Inclusion, that is, included education providing for inclusion. Control and evaluation of the results of mastering the module
The results of the development of the module
The result of mastering the training module is to increase professional level listeners for the following professional competencies
Professional competencies | Learning outcomes (learned skills, acquired knowledge) | Forms and methods of control/evaluation |
Knowledge of the psychological and pedagogical features of interaction with students with special educational needs | Know the types of students with special educational needs: students with handicapped health and developmental problems; gifted children; deviant students; students for whom Russian is not their native language. | Testing (pass-fail) |
Know the psychological and pedagogical foundations of supporting the educational activities of students with special educational needs. | ||
Possession of the skills of organizing inclusive education | To be able to apply in educational activities the methods and techniques of working with students with special educational needs based on the principles of individualization and differentiation. | |
Be able to develop individual educational trajectories for students with special educational needs. | ||
Be able to integrate students with special educational needs into the social and educational space of an educational organization. |
Materials for certification
4.2.1. Test "Actual issues of education of students with special educational needs"
1. Inclusion is:
a) the form of cooperation;
b) special case integration;
c) style of behavior.
2. There are two types of integration:
a) educational and social,
b) passive and creative,
c) internal and external.
3. Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:
a) group integration,
b) group therapy,
c) communication,
d) educational integration.
4. Social integration must be provided:
a) only children with developmental disabilities in early childhood school age,
b) to all children with developmental disabilities without exception,
c) children studying only in special institutions.
5. For the first time, the theoretical justification for integrated learning was in the works of a domestic scientist:
a) A.N., Leontieva,
b) L.S. Vygotsky,
c) S.L. Rubinshtein.
6. The first country in the field of implementation in teaching practice inclusive education has become:
b) Germany,
c) Russia,
d) France,
e) United Kingdom.
7. In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the GEF on a par with normally developing therefore:
a) inclusion cannot be massive,
b) inclusion can only be realized at the level preschool education,
c) inclusion can only be realized at the level primary education
d) inclusion should be massive.
8. In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most appropriate for:
a) children with disorders of the musculoskeletal system,
b) children with disabilities and developmental problems; gifted children; deviant students; students for whom Russian is not their native language
c) children with intellectual disabilities,
d) children with disabilities, with whom correctional and pedagogical work was started early.
9. Which of the following principles does not apply to the principles of inclusive education:
a) diagnostic information should be presented visually, in the form of graphs, drawings;
b) integration through early correction;
c) integration through compulsory correctional assistance to each integrated child;
d) integration through reasonable selection of children for integrated learning.
10. Creation of a system of polysubject interaction involves the creation of:
a) inclusive horizontal,
b) interaction of social partners and educational organizations,
c) an inclusive vertical.
11. The period becomes the initial level of the inclusive vertical:
a) youth,
b) early childhood,
c) primary school age.
Key to the test
Test scoring system
Determination of the effectiveness of assimilation according to the test results can be made on the basis of the dependence established by V.P. Bespalko, to calculate the coefficient of assimilation: K=m/n, where n is the number of significant operations, m is the number of operations correctly performed by the student. In tasks of the closed and open form, each correct answer is estimated at 1 point, incorrect - 0 points. In tasks for distinguishing and establishing correspondence, the number of essential operations (number n) is equal to the number of initially correct answers - standards, and the number m is equal to the number of differences or correspondences correctly established by the student. Activity is considered learned at K³ 0.7.
The maximum score for given test- 11 points.
The following correspondence is established between the assimilation coefficient and the mark: less than 6 - "2", 6-7 - "3", 8-9 - "4", more than 10 - "5".
Inclusion at school is the disclosure of the potential of all students within the framework of the general educational process, the program of which corresponds to the individual abilities of children.
The journey to an inclusive school can be long and difficult, but it will ultimately strengthen the school community and help children. “Inclusion” does not simply mean placing children with disabilities in mainstream classrooms. This process must include fundamental changes in how the school community supports and accommodates the individual needs of each child.
In fully inclusive schools, all students are welcome and can participate in all aspects school life. Diversity is respected and supported. Inclusive schools believe that all students are confident, connected, actively participating in activities, learning throughout life and working towards it within the framework of the developed curriculum. Students' identities, languages, abilities and talents are recognized and validated and their learning needs are considered.
Inclusive schools:
- have ethical standards and leadership that build the culture of an inclusive educational institution;
- have well-organized systems, effective teamwork and constructive relationships that define and support the inclusion of all students;
- use innovative and flexible methods that meet the needs of all students.
Teaching Diversity: A Framework for Reflection on Inclusive Practices.
Since each child brings unique and varied experiences, needs and strengths to the learning process, education systems need to be flexible and adapt to the needs of students, rather than expecting students to fit into a fixed system of education.
Educational individual inclusive programs require an equal approach to students, taking into account intellectual, physical, linguistic, cultural abilities and talents. The curriculum is non-prescriptive and provides a flexible approach to learning. OOSh ( comprehensive schools) have a mandate to develop their curriculum in a more personalized way as they notice, acknowledge and respond to the needs of all their students.
IE (Inclusive Education) is a research approach that can be used by schools to support the development of more flexible inclusive learning environments optimized for personalization.
The structure of the organization of IE in a school provides guidance in several ways:
- presenting information to support understanding;
- giving students the opportunity to create, learn and collaborate;
- stimulation of sustainable interest and motivation in learning.
In an AI school or classroom, students can personalize their learning in environments where diversity and variability are expected and valued. Initially, obstacles to the education of children with disabilities were identified and minimized in partnership with other peer students, teachers and parents. Training support will be implemented in environment and provided to all children, not to individuals or small groups of students.
A differentiated approach is also part of the structure of inclusive education. The emphasis is on developing the least restrictive environment for all students. This approach reduces the need for extensive differentiation as learners can customize their learning environment to meet many of their needs.
Features of legislation on inclusive schools in Russia
During the organizational stage, the government paid attention to the peculiarities of the legislative framework. NPB IO (regulatory framework for inclusive education) is based on federal laws:
- "On Education in the Russian Federation";
- "On social protection of disabled people in the Russian Federation";
- UN Convention "On the Rights of the Child" Article No. 28.
Problems in Russia
Classrooms are a great concept, but they require a lot of learning, patience, and compassion from teachers. Fully inclusive classrooms have students across the educational and developmental spectrum, from typically developing children to children with severe disabilities. For this reason, it is difficult for a teacher to find a balance in the educational process.
What are the main challenges of inclusive education in schools that teachers face?
- Lack of experience - teaching staff is not fully aware of the special needs of children with disabilities. Educators must coordinate efforts and understand the needs of the class in terms of skills development.
- Lack of experience with severe disabilities - students with severe and profound disabilities require more adaptation and medical care. Teachers must be able to cope with severe disabilities and create lesson plans based on the child's individual abilities. Lack of experience can lead to the fact that the child will not fully develop physically, intellectually and socially.
- Inclusion of all students in different forms activities – teachers must decide how the class will communicate with each other and encourage participation. If there is no adaptive equipment or adaptive means of communication and language, then this makes it difficult for teachers to work within a single classroom.
- Shortage of tutors - usually in inclusive classes there is a main teacher and a tutor (a teacher's assistant to work with "special children"). Due to the nature of the class and size, it is imperative that there be an appropriate number of teacher assistants.
- Psychological readiness of healthy children to perceive children with disabilities - teachers should not tolerate insensitivity and cruelty, their goal is to teach understanding, compassion, respect and collective support.
- The psychological readiness of parents is the role of the teacher to show the parents of children with special needs that nothing threatens their children, and participation in the general educational process will stimulate their comprehensive development and socialization. As for parents of healthy children, teaching staff and the school administration should show all the benefits of introducing new educational standards.
- Lack of skills in developing individual educational plans, taking into account the needs of all students in the class.
The first task of schools implementing IE is to provide versatile and full-fledged training of the teaching staff.
1. Agavona E.L., Alekseeva M.N., Alekhina S.V. Readiness of teachers as the main factor in the success of the inclusive process in education // Psychological science and education No. 1: Inclusive approach and family support in modern education. M., 2011. - P.302
2. Alekhina S.V. Inclusive education in Russian Federation// Report by Alyokhina S.V., presented on December 7, 2010 within the framework of the International Symposium "Investment in education - investment in the future". – P.102
3. Almanac psychological tests. - M.: KSP, 2006. - S. 400
Inclusive education. Issue No. 1 / Fadina A.K., Semago N.Ya., Alekhina S.V. - M .: Center "School book", 2010. - P.132
four. . Nikishina, V.B. Practical psychology in working with delayed children mental development: a manual for psychologists and teachers. - M.: VLADOS, 2004. - S. 126
5. Teaching children with developmental disabilities using integrated learning technology with internal differentiation in the general education class: guidelines / comp. L.E. Shevchuk, E.V. Reznikov. - Chelyabinsk: IIUMTS "Education" - 2006. - P. 223
6. General psychology: Textbook for students of pedagogical institutes Petrovsky A.V. - M .: Education, 2012. - S. 465
7. Penin G.N. Inclusive education as a new paradigm of state policy // Bulletin of Herzen University. - 2010 - No. 9 (83). – p.47
After studying the above material, you can take the test and get
certificate about learning:
Start test
Inclusive education in school
Joint education and upbringing of children with disabilities with their normally developing peers implies:
Next question
Inclusion is:
Previous question
Next question
There are two types of integration
1. For the first time, the principles of inclusive education on international level were recorded:
A) in the Salamanca Declaration
B) in the Jomtien Convention
C) in the Convention on the Rights of Persons with Disabilities
2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012 No. 273-FZ), is
A) creating optimal conditions for socialization for children with disabilities and disabilities
B) creating optimal conditions for the moral development of normally developing children
C) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities
3. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
A) inclusion
B) integration,
B) personalization.
4. Choose the correct answer: Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:
A) group integration,
B) educational integration,
B) communication.
5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.
6. What are the names of children for whose education it is necessary to create special conditions in Russian legislation?
A) children with disabilities
B) children with developmental disabilities
In children with special educational needs
7. Choose the correct answer: Children with disabilities are
A) children with various deviations in psychophysical development: sensory, intellectual, speech, motor, etc.
B) children who have various kinds of deviations (mental and physical), causing violations of the natural course of their general development, in connection with which they cannot always lead a full-fledged lifestyle.
C) children with disabilities or other children aged 0 to 18 years who are not recognized in in due course children with disabilities, but having temporary or permanent deviations in physical and (or) mental development and in need of creating special conditions for education and upbringing.
8. To special educational conditions for all categories of children with disabilities and disabilities include: A) the creation of a barrier-free environment in educational institutions B) material and technical (including architectural) support, personnel, information, software and methodological support of educational and educational process, psychological - pedagogical support children with disabilities and disabilities C) an individual educational route for a child with disabilities and disabilities D) ramps, special elevators, specially equipped study places, specialized educational, rehabilitation, medical equipment.
9. Choose the correct answer: An adapted educational program is
A) an educational program adapted for training persons with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons. B) educational and methodological documentation that defines the recommended federal state educational standard the volume and content of education, the planned results of the development of the educational program, the approximate conditions for educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program
10. Adapted program being developed:
A) independently as a teacher working with a child with disabilities
B) an independent educational organization based on the recommendations of the PMPK
C) together with the teacher and parents
11. What is the basis for determining the variant of an adapted educational program for a student with disabilities?
A) PMPK recommendations formulated based on the results of a comprehensive examination of the child;
B) a written application of the parents (legal representatives) of the child;
C) the choice of the child himself;
D) PMPK recommendations formulated based on the results of an interview with the parents (legal representatives) of the child.
12. Two main indicators of the readiness of teachers to work in an inclusive education environment:
A) professional readiness
B) psychological readiness
C) information readiness
D) readiness for professional interaction and training
13. For the first time, the theoretical justification for integrated learning was laid down in the works of a domestic scientist:
A) A.N. Leontiev,
B) S.L. Rubinstein,
PM. Vygotsky.
Answers: 1A, 2B, 3A, 4B, 5A, 6A, 7B, 8B,9A, 10B, 11A, 12A,B, 13V
A videoconference was held in Moscow on the problems and issues of inclusive education in Russia. During the conference, experts from different regions of the country shared their experience. The audience of the conference had the opportunity to ask their questions.United Publishing Group"DROFA - VENTANA" invites teachers working with children with special educational needs to share their methodological developments to lessons in inclusive classes.
All entries will be posted on the site.
Do you think that children with various diseases (Down syndrome, ASD, mental disorders, cerebral palsy) can be taught in the same class?
In any matter, it is necessary to rely on the reasonableness of its decision. Of course, it is not necessary to enroll children from different nosological groups in one class. All of the above violations can be combined intellectual disability, which may be the basis for their joint training. At the same time, if the severity of autism spectrum disorders is extremely high, then it is advisable to consider other training opportunities. The same recommendation applies to children with cerebral palsy. If a child's motor disorders are pronounced and sharply narrow the independence of movement and the formation of self-service skills, then the option of joint education of the above categories of children should not be considered.
Recall that there is a document - Sanitary and epidemiological rules and regulations SanPiN 2.4.2.3286-15 "Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations that carry out educational activities according to adapted basic general education programs for students with disabilities” (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26), in the Appendix to which the recommended standards for completing classes are indicated.
Application No. 1
to SanPiN 2.4.2.3286-15
Completion of classes (groups) for students with disabilities
Options for educational programs* |
|||||
1 option |
Option 2 |
3 option |
4 option |
||
maximum amount students |
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Deaf learners |
No more than 2 deaf students in an inclusive class. General class occupancy: with 1 deaf student - no more than 20 students, with 2 deaf students - no more than 15 students |
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Hearing-impaired and late-deaf students |
No more than 2 hearing-impaired or late-deaf students in an inclusive class. General class occupancy: with 1 hard of hearing or late deafness - no more than 25 students, with 2 hard of hearing or late deafness - no more than 20 students |
I department: 8 II department: 6 |
Option not available |
||
Blind learners |
No more than 2 blind students in an inclusive class. General class occupancy: with 1 blind - no more than 20 students, with 2 blind - no more than 15 students |
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visually impaired students |
No more than 2 visually impaired students in an inclusive class. General class occupancy: with 1 visually impaired - no more than 25 students, with 2 visually impaired - no more than 20 students |
Option not available |
|||
Students with severe speech impairments (SNR) |
No more than 5 students with TNR in a class under inclusive conditions. The total class size is no more than 25 students. |
Option not available |
Option not available |
||
Students with musculoskeletal disorders (NODA) |
No more than 2 students with NO YES in a class under inclusive conditions. The total class occupancy: with 1 student with NO YES - no more than 20 students, with 2 - no more than 15 students. |
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Students with mental retardation (MPD) |
No more than 4 students with mental retardation in a class under inclusive conditions. Total class size - no more than 25 students |
Option not available |
Option not available |
||
Students with Autism Spectrum Disorders (ASD) |
No more than 2 students with ASD in a class under inclusive conditions. General class occupancy: with 1 student with ASD - no more than 20 students, with 2 students with ASD - no more than 15 students |
No more than 2 students with ASD in a class under inclusive conditions with a total class size of no more than 12 students |
No more than 1 student with ASD in a class under inclusive conditions with a total class size of no more than 9 students |
No more than 1 student with ASD in a class under inclusive conditions with a total class size of no more than 5 students (no more than 2 students with ASD in a class with students with mental retardation (intellectual disabilities) |
|
Students with mental retardation (intellectual disabilities) |
Note:* program options:
Option 1 assumes that the student receives an education that is fully consistent with the final achievements by the time of completion of training, the education of peers, being in their environment and at the same time of study;
Option 2 assumes that the student receives education in a prolonged period of study;
The 3rd option assumes that the student receives an education that, in terms of content and final achievements, does not correspond to the moment of completion schooling with the content and final achievements of peers who do not have additional health limitations, in a prolonged period (for students with hearing, vision, musculoskeletal disorders, autism spectrum disorder and mental retardation);
The 4th option assumes that the student receives an education that, in terms of content and final achievements, does not correlate with the content and final achievements of peers who do not have additional health limitations, in terms of content and final achievements at the time of completion of schooling (for students with mental retardation (moderate , severe, profound, severe and multiple developmental disorders).Based on this version of the program educational organization develops a special individual program development (SIPR).
Why pedagogical institute graduates a subject teacher, but not a defectologist, not a specialist in working with children with disabilities?
For each direction of training in higher education there is always a small course "Fundamentals of Special Pedagogy and Correctional Psychology", aimed at forming a certain range of ideas about children with disabilities, techniques and methods of working with them. Of course, such a course is not enough to properly organize educational process for these children. However, the professional growth of a teacher involves mastering new competencies not only within the framework of self-education, but also within the framework of advanced training courses. Today, there are a large number of additional professional education programs that make it possible to master the technologies of teaching children with disabilities in the context of inclusive education, in the context of the introduction of the Federal State Educational Standards for HIA. An example is the Moscow register of additional professional education programs for teaching staff.
Please describe the experience of creating a correctional and developmental environment in teaching mentally retarded children.
Why should children with mental retardation and Down syndrome study in a regular classroom? How can a teacher be torn between such different students?
Children with mental retardation are very successful in an inclusive classroom in organizing the right approach and understanding the nature of mental retardation. In this case, we should also talk about successful socialization and the success of training. In the case of children with Down syndrome, positive educational outcomes, but SOCIAL INCLUSION delivers unrivaled results.
How can you organize work with children with stuttering?
Taking into account the traditional principles of working with children with stuttering, as well as involving a speech therapist to provide assistance.
What do doctors think about inclusive education?
Recall that there is a document from doctors - Sanitary and epidemiological rules and regulations SanPiN 2.4.2.3286-15 "Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations engaged in educational activities on adapted basic general education programs for students with disabilities" (approved by the Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26). Of course, each specific case of teaching a child with disabilities and disabilities is an individual educational history. Everyone has their own recommendations for training received from the psychological-medical-pedagogical commission.
Inclusion to us« lowered from above» ? Or is it needs Everyday life?
Inclusion is a necessity of everyday life. Interesting fact- inclusion has always been, only had a spontaneous, ill-conceived character. The Law on Education in the Russian Federation (2012) helps us make the process of inclusion meaningful and thoughtful. We think that it will take time for inclusion to be accepted as a normal natural process.
Question from school distance learning disabled children. There is a tutor. The accounting department has many questions about the introduction of the tutor's rate. What questions govern its introduction?
currently accepted professional standard tutor. If necessary, the head, forming the staffing table, can enter such a rate.
What to do if the school does not have conditions for teaching children with disabilities? How to conduct lessons?
Lessons should be conducted on the basis of an individual and differentiated approach to teaching children, based on knowledge of the characteristics of the psychophysical development of children with disabilities and disabilities.
How to improve relationships between children in such classes?
You should be very careful about the formation of a positive psychological climate in the school community, in the class community, taking into account the parental opinion. Trainings for children are very useful, where they can face the limitations and understand how children with special educational needs feel. It is necessary to look at yourself, at your attitude towards children with disabilities, since the teacher is a significant adult for the student. We think that you will be interested in watching the webinar of the City Psychological and Pedagogical Center “History accessible to everyone!?”
It seems to me that socialization is one thing, but gaining knowledge is another. Sometimes you think that if you deal with a child with disabilities separately, then he will understand more
Working in the education system, every teacher must understand that the basis of education is not knowledge for the sake of knowledge, but knowledge for life! Therefore, socialization and education are two inseparable processes.
Please write, what diagnostic tools should a psychologist rely on when working with different categories of children?
I think the answer will be very common. I would like to advise you to turn to various diagnostic aids of such authors as E.A. Strebeleva, S.D. Zabramnaya, M.M. Semago, N.Ya. Semago, S.B. Lazurenko, A.R. Luria and others; teaching aids in special psychology.
And what programs to rely on when compiling a correctional and developmental program for different categories of children (ASD, cerebral palsy, mental retardation ...)
Adapted basic educational programs should be written based on exemplary AOOP located at the link
I would like to learn more about the positive experience of organizing inclusive education in vocational education(college)
You can see the positive experience of organizing inclusive education in vocational education on the example of the activities of the State Budgetary Vocational educational institution of the city of Moscow "Small Business College No. 4", the State Budgetary Vocational Educational Institution of the City of Moscow "Technological College No. 21". I think that it will be interesting for you to watch the recording of the interregional seminar "Development of an inclusive school in the context of the implementation of the Federal State Educational Standard for HIA", which was held by the State Budgetary Institution GPPTs DOgM on December 5-7, 2016. In the near future, a recording of the seminar will be posted on the website of the City Psychological and Pedagogical Center of the Department of Education of the City of Moscow in the section WEB-advice/