social relations and social connections, which act as a unique form of social capital for young people with special needs, allow them to feel more confident in the implementation of their life plans and aspirations, contributing to their social inclusion.
Discussing education from the point of view of systemic analysis, V. N. Spitsnadel argues that an educated person is an agent of culture (goodness, reason, conscience, responsibility, love, sympathy, support...), defending the eternal values of life and forming new ones. Human education (etymologically) is a person’s acceptance of an image: the world, one’s own personality, past and future, good and evil. To be educated means to understand others, oneself, the meaning of life, one’s responsibility to life, to culture... Culture is life, unity, goodness and kindness, strength and energy, it is the eternal ideal of humanity.
Within the framework of the competency-based approach, two main concepts “competence” and “competence” are distinguished; a categorical and conceptual analysis of these terms allows us to note that at present there is no unambiguous understanding of their essence.
For us, the determining factor is the opinion of A.V. Khutorskoy, who by the concept of “competence” means “a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), defined by a certain range of objects and processes, and necessary in order to act efficiently and productively in relation to them”; and the term “competence” means “a person’s possession of the relevant competence, which covers the personal attitude towards it and the objects of activity.”
It is known that competence is a range of issues in which a person is well versed. At the present stage of development school education in Russia there is a change in the ultimate goal of education from “knowledge” to “competence”, because a situation is emerging in which students can master a set of theoretical knowledge well, but at the same time experience significant difficulties in activities that require the use of this knowledge to solve problems and problem situations. By developing competence, we thereby restore the balance between education and life.
Based on the highlighted A.V. Khutorskoy main educational competencies, let’s meaningfully supplement them in the key of inclusive education:
1. Value-semantic computersthosentions. These are competencies in the field of worldview associated with value guidelines the student, his ability to see and understand the world, navigate it, be aware of your role and purpose, be able to choose goals and meaning for your actions and actions, and make decisions. Children and youth with special needs see and interact with the world and people around them in a special way. For many people, it is difficult to determine the meaning of life, and people with special needs need to additionally look for the inner strength to do this. Understanding and accepting values allows you to better navigate when choosing your life path. A family raising a child with special needs plays a special role in this.
2. General cultural competencies. The student must be well informed, have knowledge and experience in matters of national and universal culture, the spiritual and moral foundations of human life and humanity, the cultural foundations of family, social, social phenomena and traditions, everyday life, cultural and leisure spheres. This also includes the student’s experience of mastering the scientific picture of the world. In the process of inclusive education, it is necessary to take into account the sociocultural conditions in which the socialization of children and youth with special needs takes place, so that the individual is prepared for life precisely in these historical, cultural, socio-economic conditions.
3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. When organizing inclusive education, the psychophysiological characteristics of children should be taken into account in order to create the most comfortable conditions for the acquisition of knowledge, skills and abilities, supporting their motivation to learn.
4. Information competencies. Using real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies(audio-video recording, e-mail, media, Internet) the ability to independently search, analyze and select the necessary information, organize, transform, save and transmit it is formed. In our opinion, it is advisable to use the resource in inclusive education social networks, popular among young people. Mastering information competencies by young people with special needs will significantly increase the level of their social capital and be more competitive in the labor market, including self-employment.
5. Communication competencies. Include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, group work skills, knowledge of various social roles a team. In inclusive education, establishing effective communication between all participants, removing barriers, and overcoming stereotypes contribute to the harmonious development of all children.
6. Social and labor competencies mean possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (the rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in economic issues and rights in the field of professional self-determination. In the practice of inclusive education, specialists often use the method of occupational therapy with children and youth with special needs, aimed at mastering work skills, facilitating their professional orientation and choice of future profession.
7. Competenciespersonal self-improvement aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. These competencies include personal hygiene rules, taking care of one’s own health, sexual literacy, and internal environmental culture. The inclusive education system should trace the idea of constant personal self-improvement, taking into account feasible intellectual and physical stress.
The competency-based approach in the inclusive education system considers the individual as a bearer of certain competencies that are acquired in the process of play, learning, communication, and activity, and contribute to the personal and professional development of young people with special needs.
Acmeological approach(K. Abulkhanova-Slavskaya, V. Gordon, A. Derkach, V. Zazykin, E. Smirnov, P. Smirnov, etc.) within the framework of the problem of this study, it seems to us most appropriate, because acmeology, which arose at the junction of natural, social , technical and human sciences, studies the patterns and mechanisms of human development at the stage of his maturity and, especially, when he reaches the highest level in this development. At the same time, it is fundamentally important to identify patterns, conditions and factors that ensure the possibility of achieving the highest point of human development, his acme, as well as identifying possible obstacles that arise along this path. In addition, it is acmeology that today achieves the most significant results in the study of problems of formation and development of a person as a professional in various fields of activity.
Given the rapidly changing social reality, improving the inclusive education system should be based on an acmeological approach, which is based on the idea of continuous improvement of a person and his professional skills in different sociocultural conditions. Of course, one should realistically assess the capabilities and potential of a person with special needs, his ability to work on himself.
The joint efforts of scientists and practitioners who are engaged in the development of theoretical, methodological and practical-organizational foundations of inclusive education make it possible to identify, evaluate and solve problems that arise during its implementation in practice.
Conducted research allows us to draw the following conclusions:
1). Inclusion is the leading trend of the current stage of development of the education system, based on the humanistic paradigm of perception of the world in its diversity. Inclusive education at the present stage of development of Russian society is an important condition for the realization of the right of a person with special needs to education, and subsequently, to professional activity.
2). Inclusive education is a social and pedagogical phenomenon that consists in building an educational process in which a child with disabilities studies together with healthy peers and receives specific pedagogical support and correctional assistance related to meeting his special educational needs (O.S. Kuzmina).
3). The development of an inclusive education system was based on the following concepts and conceptual approaches:
An activity approach that considers a person as an active subject who learns and transforms the world and himself in the process of activity;
The person-centered approach is based on the humanistic principle of the relationship between teacher and student, taking into account the child’s subjective experience and providing him with pedagogical support for his individuality;
A systematic approach considers inclusive education as a continuous process of interaction between a multidisciplinary team;
The competency-based approach considers the individual as a bearer of certain competencies;
Acmeology of personal and professional development of the individual.
4). The modern Russian system of inclusive education should use the best international experience, which makes it possible for children and youth with special needs to realize their right to education in any type of educational institution and receive the necessary specialized assistance.
Bibliography
1. Bakharev A.V. Development of a model of inclusive education: international experience / A.V. Bakharev // Knowledge. Understanding. Skill. - 2014. - No. 2. - pp. 330-335.
2. Bryzgalova S. O. Inclusive education: international experience, modern trends / S. O. Bryzgalova, G.G. Zak // Inclusive education: methodology, practice, technology: materials of the international scientific and practical conference 06/20-22/2011 / Ed. HE. Ertanova, M.M. Gordon. - M., 2011. - P. 41-43.
3. Derkach A.A. Acmeology: personal and Professional Development person: In 5 books. Book 2: Acmeological foundations management activities. - M.: Publishing house RAGS, 2000. - 536 p.
4. Kuzmina O. S. Preparing teachers to work in inclusive education: abstract of thesis. ... candidate of pedagogical sciences: 13.00.08 / Kuzmina Olga Sergeevna. - Omsk, 2015. - 23 p.
5. Personality-oriented approach in the work of a teacher: development and use / [ed. E.N. Stepanova]. - M.: Sfera, 2003. - 128 p.
6. Mardakhaev L. Social pedagogy: textbook / Lev Mardakhaev. - M.: Gardariki, 2005. - 269 p.
7. Spitsnadel V. N. Fundamentals of system analysis: Textbook. allowance. / V. N. Spitsnadel. - St. Petersburg: “Pub. House "Business Press", 2000. - 326 p.
8. Khutorskoy A. Key competencies as a component of personality-oriented education / A. Khutorskoy // Public education. - 2003. - No. 2. - P. 58-64.
9. Chigrina A. Ya. Inclusive education of disabled children with severe physical impairments as a factor of their social integration: abstract of thesis. ... candidate of sociological sciences: 22.00.04 / Chigrina Anna Yakovlevna. - Nizhny Novgorod, 2011. - 23 p.
10. Yarskaya-Smirnova E.R. Inclusive education of disabled children / Yarskaya-Smirnova E.R., Loshakova I.I. // Sociological research. - 2003. - No. 5. - P. 100-106.
11. Hart R. A. Children's participation from tokenism to citizenship / R. A. Hart. - Florence: UNICEF International Child Development Centre, 1992. - 38 p.
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Abstract: this article discusses the interpretation of the concept of “disability”, the features of teaching students with disabilities in a comprehensive school, focusing on the principles of inclusive education and the formation of an individual training program in an inclusive educational environment.
Key words: inclusive education, students, disabilities, principles of inclusive education.
Today, inclusive education on the territory of the Russian Federation is regulated by the Constitution of the Russian Federation, the federal law “On Education”, the federal law “On social protection disabled people in the Russian Federation”, as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.
In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article Twenty-four of the Convention states that in order to realize the right to education, States Parties must ensure inclusive education at all levels and lifelong learning.
The problem raised is relevant, since there is a need for primary school teachers to use special mnemonics for students with disabilities. They require a humane attitude in training, taking into account their feasible capabilities, but not distinguishing them from the crowd of their peers.
The term “disabled health opportunities” (HHI) is used in relation to children with minimal organic or functional damage to the central nervous system, as well as those who have been in conditions of social deprivation for a long time. They are characterized by immaturity of the emotional-volitional sphere and underdevelopment of cognitive activity.
Insufficient expression of cognitive interests in children with disabilities is combined with immaturity of higher mental functions, memory impairments, functional insufficiency of visual and auditory perception, and poor coordination of movements. Low differentiation of hand movements negatively affects productive activities - modeling, drawing, designing, writing.
Decline cognitive activity manifests itself in a limited supply of knowledge about the environment and practical skills appropriate to age and necessary for the child in the first stages of schooling.
Severe underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, and difficulties in mastering logical and grammatical structures. A significant proportion of children have insufficient phonetic-phonemic perception and a decrease in auditory-verbal memory.
Violations of the emotional-volitional sphere and behavior are manifested in weakness of volitional attitudes, emotional instability, impulsivity, affective excitability, motor disinhibition, or, conversely, in lethargy and apathy.
IN modern conditions the process of introducing inclusive education is an innovative process that allows for the training, education and development of all children without exception, regardless of their individual characteristics, educational achievements, native language, culture, mental and physical capabilities.
The introduction of inclusive education ensures the further humanization of education, recognition of the rights of persons with disabilities to accessible and high-quality education, and the formation of a new type of professional teaching community.
David Blunkett wrote: “The education of children with special needs is a major challenge for the country. This necessary condition creating a truly inclusive society where everyone can feel included and valued for their actions. We are obliged to give every child, regardless of his needs and other circumstances, the opportunity to fully realize his potential, benefit society and become a full member of it.”
Inclusive education is based on eight principles:
1. A person’s value does not depend on his abilities and achievements
2. Every person is capable of feeling and thinking
3. Every person has the right to communicate and to be heard
4. All people need each other
5. True education can only take place in the context of real relationships.
6. All people need the support and friendship of their peers.
7. For all learners, progress is made in what they can do rather than in what they cannot do.
8. Variety enhances every aspect of a person’s life.
Principles for the formation of an individual training program in an inclusive educational environment:
– suitable for all students (not only students with disabilities);
– serves as a means of adaptation to a wide range of student capabilities;
– is a way of expressing, accepting and respecting individual learning characteristics;
– applies to all components of the program and to the usual behavior in the classroom;
– is mandatory for all employees involved in the training process;
– compiled with the goal of increasing student success. Inclusion results:
– students have the opportunity to actively and constantly participate in all activities of the general educational process;
– adaptation is as less intrusive as possible and does not contribute to the development of stereotypes;
– activities are aimed at involving the student, but are quite complex for him;
– individual assistance does not separate or isolate the student;
– there are opportunities for generalization and transfer of skills;
– general and special education teachers share responsibilities in planning, conducting and evaluating lessons;
– there are procedures for evaluating effectiveness.
Inclusive education states that we must allow every child to develop their potential, regardless of whether they are healthy or have any disabilities. He must be a full citizen and a “small mechanism” of a large society, receiving support from teachers, parents and peers. He should be important and needed, regardless of his health, doing the work within his power.
Bibliography
1. Belenkaya L.I. The child and the book: About the eight- to nine-year-old reader / L.I. Little white. – M.: Book, 2009.
2. Dianova, V.I. Problems of integrated education and prerequisites for their solution: (from the experience of pilot sites for integrated education of children with disabilities in Krasnodar region) / IN AND. Dianova // Education and training of children with developmental disorders. – 2010. – No. 4. – P. 19-24.
3. Zagumennov Yu.L. Organization of an inclusive educational process in a modern school//Educational environment of the region: from local initiatives to network interaction: Materials of an open intramural scientific and practical conference/MGIRO. – Minsk: MGIRO, 2011.
4. Malofeev, N.N. Children with developmental disabilities in secondary schools: general and special requirements for learning outcomes / N.N. Malofeev, O.S. Nikolskaya; answers O.I. Kukushkina // Education and training of children with developmental disorders. – 2010. – No. 5. – P. 6-11.
Inclusive education for junior schoolchildren
“Inclusive education is a step towards
achieving the ultimate goal - creating an inclusive
a common society that will allow all children and
adults, regardless of gender, age, ethnicity
cultural affiliation, abilities, presence or
absence of developmental disorders, participate
in the life of society and contribute to it.
In such a society, differences are respected and
valued, but with discrimination and prejudice
in politics, everyday life and activities
institutions are actively fighting.”
Mitchell David
2012 academic year launched new law about education, which defines a whole milestone in the development and changes of our education. Many of you have already heard this mysterious word “inclusion”. Now inclusive education is enshrined in law and becomes a state guarantee at all levels of education.
Inclusive or included education is a term used to describe the process of educating children with special needs in mainstream (mainstream) schools.Nowadays, this word is becoming a term that largely reflects a new view not only on education, but also on the place of a person in society.
Inclusion is a social concept of humanization of social relations and acceptance of the right of persons with disabilities to high-quality joint education
Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.
Inclusion is based on the ideainclusive society . It means that any person (of another race, religion, culture, person with disabilities) can be included in social relations.
Inclusive (inclusive) education is based
on
eight
principles:
A person's worth does not depend on his abilities and achievements;
Every person is capable of feeling and thinking;
Every person has the right to communicate and to be heard;
All people need each other;
True education can only take place in the context of real relationships;
All people need the support and friendship of their peers;
For all learners, making progress is more likely to be in what they can do than in what they cannot;
Variety enhances all aspects of a person's life.
A necessary condition for the transition to inclusive education isthe school's readiness to change.
The development of inclusive education requires systemic changes that do not happen quickly: the organization of a “barrier-free” environment, overcoming common stereotypes and prejudices, the willingness of teachers, students and parents to accept new principles of education, the development of new teaching methods and technologies, technical equipment of educational institutions, etc. d.
During design work a model of the educational space was developed that ensures the successful inclusion of primary schoolchildren with disabilities in the conditions of mass education.
It is assumed that the tasks of the inclusion process can be solved by ensuring the movement of children with disabilities along individual educational routes, which will allow them to master the Standard of Primary General Education, will contribute to their socialization and the realization of their individual abilities. To do this, they propose to build the educational space accordingly.
The personal-activity approach is the basis for organizing the educational space. And all the principles, techniques and methods of the student-centered approach, with which everyone is familiar, work when organizing inclusive education.
It is also necessary to provide:
Individual educational routes
Unmarked assessment for all 4 years
Combination of the zone of proximal and actual development of the child
Interpenetration of environments (teaching, training, socialization) in the educational space
Forms of inclusive education:
School of future first-graders
Full integration class (out of 20 students, 3-4 children with disabilities)
Special (correctional) class of partial integration
Homeschooling school
Family education, external study
Pedagogical means of including children with various possibilities The educational space of the lesson can be called the creation of conditions for organizing the processes of reflection, planning, children's cooperation, observation, modeling, inclusion of children in various types of activities accompanied by defectologists and psychologists. The techniques of the Elkonin-Davydov developmental education system and the theory of formation are used. educational action P.Ya. Galperin.
Those teachers who already have experience working on the principles of inclusive education have developed the following methods of inclusion:
1) accept students with disabilities “like any other children in the class”,
2) include them insame types of activities , although putdifferent tasks ,
3) involve students incollective forms of education and group problem solving,
4) use other strategies for collective participation - games, joint projects, laboratory, field research, etc.
When choosing technologies and teaching methods for this group of children, you need to take into account
1) specific characteristics of students and the reasons and mechanism for the occurrence of these characteristics;
2) educational objectives at each level of education;
3) features of interaction in the children's community
Training takes place according to IEM (individual educational routes) taking into account the needs of the child.
A necessary condition its organization is to ensurepositive interpersonal relationships participants in the educational process and the creation of an adaptive educational space that allows meeting the special educational needs of children with different levels of psychophysical development.
The independent thinking of parents determines the educational trajectory of a child with special educational needs, the partner position of parents in relation to the school and their responsibility for the educational result.
Modernization concept Russian education until 2010, the priorities of educational policy in the field of special (correctional) pedagogy were determined in the form of gradualintegration and further socialization of children with disabilities. The priority is to change public consciousness, change the attitude of society towards such people, as well as change the paradigm of special education: the concept of “social usefulness” is replaced by the concept of self-actualization, self-development, self-improvement of children with disabilities. The starting point for the modernization of special (correctional) education is the focus on normally developing children (no matter how they develop). The founder of this idea is L.S. Vygotsky.
How does inclusive education differ from integrative education?
Many people do not understand the difference in terminology and consider it far-fetched. It is important to understand why the new concept of INCLUSION was introduced while the term INTEGRATION existed. Inclusion (as opposed to integration) does not involve simple spatial placement of a child with special needs. general class or a group, which is often the case. If this child cannot cope with the program, from the point of view of INTEGRATION this is a problem of the child, and from the point of view of INCLUSION it is a problem of the educational environment. That is, in order for INCLUSION to be successful, it is the ENVIRONMENT that must be changed
Inclusion is more than integration
Children study together in a regular school
Experts come to help children
Regular schools are changing
Attention is drawn to the child’s capabilities and strengths
Children perceive human differences as normal
A child with disabilities receives a full and effective education in order to live a full life
The views and opinions of children with disabilities become important to others
“Inclusion is not aimed at changing or correcting a child, but at adapting the social and educational environment to the capabilities of a given child.”
(Prof. Ulf Janson)
The main principle of inclusive education is it is not the child who is adjusted to the conditions and norms existing in the educational institution,but, on the contrary, the entire education system adapts to the needs and capabilities of a particular child.
What to call and what not to call those who need inclusive education.
Children and young people who need INCLUSIVE education may or may not have a DISABILITY. But in any case, they have SPECIAL EDUCATIONAL NEEDS that require changes and some restructuring of the pedagogical approach to them, as well as possibly supporting equipment. In the Law on Education, such children are called children with LIMITED HEALTH CAPABILITIES (HCH), in the specialized literature - children with disabilities, with special needs. The main thing is that they do not have to have an identified disability in order to be covered by the concept of INCLUSIVE education. In the West, the term LEARNING DISABILITY is widely used, which means LEARNING DIFFICULTIES. This means that the child himself cannot cope with such difficulties, and he needs special help from school and society.
How to “change” and “prepare” society for the integration process
The question of whether it is possible to PREPARE SOCIETY for the integration process remains open. Some believe that it is necessary, through the media, discussions, works of art, advanced training of teachers, etc., to work with people so that they become more tolerant and can accept people with disabilities without offending or traumatizing them. And only when society is ready can the process begin, since otherwise people with disabilities will be severely traumatized by society’s intolerance. Others believe that society can only change when it sees people with special needs on the streets, in transport, in offices and in schools. When the law consistently protects the rights of these people to equal opportunities, those who are discriminated against will be protected, and those who discriminate will be held accountable. There is some truth in both positions. According to many studies, it is known that the most conservative part of society, skeptical about inclusion, are teachers of general education and special schools. They can be understood, because this is their main responsibility. It is much easier to advocate for inclusion as a journalist and even as a parent. Teachers of special schools think and write a lot about the “pros” and “cons” of inclusive education, fearing that politicians and human rights activists, focused on Western experience, will thoughtlessly begin to break the created system and harm all children.
The main tasks of an educational institution that implements the model of inclusive education
Creation of a unified educational environment for children with different abilities;
Organization of effective psychological-pedagogical supporting the process of inclusive education
Ensuring the effectiveness of the processes of correction, adaptation and socialization of children with developmental disabilities;
Creation of a system for the development of tolerant self-awareness among peers;
Ensuring interaction between interaction team specialists
But the most important thing that mass school teachers should learn isto Work with different children , and take this diversity into account in your pedagogical approach to everyone.
The main question of practitioners, “How?” does not yet find a qualified answer in all cases. Sometimes a pedagogical search, experiment, and innovative courage are needed.
In accordance with state program Russian Federation “Accessible environment” for 2011–2015 by 2016 share educational institutions, in which a universal barrier-free environment has been created, allowing for joint education of people with disabilities and people without developmental disabilities, in the total number of general education institutions should be at least 20%, now there are only 2.5%.
It must be remembered that inclusion is far from just the physical presence of a child with disabilities at school. This is a change in the school itself, the school culture and the system of relations between participants, close cooperation between teachers and specialists, and the involvement of parents in working with the child.