Junior schoolchild in conditions of inclusive education. Theoretical foundations of inclusive education
Inclusive education junior schoolchildren
“Inclusive education is a step towards
achieve the ultimate goal - the creation of
a wider society that will allow all children and
adults, regardless of gender, age, ethnicity
affiliation, abilities, availability or
lack of developmental disabilities, participate
in 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 a new Law on Education, which defines a whole milestone in the development and change of our education. Many of you have already heard this mysterious word "inclusion". Now inclusive education is legally enshrined and becomes a state guarantee at all levels of education.
Inclusive or inclusive education is a term used to describe the process of teaching children with special needs in mainstream (mass) schools.Nowadays, this word is becoming a term that more reflects A New Look not only on education, but also on the place of a person in society.
Inclusion is a social concept of humanizing social relations and accepting the right of persons with disabilities to 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 developing general education, which implies the availability of education for all, in terms of adapting to the various 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 a different race, religion, culture, a person with disabilities) can be included in public relations.
Inclusive (inclusive) education is based
on the
eight
principles:
The value of a person 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;
Genuine education can only take place in the context of real relationships;
All people need the support and friendship of their peers;
For all learners, progress may be more in what they can do than in what they cannot;
Diversity enhances all aspects of human life.
A necessary condition for the transition to inclusive education isthe readiness of the school 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 educational institutions, etc.
During design work model was developed educational space that ensures the successful inclusion of younger students 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. For this, it is proposed to build the educational space accordingly.
The personal-activity approach is the basis for the organization of the educational space. And all the principles, techniques and methods of the student-centered approach, with which everyone is familiar, work in the organization of inclusive education.
It is also necessary to provide:
Individual educational routes
Ungraded assessment for all 4 years
The combination of the zone of proximal and actual development of the child
Interpenetration of environments (teaching, learning, 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
Home school
Family education, external study
Pedagogical means of including children with different abilities in 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, including children in different types activities accompanied by defectologists and psychologists. The methods of the Elkonin-Davydov developmental education system, the theory of formation educational action P.Ya. Galperin.
Those teachers who already have experience working on the principles of inclusive education have developed the following ways of inclusion:
1) accept students with disabilities "like any other child in the class",
2) include them inthe same activities , although putdifferent tasks ,
3) involve students incollective forms of education and group problem solving,
4) use other strategies of collective participation - games, joint projects, laboratory, field research, etc.
When choosing technologies and teaching methods for this group of children, it is necessary to take into account
1) specific features of students and the causes and mechanism of the occurrence of these features;
2) educational tasks at each level of education;
3) features of interaction in the children's community
Education takes place according to IEM (individual educational routes) taking into account the needs of the child.
Necessary condition his organization is to providepositive interpersonal relationships participants educational process and the creation of an adaptive educational space to meet 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 the educational policy in the field of special (correctional) pedagogy were determined in the form of a gradualintegration and further socialization of children with disabilities (HIA). The priority is to change public consciousness, change the attitude of society towards such people, as well as change the paradigm special education: the concept of "social utility" 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 a focus on normally developing children (however they develop). The founder of this idea is L.S. Vygotsky.
How is inclusive (included) education different from integrative (integrated)?
Many do not understand the difference in terminology and consider it far-fetched. It is important to understand why the new concept of INCLUSION (INCLUSION) was introduced while the term INTEGRATION existed. Inclusion (as opposed to integration) does not involve the simple spatial placement of a child with special needs in a general class or group, which is often the case. If this child does not cope with the program - from the point of view of INTEGRATION, this is the problem of the child, and from the point of view of INCLUSION - the 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 regular school
Specialists come to help children
Ordinary schools are changing
Attention is drawn to the child's abilities and strengths
Children perceive human differences as normal
A child with a disability receives a full and effective education in order to live life to the fullest
The views and opinions of children with disabilities become important to others
“Inclusion is not aimed at changing or correcting the child, but at adapting the social and educational environment to the capabilities of this child”
(Prof. Ulf Janson)
The main principle of inclusive education is not a child is adjusted to the conditions and norms existing in an educational institution,on the contrary, the entire education system is adjusted to the needs and abilities of a particular child.
How to name and how not to name those who need an inclusive education.
Children and young people who need an INCLUSIVE education may or may not have a DISABILITY. But in any case, they have SPECIAL EDUCATIONAL NEEDS that require a change and some restructuring of the pedagogical approach to them, as well as, possibly, auxiliary equipment. In the Law on Education, such children are called children with disabilities, in special literature - children with disabilities, with special needs. The main thing is that they do not have to have an established disability in order to be covered by the concept of INCLUSIVE education. In the West, the term LEARNING DISABILITY is widely used, which means DIFFICULTIES IN LEARNING. This means that the child himself cannot cope with such difficulties, and he needs special help from the school and society.
How to "change" and "prepare" society for the process of integration
The question of whether it is possible to PREPARE SOCIETY for the integration process remains open. Some believe that it is necessary to work with people with the help of the media, discussions, works of art, professional development of teachers, etc. so that they become more tolerant and able to accept people with disabilities without offending or injuring them. And only when society is ready can the process begin, because 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 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 that is skeptical about inclusion is the 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 “pluses” and “minuses” of inclusive education, fearing that politicians and human rights activists focused on Western experience will thoughtlessly begin to break the established system and harm all children.
The main tasks of the educational institution that implements the model of inclusive education
Creation of a unified educational environment for children with different abilities;
Organization of effective psychological and pedagogical support of the process of inclusive education
Ensuring the effectiveness of the processes of correction, adaptation and socialization of children with special needs;
Creation of a system for the development of tolerant self-awareness among peers;
Ensuring the interaction of specialists of the interaction team
But the most important thing that mass school teachers should learn iswork 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 you need a pedagogical search, experiment, innovative courage.
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 that allows for joint education of people with disabilities and people without developmental disabilities, in the total number of educational institutions should be at least 20%, now they are only 2.5%.
It must be remembered that inclusion is not only the physical presence of a child with disabilities in school. This is a change in the school itself, school culture and the system of relations between participants, close cooperation between teachers and specialists, and the involvement of parents in working with a child.
1. Regulatory framework for inclusive education of children with special educational needs (SEN) and disabilities (HIA) 2. The essence and conceptual foundations of inclusive (integrated) education 3. The state and prospects of modeling and designing an inclusive educational environment in an educational institution (organization ) 4. Problems of development and implementation of adapted general education programs
Literature 1. On education in the Russian Federation. Federal Law No. 273. - M., 2013 2. Federal state educational standard for basic general education. - M., 2010 3. The professional standard of the teacher. - M., 2013 4. Topical issues of organizing the training of certain categories of children in educational institutions / edited by T. G. Zubareva. – Kursk, 2015 5. Butenko V. N., Interpersonal relations of children in inclusive groups kindergarten// Psychology of learning. - 2010, pp. 46 -55 6. Vachkov IV Model of formation of a positive attitude towards younger schoolchildren with disabilities among their peers // Psychological science and education. - 2011. No. 3. S. 59 -65
7. Dmitriev A. A., Dmitrieva S. A. Integrated education for children: pros and cons. // Social pedagogy. - 2011. No. 3. P. 57 -68 8. Zubareva T. G. Designing an inclusive educational environment: problems and solutions. - Kursk, 2010 9. Lubovsky VI Psychological and pedagogical problems of differentiated and integrated education // Special psychology. -2008. № 4. P. 11 -21 10. Nazarova NM On the problem of developing theoretical and methodological foundations of educational integration // Psychological science and education. - 2011. - No. 3. - P. 5 -9 11. Psychological and pedagogical counseling and support for the development of the child: A manual for a teacher of a defectologist / ed. L. M. Shipitsina. - M.: VLADOS, 2003 12. Khudin AN Modernization of special education in the region: experience and prospects // Education and training of children with developmental disorders. - 2012. No. 7 S. 3 -7
Integration is the process of reunification, combining into a whole previously disparate parts and elements; development process, the result of which is the achievement of unity and integrity within a system based on the interdependence of individual elements
Integration is a form of coexistence ordinary people and people with disabilities of life, which is supported and developed by society
Integrated learning involves the adaptation of a child with SEN to the requirements of an educational organization; aligning the needs of children with disabilities with the requirements of the education system
English inclusion. inclusion - inclusion, addition, joining a term used to describe the process of teaching children with special educational needs in general education (mass) schools
Inclusion is based on the goals of a single educational space for heterogeneous (non-homogeneous) groups, in which there are different educational routes
Inclusive education is a broader process of integration that implies the availability of education for all, the development of general education in terms of adapting it to the different needs of the child
Integration involves the adaptation of the child to the requirements of the education system, and inclusion - the adaptation of the system to the needs of all children
Evolution of views and approaches to the problem The concept of integrated education for people with disabilities (with special educational needs) Moscow (2001) / International scientific and practical conference
Evolution of views and approaches to the problem Lubovsky V. I. (Academician of the Russian Academy of Education) Psychological and pedagogical problems of differentiated and integrated education (Special psychology. - 2008. No. 4)
The evolution of views and approaches to the problem Dmitriev A. A., Dmitrieva S. A. (Tyumen, state university) Integrated education for children: “for” and “against” (Social Pedagogy. - 2011. No. 2)
Evolution of views and approaches to the problem Nazarova N. M. (Moscow City Pedagogical University) On the problem of developing the theoretical and methodological foundations of educational integration (Psychological science and education. - 2011. No. 3) / International conference
The evolution of views and approaches to the problem Malofeev N. N. (Director of the Institute of Correctional Pedagogy) A eulogy of inclusion or a speech about protecting oneself (Education and education of children with developmental disabilities. - 2012. No. 1)
Evolution of views and approaches to the problem Smolin O. N. (Deputy Chairman of the Committee on Education of the State Duma - report) Exclusive on inclusion (Education and education of children with developmental disabilities. - 2012. No. 8). 12 offers
Evolution of views and approaches to the problem Semago N. Ya., Semago M. L. (Moscow State Pedagogical University) Inclusive education: from a methodological model to practice (a series of articles on the Internet) Zhigoreva M. V. (Moscow State University named after M. A. Sholokhov ) Conceptual approaches to the implementation of integrated education and upbringing of children with disabilities (correctional pedagogy: theory and practice. - 2013. No. 3) conference materials
Combined integration children with a level of psychophysical and speech development, corresponding or close to the norm, one or two people are brought up on equal terms in mass groups and classes, receiving constant corrective assistance from a defectologist teacher
Partial integration children with developmental problems are not yet able to master the educational standard on an equal footing with healthy peers, join mass groups and classes only for part of the day (for example, in its second half, for separate classes)
Temporal integration All pupils ad hoc group(class), regardless of the level of psycho-physical and speech development, are combined with healthy children at least 1-2 times a month for various educational activities (for example, holidays, competitions, individual classes, etc.)
Full integration for children who, according to the level of psychophysical development, correspond to the norm and are psychologically prepared for joint learning with healthy peers. Such children, one or two, are included in the usual kindergarten groups and school classes (close to home). At the same time, as a rule, they receive correctional assistance not in the educational institution itself, but in the speech therapy center of the children's institution; in the group of short-term stay of special preschool educational institutions or average. schools; in various centers (surdological departments of polyclinics), rehabilitation centers
UDC 371.9:371.01 LBC 74.5:74.202.4
L.P. Fetalieva, S.Kh. Shikhalieva, S.A. Karaeva
historical stages of DEVELOPMENT OF INCLUSIVE EDUCATION FOR YOUNGER SCHOOLCHILDREN
The article presents the historical stages in the development of inclusive education of younger schoolchildren, discusses various models of teaching children with developmental disabilities. According to the level of inclusion of the child in the educational process, different types of integration and inclusion are offered. The significance of inclusive education for children with health problems is revealed, the possibilities and benefits of inclusion are described. The authors substantiate the advantages of inclusive education of younger students in general education school.
Key words: inclusive education, primary school students, inclusive model, remedial education, integrated education, home schooling.
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 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.
The educational system of children with disabilities (HIA) in historical development went from isolation to inclusion. The history of education of children with special needs can be divided into three stages. Until the mid-60s of the twentieth century, the medical model was dominant, in which the education of children with disabilities was carried out in isolation. Until the 1960s and 1970s, within the framework of the medical model of disability, children with disabilities were considered a separate social group as an object of attention of social services. Representatives of social services identified the difficulties that arise in the daily life of children with health problems as a natural consequence of an existing defect that makes a 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 in this case. 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 driven by the abandonment of the medical model of disability and the advent of the social model. Supporters of the social model of disability considered barriers and limitations to people's life activities not as a natural consequence of existing
they have health deviations, but as a characteristic of the 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, upbringing 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 to people with hearing and speech impairments, a shortage of publications intended for visually impaired and blind people), emotional (attitude towards children with severe developmental defects, care turning into guardianship, psychological incompatibility).
The middle of the 1980s can be considered the time of the substantiation of a new model of "inclusion", i.e. inclusions. Inclusive or inclusive education is a term describing the education of children with special needs in mainstream schools. At the same time, this education is different from ordinary, special and integrated. Inclusion is an attempt to give self-confidence to students with disabilities, to motivate them to study at school together with other children - friends and neighbors. The basic principle of an inclusive school is that all children should learn 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 all. The main idea of inclusion is the education of children with disabilities not in separate specialized institutions, but in ordinary general education schools, so that children with disabilities have the opportunity to study, attend educational establishments along with regular peers. Inclusive education is when for children with disabilities
health in general educational institutions, special conditions are created so that they can include, accept and provide education to all children.
To date, Russia has historically developed systems for teaching children with special educational needs and emerging models related to the implementation of the requirements of inclusion in a general education school. Inclusive education in Russia is in the process of formation, so the establishment of inclusive education in our country must be scientifically substantiated and methodologically ensured. In this regard, there is a need to comprehend the previous stages in the formation of the education of children with special educational needs, identify trends in their development and describe possible models for the future joint education of children in general education organizations, primarily in primary grades.
At present, several models of teaching children with disabilities have developed in Russia.
Special (correctional) educational organizations - preschool and school institutions for children with disabilities in need of medical and psychological and pedagogical correction, diagnosis, education, training: with hearing impairments (deaf, hard of hearing, late deaf), vision (blind, visually impaired, late blind), musculoskeletal system, speech; mental retardation; mental retardation; disorders of the emotional-volitional sphere and behavior; with complex disorders, 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 and medical and social assistance (centers for diagnosis and counseling, centers for psychological, medical and social support, psychological and pedagogical rehabilitation;
tions and corrections); special schools and boarding schools - educational institutions with round-the-clock stay of students, boarding houses of social protection.
The main disadvantage of educating children with disabilities is the significant remoteness of correctional organizations from the place of residence of a family with a child with disabilities. The placement of a schoolchild or preschooler in one of these institutions deprives the family (parents and child) of full communication, breaks family ties to a greater extent.
In order to maintain the benefits special education correctional classes were created in general education schools for children with health problems. Positive for correctional classes is the possibility for children with health problems to participate in school activities on a par with their peers from other classes, as well as the fact that children study closer to home and are brought up in a family.
Distance learning- a complex of general educational services provided to children with special educational needs with the help of a specialized information and educational environment based on the means of exchanging educational information at a distance. This form of training allows you to provide a gentle mode of conducting training sessions, vary the organization of training sessions with students, determine different dates mastering the basic general education programs by them, which can be changed due to the nature of the course of the student’s disease on the recommendation of the psychological, medical and pedagogical council, as well as to organize academic work in a special learning environment.
Homeschooling is a training option in which teachers of an educational organization visit a child according to a specially designed schedule and conduct classes with him directly at his place of residence. Such training, as a rule, is carried out by teachers of the nearest educational institution.
body organization. In Russia, there are also specialized schools for home-based education of children with special educational needs. Homeschooling can be a general or supportive program tailored to the student's abilities. Today, home education is the fastest growing form of education for children with disabilities in the world.
Integrated learning. At present, 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 possibility for the educational organization and parents to choose the form of integration that is accessible to the child. In educational practice, different types of integration models of teaching children with developmental disabilities have developed.
Permanent partial integration is effective for those children who are able, along with normally developing peers, to master a small part of the necessary skills and abilities, to spend only part of their study 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, are united with healthy children at least 2 times a month to conduct joint various educational activities.
Permanent incomplete integration for those children whose level of mental development is somewhat below the age norm, who needs systematic and significant corrective assistance, but at the same time is capable in a number of ways. subject areas to study together and on an equal footing with normally developing peers, as well as to spend with them most extracurricular time.
Episodic integration is the purposeful organization of a minimum social interaction children with disabilities with peers.
Permanent full integration can be effective for children who, in terms of the 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 to inclusion in its characteristics.
In recent years in scientific literature and world educational practice, models of inclusive education are being actively substantiated and implemented. In contrast to integrated education in inclusive models, it is recommended that several children with disabilities be taught in a regular class in a general education school.
World practice and the experience of the Russian regions testify to the undoubted advantages of inclusive education. The analysis of literature and educational practice allows us to note the following advantages of the inclusive model of education:
First, inclusion provides social unity, respect and self-esteem of children with health problems;
Secondly, teachers and other participants in the educational process create positive experiences that bring joy and benefit from learning together for all children;
Thirdly, schools and teachers adjust and respond to the needs of each student, which is beneficial for the school, teachers, parents and all students;
Fourth, inclusive education involves various departments, parents, 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 in order to create an integral system that provides optimal conditions for the education, upbringing and social adaptation of children with special educational needs in accordance with their age and individual characteristics, level of in-
intellectual development, the state of somatic and neuropsychic health. Inclusive classes can be organized in all kinds of general educational organizations implementing educational programs primary education who created special conditions for the stay and education of children with special educational needs.
According to the level of inclusion of the child in the educational process, the types of inclusion are conventionally designated: point, partial, full. Center Services children's creativity- the preparatory stage for the admission of a child to an inclusive group. This type of inclusion can be called "point inclusion", when the child is included in the group of peers only on holidays, for a short time in games or for a walk.
"Partial inclusion (fragmentary)" involves the inclusion of a child in a half-day or part-week mode, for example, when the child is in a peer group, participates in visual activity classes, physical education, music together with other children, but he masters part of the educational material in the course of individual work.
The option of “full inclusion” is a visit by a child with disabilities to an age group in a full school day on their own or with an accompaniment. The child learns in all classes together with peers, while choosing tasks of various levels of complexity, additional games and exercises.
It should be noted that inclusive education in Russia has not become systemic phenomenon. In most regions, there are separate episodes of the organization of inclusive education. For example, in the Republic of Dagestan there is only one integrated class of joint education.
As our observations and surveys have shown, primary school teachers are not sufficiently prepared for co-education of children with special educational needs. They are afraid that
will not cope with inclusion, will not be able to meet the requirements for teaching children with special educational needs, and do not want to be responsible for the results of pedagogical activity. Teacher Survey primary school shows that more than 72% of them do not agree that in the usual school class where training sessions are conducted, children with health problems would be trained. The rest of the respondents would agree to implement inclusive education if additional conditions are created. As such, they call additional payment, the presence of an assistant (tutor), a specialized educational equipment and didactic aids. When creating special conditions, attracting a psychologist, educator, defectologist, tutor to work with children with special educational needs, the number of those who agree to organize inclusive education in primary grades increases to 63%.
To the question of the 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% - remote, 6% - the rest.
To the question “What positive aspects do you see in the chosen model of teaching children with disabilities?” parents who have opted for inclusive education respond that co-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 the children of his yard (65%); all schoolchildren develop a tolerant attitude towards each other (58%).
To the question of the questionnaire "What causes their concern in co-education?" 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 study and realization of natural needs (35%); they will not have friends (15%).
Thus, the currently existing models of teaching younger students with developmental disabilities do not fully ensure the choice of parents and do not allow realizing the benefits of inclusive education. This is a huge problem that requires effort to solve:
States to create an 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 - on development legal and educational and methodological documentation on inclusive education;
Teachers - on the assimilation of technologies of inclusive education;
Parents - on preschool preparation of children with disabilities for education in a general education school and additional assistance to them in mastering curricula schools.
Bibliographic list
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candidate 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 of Sciences, Makhachkala, Russian Federation. E-mail: [email protected]
Karayeva Salimat Atavovna,
Candidate of 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]
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6 What education is called inclusive? Inclusive education fr. inclusif - including - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which provides access to education for children with special needs. UNESCO sees inclusion as “a dynamic approach that embraces student diversity and takes individual differences not as a problem but as an opportunity to enrich the process.”
7 What education is called inclusive? Law on Education of the Russian Federation: “Inclusive education” is understood as “providing equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.”
8 What education is called inclusive? Misconceptions about inclusion: The notion that being in school is enough on its own The notion that it is okay to throw a non-swimmer into the water Focusing not on goals but on actions that silent sitting is a normal alternative to participation
10 The ideology of inclusion Inclusion is a social concept. Inclusion in education is a stage of inclusion in society. The idea of an inclusive society is to change a society and its institutions in such a way that they favor the acceptance and participation of all members of that society. Inclusion is recognized as a more developed, humane and effective education system not only for children with special educational needs, but also for healthy children.
11 Inclusion in education as a condition for inclusion in society “The education of children with special needs is one of the main tasks for the country. it necessary condition creating a truly inclusive society where everyone can feel ownership and relevance of their actions. We have an obligation to enable every child, regardless of their needs or other circumstances, to achieve their full potential, contribute to society and become a full member of it.” David Blanket
12 Historical aspect of the development of education for children with disabilities (HIA) 1. From the beginning to the middle of the 60s of the twentieth century, the “medical model”, “segregation”, contributing to the isolation of people with disabilities. 2. From the mid-60s to the mid-80s, the “normalization model” (“integration”), integrating people with disabilities into public life. 3. From the mid-1980s to the present, the “inclusion model”, i.e. inclusion
13 Historical aspect of the development of education for children with disabilities (HIA) Medical model The idea of caring for a child who needed special conditions for successful learning Conditions: -special material and technical means; - the presence of special teachers; - special training programs that take into account the capabilities of the child; - medical support; - pre-professional and vocational training.
14 The historical aspect of the development of education for children with disabilities (HIA) Medical model Disadvantages: - unpreparedness of pupils with disabilities for a full-fledged social life, - isolation from society, isolation in their own social group; isolation of the child from normally developing peers and from the family, since often special (correctional) institutions are far from the place of residence of the child, - communication with children of the same level does not contribute to the full development of speech, - the child does not socialize into society, in the absence of it
15 The historical aspect of the development of education for children with disabilities (HIA) Medical model Disadvantages: - the problem of disintegration of people with disabilities is two-sided: along with the unwillingness of people with disabilities to be included in full life in society, there is also the reluctance of most people without developmental disabilities to exist in the same space with the disabled.
16 Historical aspect of the development of education for children with disabilities (HIA) “Model of normalization” (“integration”) The idea of raising a child with disabilities in the spirit of cultural norms accepted in the society in which he lives. The source of the formation of the so-called "patterns of culturally normative life" of those who were previously excluded from society "Integration in this context was usually seen as a process of assimilation, requiring a person to accept the norms characteristic of the dominant culture and follow them in their behavior.
17 The historical aspect of the development of education for children with disabilities (HIA) "Model of normalization" ("integration") different kinds activities; - society should provide the child with living conditions as close as possible to normal (hence the name of the model).
18 Historical aspect of the development of education for children with disabilities (HIA) “Model of normalization” (“integration”) Consequences (“+”): - change in state policy towards people with disabilities through the signing of international conventions and changes in the legislative framework of states; - change in the position of the person with disabilities in terms of responsibility and the right to an independent life.
19 Historical aspect of the development of education for children with disabilities (HIA) “Model of normalization” (“integration”) Disadvantages: - normalization did not take into account a wide range of individual differences that exist in society. - actualization of the question, what is the "norm" and who, by what criteria will determine it
20 The historical aspect of the development of education for children with disabilities (HIA) "Model of "inclusion" (inclusive education) international level(Declaration of Salamanca): - every child has the fundamental right to education and should be able to receive and maintain an acceptable level of knowledge; - each child has unique characteristics, interests, abilities and learning needs;
21 The historical aspect of the development of education for children with disabilities (HIA) Principles of inclusive education at the international level (Salamanca Declaration): - it is necessary to design education systems and implement educational programs in such a way as to take into account the wide variety of these characteristics and needs; - Persons with special educational needs should have access to regular schools, which should create conditions for them based on pedagogical methods aimed primarily at children in order to meet these needs;
22 The historical aspect of the development of education for children with disabilities (HIA) Principles of inclusive education at the international level (Salamanca Declaration) : - ordinary schools with such an inclusive orientation are the most effective means of combating discriminatory attitudes, creating a positive atmosphere in communities, building an inclusive society and ensuring education for all.
23 The concept of integration Integration: “…is a way of placing a child with disabilities in the educational environment of a mainstream school, as a rule, using additional aids for the child to gain access to school resources; changing the child to fit the social and educational environment of the school” (R. Reiser).
24 The concept of inclusion Inclusion: “…assessment of all children, regardless of the type or degree of defect, reorganization of the institution in order to remove barriers in such a way that education allows for the assessment of the child's individuality, the degree of his participation and involvement in the learning process.” (R. Reiser).
25 Differences between inclusion and integration The main difference between integration and inclusion lies in the difference between the objects that are affected: - in integrated education - an attempt to change a child with disabilities, - in an inclusive model - a change in the educational environment, taking into account the individual needs of all participants in the educational process.
26 Differences between inclusion and integration Integration: - Attention is directed to the problems of children with disabilities; -Changing students with disabilities, in order to comply with existing educational practice; -Targeted use of the forms and methods of work adopted in correctional institutions; -The advantage from this process is received only by students with disabilities; -Assimilation.
27 Differences between inclusion and integration Inclusion: - Attention is directed to all students; - Changing the educational environment as a whole, in order to provide opportunities for development and implementation to all students; -Usage special methods inseparably from the general educational process; - Benefits are given to all students; -Transformation.
32 Principles of inclusion in school (m/n) 1. The value of a person 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 a friend in a friend 5. Genuine education can only take place in the context of real relationships 6. All people need the support and friendship of peers 7. For all learners, progress may be more about what they can do than what they cannot do 8. Diversity enhances all aspects of human life
33 Principles of inclusion (according to Shipitsina) - recognition of equal value for society of all students and teachers; - increasing the degree of participation of students in the cultural life of schools and at the same time reducing the level of isolation of some students from general school life; -restructuring the way the school works in such a way that it can fully meet the diverse needs of all students living near the school;
34 Principles of Inclusion -removing barriers to learning and meaningful participation in school life for all students, not just those with disabilities or those with special educational needs; - analysis and study of attempts to overcome barriers and improve the accessibility of schools for individual students, the implementation of reforms and changes aimed at the benefit of all students of the school as a whole;
36 Principles of Inclusion - improving the situation in schools in general, both for students and teachers; - recognition of the role of schools not only in improving the academic performance of students, but also in the development of social values; -development of relations of support and cooperation between schools and local communities; recognition of inclusion in education as one of the aspects of inclusion in society (Shipitsina)
37 Content and organizational approaches, methods, forms - an individual curriculum and an individual educational program for a student with disabilities to develop academic knowledge and life competencies; - social rehabilitation of a child with disabilities in an educational institution and outside it; - psychological and pedagogical support of a child with disabilities in the process of education and socialization;
38 Content and organizational approaches, methods, forms psychological and pedagogical council of an educational institution; individual psychological and pedagogical map of the development of a child with disabilities; portfolio of a student with disabilities; teacher's competence in the field of general education with elements of special education, in the field of social adaptation and rehabilitation;
39 Content and organizational approaches, methods, forms of professional development of teachers of a general education institution in the field of inclusive education; work programs for the development of subjects educational program in conditions of inclusive education of children with disabilities in accordance with educational standards; tutor support of a child with disabilities in the learning process;
40 Content and organizational approaches, methods, forms adaptive educational environment accessibility of classrooms and other premises of the institution (removal of barriers, ensuring the friendliness of the environment of the institution); adaptive educational environment equipping the educational process with assisting tools and technologies ( technical means providing comfortable and efficient access); adaptive educational environment correctional-developing subject environment of training and socialization;
41 Content and organizational approaches, methods, forms of student team rallying, development of skills of cooperation, interaction and mutual assistance; orientation of the educational system of the institution to the formation and development of tolerant perception and relations of participants in the educational process.
42 Approaches to teaching children with special educational needs 5 approaches to teaching children with special educational needs: Differentiated education of children with speech, hearing, vision, musculoskeletal system, intellect disorders, mental retardation in special (correctional) institutions I–VIII species and boarding schools. Integrated education of children in special classes (groups) in educational institutions. Homeschooling Distance learning Inclusive learning
44 Issues: 1. There is no strategy for the development of inclusive education in the region, structures and bodies that would guide and ensure the development of inclusive practice in the region (Councils for the Development of Inclusive Education, Resource Centers, etc.) have not been formed. 2. There are separate samples of creating inclusive education practices in preschool educational institutions and schools
45 Issues: 3. Lack of systematic, comprehensive psychological and pedagogical knowledge and technologies, special monitoring studies directly related to the experience of regional and domestic inclusive education. 4. The order for research and development regarding the problems of implementing an inclusive approach in education has not been clearly formed, scientific and methodological maintenance and development of program and didactic materials and teaching aids to ensure inclusive education
46 Issues: 5. There are no economic and financial mechanisms for the implementation of inclusive practices. (A school that is inclusive requires additional financial investments (financial support for an inclusive class teacher, funding for the rates of a teacher's assistant, tutor, speech therapist, etc. to accompany a child with disabilities), funding for additional classes of a teacher with a child with disabilities during after hours; financing of the personal computer of teachers, development and acquisition of methodological support for teachers)
47 Issues: 6. Intolerant thinking of the society (incl. professional community), the presence of stereotypes and prejudices, the unwillingness or refusal of teachers, children and their parents to accept the new principles of inclusive education individual training, inclusive education of children with disabilities.
48 Issues: 8. Insufficiency of equipping the educational process with technical and didactic teaching aids, difficulty in the architectural accessibility of educational institutions for organizing the education of certain categories of children with disabilities. 9. Insufficient professional training of general education teachers and support specialists capable of implementing an inclusive approach.
49 Targets and main objectives of the educational policy in the direction The goal of the policy is the qualitative and systematic improvement of the education system for children with special educational needs through the introduction of inclusive education that takes into account the diversity of special educational needs and individual abilities of children and is aimed at their full development and self-realization, social, professional, life success.
51 Organizational and managerial changes - development of a strategy for the development of inclusive education in the region, creation of a structure and bodies that would direct, coordinate and ensure the development of inclusive practice in the region (Councils for the Development of Inclusive Education), expansion of the functions of the Regional PMPK - development of legal and financial ensuring inclusive education. Revision of the existing regional base, development of exemplary regulations, which in the future can be adopted by local governments.
52 Organizational and managerial changes - the creation of a multi-level system of resource centers to provide inclusive education (material, technical and methodological), including the use of the potential of special (correctional) institutions.
53 Organizational and managerial changes - interdepartmental interaction: 1) creation of a network model of interaction between a number of structures: correctional school, general education school, PPMS centers for children; correctional school, secondary school, PPMS centers, KSPU, IPK, regional PMPC - for specialists; correctional school, comprehensive school, PPMS centers, public organizations and foundations - for parents.
54 Organizational and managerial changes 2) creation of a unified interdepartmental database of children with disabilities, allowing you to get the most full information about the needs of special children in educational, rehabilitation, social and other services; 3) implementation of network interaction models public institutions social assistance, medical assistance with state educational institutions to accompany children with disabilities;
55 Organizational and managerial changes - approbation of models of network interaction between institutions and educational organizations in the territories to ensure the implementation of an individual educational route for a child with disabilities; - Creation of inclusive pilot schools, laboratory schools; - support for educational institutions implementing effective programs of inclusive education, creation of internship sites and innovative networks to disseminate best practices;
56 Organizational and managerial changes - creation and placement of information on the website of the Ministry of Education of the Territory of "passports of accessibility" NGO - arrangement of a structure that will conduct research, development and monitoring to ensure the organization of inclusive practice; - creation of a new educational environment in educational institutions, taking into account the educational needs of all students (technical devices, play space separately for hyperactive children and for autistic children at recess)
57 Organizational and managerial changes - development and implementation of training programs, professional retraining and advanced training of teachers and support specialists of educational institutions. The introduction of disciplines necessary for mastering inclusive learning technologies in all universities that train teachers and psychologists. - creation of teams to support the inclusive process in an educational institution
58 Organizational and managerial changes - ensuring the variability of the structure and content of the educational process using individual education routes, individual curricula, multi-level education, variable schedule - creating conditions for early career guidance, pre-professional and vocational training students with disabilities in the general education system.
59 Organizational and managerial changes - development of technologies for supporting teachers of inclusive education (resource centers) on the basis of IPK, PMPK and correctional schools- cooperation with public organizations of parents of children with disabilities, involvement of parents of children with disabilities to participate in the educational and rehabilitation process in order to increase its effectiveness
60 Substantive changes - Development of methodological foundations for inclusive education in the conditions of the Russian system. - Development and introduction of education quality standards in the education of children with disabilities; -Changing approaches to organizing the assessment of the quality of education (development of monitoring programs for assessing the individual educational needs and achievements of the child, the quality of the educational environment). - Development and implementation of educational and didactic kits using a differentiated and multi-level approach in a single educational space.
61 Substantive changes - Development of methods and pedagogical technologies training and education in a heterogeneous educational environment (group, class). - Development of technologies for psychological and pedagogical support for children with various disabilities at all levels of inclusive education (from preschool to higher professional education).
62 Value changes - Changing the philosophy of education: from "education for education" to "education for development", affirmation of partnership, cooperation, acceptance and support as priority values. - Overcoming social and professional stereotypes in the perception of children with disabilities. Work with the children's and parent community, with businesses and employers to create a culture of attitude towards people with disabilities; - Formation of a community that shares the ideas of equality and acceptance, stimulating the development of all its members, in which the value of each is the basis of common achievements.
The main problem of modern inclusive pedagogy, which has not yet reached its proper development in Russia, is the insufficient development of the theoretical and methodological base of integrated and inclusive education. In this regard, the article is aimed at systematizing and generalizing the already established methodological positions of inclusion, identifying problem areas and proposing new solutions.
In modern society, the understanding of the importance of a person as the highest value is growing. However, in our country, more than 2 million children are classified as children with disabilities (8% of the entire child population). Children with disabilities make up about 700 thousand people. At the same time, there is an annual increase in the number of this category of children.
Although new law“On Education in the Russian Federation” quite clearly defined inclusive education as “ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities” (Article 2, paragraph 27), in Russia the interpretation of inclusive education only as education for people with disabilities prevails in mixed or correctional groups educational organizations. Documents of the United Nations (UN), United Nations Educational, Scientific and Cultural Organization (UNESCO), practical experience of European countries, where inclusive education has reached high level, allows us to formulate the concept of inclusive education more broadly. At the same time, the following groups of people related to inclusion are distinguished: disabled people, representatives of ethnic minorities, people of non-traditional sexual orientation, people held in penitentiary institutions, marginalized strata of society, including HIV-infected people, migrants, foreign students, people who find themselves in difficult life situation, gifted individuals, persons with various intellectual and physical disabilities, etc. Thus, we can talk about the understanding of inclusion, at least in two senses - narrow and broad. Let us give examples of the relevant definitions of inclusion (inclusive education). Note that in this case, the concepts of "inclusion" and "inclusive education", denoting processes, are considered as synonyms.
The “broad” meaning of inclusion (inclusive education):
Inclusive education is:
A more flexible approach to learning a unique process of accessible education for everyone, wherein barriers are eliminated associated with the dissimilarity of trainees, and conditions for self-disclosure of potentials are created person; while all the children win.
The process of joint education of typical and Other / atypical learners, in which the methodology of an individual approach is implemented, taking into account the intellectual and personal potential that develops, is translated into a creative direction and is evaluated in a positive way.
Such a specific form of organization of the learning process, in which ALL children, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic and other characteristics, are included in common system education and are trained at the place of residence together with their peers without disabilities in the same mainstream schools that take into account their special educational needs and provide their students with the necessary special support. Inclusive education of children with developmental disabilities together with their peers is the education of different children in the same class, and not in a specially allocated group (class) at a general education school.
Inclusion is a process of increasing the degree of participation of each individual student in the academic and social life of the school, as well as a process of reducing the degree of isolation of students in all phenomena occurring within the school. Inclusion calls for a restructuring of the culture of the school, its rules and internal norms and practices to fully accept the diversity of students, with their personal characteristics and needs. It directly concerns all pupils of the school, and not only especially vulnerable categories, such as children with disabilities; is focused on improving the school not only for students, but also for teachers and its employees. Every child has the right to be educated at a school near their home. The diversity and dissimilarity of children to each other is not seen as a problem, but as the most important resource that can be used in the educational process. Inclusion implies the existence of close, close, friendship-based relationships between schools and society. In this way, inclusion- this is the process of developing the most accessible education for everyone in accessible schools and educational institutions, the formation of learning processes with the setting of adequate goals for all students, the process of eliminating various barriers for the greatest support of each student and the maximum disclosure of his potential. Inclusion - the creation in a group of conditions that are dictated by the content and methods of teaching for the full inclusion of everyone; it is the ability of a team or community to take responsibility and contribute to solving problems arising from the characteristics of the student's input data.
Inclusion as a kind of philosophy satisfies the needs in education, reveals and develops individual abilities, maintains and gives confidence, promotes good adaptation, socialization, self-realization, and the acquisition of experience (communicative, social, psychological). The result is a harmoniously developed personality, not distancing itself from society and not feeling alienated, capable of an independent and full life in society.
The “narrow” meaning of inclusion (inclusive education):
- Inclusive education ( Inclusif- including, Include- conclude, include, involve) - one of the processes of transformation of education, based on the understanding that disabled people in modern society can (and should) be involved in society. This transformation is focused on the formation of conditions accessibility education for all, including providing access to education for children with special educational needs. . it first innovation in Russian educational practice, initiated by parents of children with disabilities and those teachers, psychologists who believe in its necessity not only for children with disabilities, but for all education in general. This is not just a fashion trend of our time, but a natural stage in the development of the world education system in general - and approaches to education special children with special educational needs due to limited health(OVZ). This is one of the main directions of reform and transformation of the system special education in many countries of the world, the purpose of which is the realization of the right to education without discrimination. .
Inclusion (from inclusion- inclusion) - the process of real inclusion of people with disabilities in active social life. Inclusion involves the development and application of concrete solutions that will allow each person to participate equally in public life.
Today in science there are concepts that are close in meaning to the concept of "inclusion" (inclusive education). These are the concepts of "integration", "adjusted learning". What exactly do the concepts of integration and adapted learning imply?
According to the Norwegian teacher G. Itterstad, the principle inclusions children with disabilities can be considered a continuation of the school reform of the 1970-80s, aimed at integration. The reform has become a set of measures aimed against established practices segregation(education of children with disabilities in closed institutions), when children who did not fit into the so-called normal class were educated outside of it. This practice neglected such values, such as equality and equivalence. concept integration is tied to a specific individual or group of individuals with special needs, which must adapt to the current system. Inclusion assumes that everyone takes an equal part in both educational and social communication. And now the system itself must change in order to adapt to the needs of the individual. Various sources claim that inclusion- this is rather an ideological concept, so it reflects a certain position on this issue rather than describing the practice of its implementation. For better assimilation of the difference in the content of the concepts of "inclusion" and "inclusive education", let's draw an analogy with the concepts of "differentiation" and "differentiated education", the content of which has already been more clearly worked out in pedagogy (table).
DIFFERENTIATION |
ANALOGY (methodological, more theorized, ideological concept, position, reflects a multidimensional pedagogical phenomenon) |
INCLUSION |
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Differentiated an approach |
methodological orientation a teacher (teacher or head of an organization), which encourages the use of a certain characteristic set of interrelated ideas, concepts and methods of pedagogical activity (G.K. Selevko). Certain accent set of goals, content, methods, means and methods of activity used in pedagogical process and determined by technology (I.M. Osmolovskaya) |
Inclusive an approach |
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Differentiated education |
PRACTICE IMPLEMENTATION OF IDEAS |
Inclusive education |
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Differentiated education |
Inclusive education |
Naturally, for practical use, any concept should be operationalized. Considering what relations at the system level influence inclusion, Brahman and Hauge operationalized the concept of inclusion: a) increase cohesion- all students must be members of a class or group, they must constitute a close-knit class community and all take part in school social life; b) increase participation- all must contribute to the common unity to the best of their ability; c) raise democracy- everyone should be heard, and all students and their relatives should have the opportunity to speak out and influence the decision that affects their interests; d) increase return and performance- everyone should receive training at a high educational and social level.
Above are the existing opinions that inclusion is a transformation of a) general education; b) special education. We fully agree with the well-known approach that in order to achieve inclusion, it is necessary to build a “bridge” between ordinary and special pedagogy in the form of adapted (inclusive) education. The term "accommodating learning" suggests that the school adapts to the student, and not vice versa.
Clarifying the conceptual apparatus of inclusive pedagogy, it is necessary to understand that it is based on philosophy, conceptual foundations, patterns and principles general pedagogy, correctional pedagogy, general and special psychology, sociology, anthropology, medicine, physiology, etc. In addition to general laws and well-known pedagogical principles, inclusive education is subject to 8 specific principles. Thesaurus of Inclusion today is in its infancy, but is constantly evolving. The main concepts of inclusive pedagogy as a branch of scientific knowledge are the following concepts: inclusive pedagogy, correctional pedagogy, inclusive approach, inclusive educational environment, inclusion, inclusive education, inclusive education, a person with disabilities (HIA), a disabled child, a child with special needs in education, including education, adapted education, etc.
So, after analyzing the essence of the basic concepts that describe the phenomenon of inclusion, we present the author's view of the content of the methodology of this complex phenomenon with the allocation of well-known levels - philosophical, general scientific and particular scientific, coupled with technological.
- Axiology- the doctrine of values. It is the sphere of education that turns out to be that vast and fruitful field within which a personality is formed. Cultural activity itself involves the creation and transformation of a person himself, the formation of goals and objectives, a scale of priorities and values, in accordance with which he manifests himself in the world around him. Axiology deals with the study of values as the meaning-forming foundations of human existence, setting direction and motivation human life, activities and specific actions. the main task axiology - to show what place value occupies in the structure of being and what are its relations to the facts of reality. Axiological ideas closely intersect with the ideas of existentialism. Existentialism- the search for meaning, the essence of human existence. The search for meanings is important for all subjects involved in the process of inclusion.
- The concept of an interconnected, interacting world. According to V.A. Slastenin and G.I. Chizhakova, this concept is at the center of axiological thinking. "She claims our world is the world whole person, therefore, it is important to learn to accept not only the general, which unites humanity, but also the other, different, which characterizes each individual person» . Consequently, philosophical basis inclusion advocates idea of integration coupled with the idea of the unity of the general, particular and special.
Ideas about creativity as a person higher activity. The application of this approach creates a commonality of the entire group in the process of joint socio-cultural activities. A person always solves the most difficult task - to find himself, to become and be himself. Each person carries out his own creativity, showing the ability of productive self-awareness, the ability to maintain stability, maintaining the harmony of the soul and body, sensual and rational. Thanks to this, each person is capable of self-development and can realize all his potentials, becoming a true and full member of society. It is creativity that can bring a person out of a state of inertia, crisis, pessimism, fear, etc. It simultaneously mobilizes and organizes emotions, mind and body, conscious, unconscious and subconscious in a person.
Ideas philosophical anthropology about a person as a spiritual being, aware, taking into account, overcoming the vital and social predestination, and therefore free, open to the world, development opportunities, capable of finding one’s calling, understanding one’s being, self-determination (individual choice), self-realization, are accepted today as the methodological basis of inclusive pedagogy.
Elements social constructivism as a philosophical trend (in the social model of inclusion, or the “inclusive society” model) allow criticizing society, changing it in a direction and actively influencing social state policy in the interests and in the direction of respecting the rights of people with disabilities.
general scientific methodological level inclusion is represented by a set of approaches.
Systems approach implies a successive, interconnected chain "inclusive school - professional educational institution - inclusive life". Each of the indicated components, of course, also appears as a complex system that obeys synergetic laws and principles. Consequently, synergistic approach is also used as a general scientific basis for inclusion, continuing and developing the systemic one.
Synergistic features of inclusion are the following principles:
- the principle of subjectivity of the cognizing consciousness, the new place of the researcher, who is a personal system, within the observation system makes one rethink the status actors inclusive process, the student and the teacher are active subjects of inclusive education;
- complementarity principle, the meaning of which is that opposites as the basis of development are eliminated not through removal, but due to mutual complementation, compromise, combining the features of former opposites; for practice, this means that the monologue of the Other / special according to the “with itself” scheme gives way to a semantic inclusive dialogue, interaction, partnership, orientation towards the real freedom of the developing personality; closely associated with the principle of inconsistency in the development process- self-organization is possible with the heterogeneity of the system, in the presence of non-equilibrium structures; development in synergetics is understood as self-actualization of the existing potentialities of the system, and not as putting things in order from the outside. And in this sense, the task of inclusion is to activate the inner potential of the individual;
- non-linearity principle personal development - the formation of personality takes place taking into account the multiplicity of options and development scenarios;
- the principle of recognizing the intrinsic value of each individual- from the standpoint of synergetics, personality is an open possibility;
- fluctuation (deviation) principle- any functioning system is not stable, deviations inevitably accumulate in it, which lead to chaos and may even cause its collapse; the process of self-awareness in an inclusive space leads to "order through fluctuation".
paradigm approach means that the target, content, procedural characteristics of inclusive processes should be developed in accordance with a holistic conceptual understanding of the essential features of the general scientific synergistic paradigm, as well as personality-oriented, systemic-activity learning and the humanistic paradigm, which means the orientation of everything scientific research per person.
Acmeological approach as a methodological basis of inclusion, it implies the achievement by each participant of the inclusive process of the highest "peak" in the development of their personal potential and self-actualization.
Specific scientific and technological levels of methodology inclusive pedagogy is also represented by a set of approaches.
Axiological approach serves as a foundation for inclusion and social integration generally. Pedagogical axiology, in turn, is an interdisciplinary field of knowledge that considers education, upbringing, training, pedagogical activity as basic human values. This allows us to consider education as a sociocultural phenomenon, which finds its expression in the main ideas: the universality and fundamental nature of humanistic values, the unity of goals and means, the priority of the idea of freedom. The most important value - the recognition of the right of each person to respect and acceptance of his individual characteristics - has found its embodiment in the real opportunity for people with disabilities to study in general education organizations. In the 60-70s. 20th century for the first time in the history of mankind, the status of people with disabilities and people with disabilities was equated to the status of healthy people. Ideas about the value of freedom, equal rights, recognition of human dignity are the axiological foundations of the theory and practice of inclusive education. Principles of inclusive education include in their content the core values that should guide the educational community: the uniqueness of each; the ability to feel and think; the right to communicate; real relationships; support and friendship of peers; progress, diversity.
Team approach focuses on the interaction of specialists with the family environment of atypical students. It is complemented conductive approach, connecting the family and its both positive and bad influence on the degree of inclusion of the atypical in the learning environment.
Environmental approach makes an analysis of the environment and its influence on what the atypical achieves in the learning process.
Individual approach for each participant of inclusion is provided by the personality of the teacher, who builds the methodology and strategy of progressive learning. The approach to trainees is based on taking into account their personal characteristics and knowledge of psychology. Closely associated with person-centered approach.
An individually flexible approach to the personality of the trainee is based on creativity. Creativity, interpreted as the process of creating something new, valuable, can be considered extremely broadly in relation to inclusive education. In this context, creativity is 1) a learning environment; 2) the process of connecting the ability of thinking and activity; 3) the process of creating a person himself, due to which he is transformed, changed, creatively rebuilt, becomes different, gaining new opportunities for self-development; 4) the process of creating his own spiritual world values and worldviews that grow out of the kalokagatiya attitude, 5) the process of discovering new meanings of being as a result of education. Consequently, creativity has an ontological and epistemological status associated with anthropological issues.
It is the personality of the teacher that sets the creative spirit of the students, which has lasting consequences in their life, serving as the basis for social innovation in the future. The teacher, introducing creative practices into the process of inclusion, should be guided by the principles of V. Siefer, outlined by him in the book "The Genius in Me": 1) do not be afraid of low IQ - it is not an indicator of the level of intelligence; 2) discard the prejudices that exist in society; 3) apply the strategy of small steps leading to great success; 4) know that strength comes from weakness; 5) remember that sport is good not only for the body, but also for the mind; 6) you need to get enough sleep.
Creative techniques introduced in studying proccess inclusive education, help to overcome difficulties, allow you to quickly learn educational material are accompanied by various kinds of experiences, including ethical and aesthetic ones.
- Integration and inclusive approaches reflect the essence of the "medical" or "biological" model, and the "inclusive society" model.
Anthropological approach proceeds from the position that a person with disabilities needs education to a greater extent, which gives him an impetus to self-development, self-realization in terms of bodily and spiritual development. Inclusion promotes the student's socialization through dialogue and active interaction with the socio-cultural environment throughout life.
The mechanism for the implementation of philosophical and methodological ideas and legal norms of inclusive education in domestic practice will be the development of special standards for general education for people with disabilities. As a result, it is becoming increasingly important technological approach, which views inclusive education as a well-designed system of sequential operations leading to educational success.
A significant role in the methodological equipment of any branch of knowledge is played by principles, which act as connecting elements between patterns and practice, as regulatory norms of practice, reflected in the rules, instructions, orders that reveal the essence of the principles. In inclusive pedagogy, work has begun on the formulation of such principles. In particular, in connection with the consideration of the axiological foundations of inclusion, we have already talked about 8 generally accepted principles. In addition to the designated system, as well as to the set of principles of inclusion arising from its synergistic foundations, we also found opinions on the inclusion in the system of inclusive education of the principles for creating an appropriate educational space: the principle of adapted learning; principle of alterativity(from lat. Alterum- other, alien; grata- to greet); the principle of active involvement in inclusive education of all subjects of the educational process; P mobility principle(variations); the principle of an individual-personal approach to healthy and abnormal children; the principle of complexity, closely related to interdisciplinary approach to the development of strategies, tactics and dynamics of accompanying a special child.
As theoretical foundations of inclusion there are ideas of compromise; lack of discrimination on any basis in education; diversity as a resource for the development and improvement of education; formation and self-realization of each person; m the inclusive society model, or social model ; model " medical", or " biological».
- Model of "inclusive" society, social model. Here, the dominant discourse in society is criticized: especially the ideology ruling class, inequality in the distribution of means of production, studies of "strange". M. Foucault believes that power manifests itself through indirect violence, imposing its ideology. People, in carrying out the process of entering the field of culture, uncritically assimilate what is imposed. At the same time, the concepts violations» ( impairement) and " inability» ( disability). The scientist believes that the first concept embodies the physical / mental characteristics inherent in a person, and the second - embodies a social construction that corresponds to the paradigm setting adopted in society. When this attitude is transferred to the individual, then everything that is associated with any deviations is called "inability" and leads to discrimination of everything that does not fit into the generally accepted standard. The medical/psychological descriptions of the atypical reflect their real problems and needs without being the result of a disability. In this regard, the discourse about the atypical is important for the new construction of social reality and its practices. In general, within this approach cultural difference perceived as condition for further development and interaction. As a result of the introduction of the methodology of social constructivism, society itself and its institutions favorably meet the atypical, adequately including it in social functioning, thereby contributing to its growth, development and self-expression on equal terms.
- « Medical", or " biological» model. Here the process of formation, formation and development of a person within a certain cultural landscape, his socialization and development of the ideas, norms and values inherent in society are studied. As a result of the introduction of this model, special psychology and pedagogy appeared (for example, defectology, oligophreno- and typhlopedagogy). Within the framework of this approach, the problems associated with the division into norm and pathology, ability and inability became the topics of discussion. At the same time here we are talking about helping people with various disabilities, their possible correction during adaptation within the framework of the education system.
The concept of the Special GEF, special educational standards are also considered as the theoretical foundations of inclusion in education. However, in the Concept (Section 2.3.), when highlighting 4 basic options for the standard (A, B, C, D), inclusive education is provided only for students according to standard A . For all other students with disabilities, according to the level of development, classified as receiving education according to standards B, C, D, it is envisaged to be “in an environment of peers with similar health limitations”.
In the context of determining the strategy and tactics for solving the identified problem - the insufficient development of the theoretical and methodological base of inclusive education - the task of all interested subjects of society today is to integrate efforts in the "hot spots" of the development of inclusive pedagogy, special psychology and other related sciences, as well as relevant educational practice .