Everyone wants to give their children the best possible education. Therefore, it is not surprising that the novelty of the law on education causes sharp reactions and numerous discussions. At the heart of inclusive - involving education is a great idea - to involve people with disabilities in society from an early age, and thereby contribute to the development of general tolerance in society. In some countries, such as Denmark or Norway, inclusive education has been in place for many years. The process, however, still raises many questions at various levels, ranging from the readiness of the entire society, and most importantly, the practical preparation of educational institutions.
“In the Czech Republic, inclusive education is not new, the implementation of the education for all policy started back in 2006-7,” Deputy Minister of Education Stanislav Štěch told Radio Prague. According to him, one of the impetus for the start of an inclusive policy in the Czech Republic was the investigation of the European Court of Human Rights, which revealed that in several cases students were mistakenly sent to a correctional educational institution as “students with mild mental disabilities.” Subsequently, it turned out that the students did not have deviations, but came from a dysfunctional environment. This was the starting point for a policy whereby children - and not only Roma children, as Stecha erroneously claims - children with disabilities were admitted to mainstream schools. There are about 3,500 such students who are already attending general education schools today.
What is the so actively discussed novel of the law?
Deputy Minister of Education Stanislav Štěch: “The legislative amendment, which comes into force in September, allows schools to receive additional funds - in the form of material assistance or services of specialized personnel, which schools do not currently have. The main change is, in fact, to complement what we already know how to do - at the moment not systematically and without a legal basis - by providing better financial and personnel conditions.
According to the Deputy Minister, this is not about some kind of radical and revolutionary change, especially since inclusion is not a novelty in the Czech education system. Since 2006, about 5-6 projects have been carried out in cooperation with the European Union, which assessed the situation in regular and special (correctional) schools. The projects were aimed at studying the existing conditions for teachers, teaching assistants and the necessary standards for their activities. The expected changes are aimed at solving exactly the problems that have been identified.
Stanislav Shtekh: “We have discovered many facts not only in recent years, we have long been aware of the problems and that in some regional schools it will be difficult to introduce changes immediately from September 1 and fulfill all the conditions. No one is going to fine schools if on September 2 there is not, for example, a ramp or a specialist teacher, who has been looking for in this region for a long time and cannot be found.”
According to Shtekh, the improvement of the situation in schools will now be legally justified. In turn, the law does not provide for the closure of correctional educational institutions. What is the reason for so many complaints and dissatisfaction with the establishment of an inclusive education system?
- “There are two reasons for the complaints that we hear, in my opinion: the first is that we could not start informing about the whole project even earlier. Since the law itself was adopted quite late, in April-May 2015, then there were holidays, so it was not possible to conduct an information campaign in schools, although we took the first steps during the preparation of the law, there were discussions with its “working” version . And the second reason is the erroneous, sometimes, in my opinion, phantasmagoric image in the media.”
Why do you think this is happening? Is the Ministry trying to conduct an information campaign?
- “In our case, the reality and the image that is created in the media are very different. I would call it classically - Wahrheit und Dichtung, truth and poetry. Our information campaign is quite intensive. If possible, all novelties about the project were published and published on the website of the Ministry. Now we are preparing an educational campaign. The information campaign is carried out at the level of regional meetings with the Minister of Education Katerzhina Valakhova, school principals, teachers and other employees of the education system. Informational meetings were also held in the ministry itself. The first cycles of educational seminars have already begun, for example, for employees of pedagogical consultations. We are preparing a series of intensive educational seminars for teachers, which will be conducted by specially trained, so-called "implementers" or trainers. They will train teachers in the regions.”
With countries that are often presented as examples of successful institutions of inclusive education, the Ministry maintains contact through EU funds and through many years of cooperation with the European Association for Inclusive Education.
“We already know with certainty based on their experience that everything depends on the basics of primary education in the country and the education of teachers – not just for special schools. This is not a single problem, inclusive policies have been implemented for years. Today we are talking about the launch of this policy, planned for many years, so that in the process it would be possible to correct, find out what kind of education teachers should receive, what measures to take to ensure that the whole process is successful. And, as we see in many of the countries that are being cited, the special school sector is not completely disappearing. The same will happen to us. Therefore, parents of children with disabilities or children with more serious disabilities should not worry, correctional schools will remain.
Teachers, parents, officials and ideals
Benedikte Salomonsen: “Inclusive schools are good in theory, but in order for them to work in practice, with the inclusion of a student with difficulties, it is necessary to provide financial resources for this student, class and teacher in order, for example, to hire a mentor or a special teacher to work with students with difficulties. It doesn't work otherwise, and I've seen a huge number of unsuccessful attempts. The very ideology behind the system - to include as many students with disabilities as possible so that they do not feel left out because of difficulties - this idea is really good, but in words. In fact, it works only when the necessary funds are provided. And the Danish municipalities provide them only for children with physical disabilities, but not in case of mild mental disorders.”
Her teaching practice began precisely with helping a student with limited mobility. The need for an assistant here seems clear, but this is the only case in which an assistant is provided. According to Salomonsen, the main difficulty for teachers is to find a way to cope with children with mild mental disabilities. The special seminars that were held for educators proved to be insufficient in practice and for working in the classroom.
Most teachers simply had to manage on their own: “The responsibility of a teacher is not only to teach and choose an approach to a student with special needs, but at the same time to teach other children. It's really difficult. A balance is needed, which is not always possible to achieve, because, among other things, the teacher does not receive special training.
Her personal experience suggests that children need not only an individual approach, but also the presence of a mentor for each student with difficulties who would take care of him without the teacher interrupting the lesson. Many of Salomonsen's colleagues dropped out of school for this reason - the situation was difficult to handle.
“The whole idea is that a student with special needs is included in a regular standard school class so that classmates learn that it doesn’t matter that he has difficulties, he is a person like us, his place is among us. And this is natural, this is the ideology of inclusion. This factor really works - other children become more open and tolerant. But at the same time, the negative aspects do not disappear. Because students with special needs can also slow down the learning dynamic when their needs become so great that they can disrupt the rest of the children's school day."
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A.S. Suntsova
THEORY AND TECHNOLOGY
INCLUSIVE EDUCATION
Ministry of Education and Science of the Russian Federation
FGBOU VPO
"Udmurt State University"
Institute of Pedagogy, Psychology and Social Technologies
Department of Pedagogy and Educational Psychology
A.S. Suntsova
THEORY AND TECHNOLOGY
INCLUSIVE EDUCATION
Textbook Izhevsk, 2013 UDC 376(075.8) LBC 74.244.6y7 S898 Recommended for publication by the Educational and Methodological Council of UdGU Reviewer: Ph.D., Associate Professor Savelyeva M.G.
Suntsova A.S. Theories and technologies of inclusive education since 898: textbook. Izhevsk: Udmurt University Publishing House, 2013. 110 p.
The teaching aid reveals topical issues of inclusive education.
ISBN 978-5-4312-0224- Suntsova, © Federal State Budgetary Educational Institution of Higher Professional Education “Udmurt State University”, Table of Contents Preface........................................................... ................................................. ... Lecture module: Methodological and theoretical aspects of inclusive education .............................................................. ......... Topic 1. The concept and essence of inclusive education .............. Topic 2. Methodological foundations of pedagogy of inclusion ........ Topic 3. The concept and essence of an inclusive educational environment .................................................... ................................................. ........... Practical module: The practice of inclusive education in Russia and abroad .............................. ............................................... Topic 4. Regulatory -legal foundations of inclusive education .............................................. ............................................. Topic 5. Implementation of an inclusive practices in foreign countries and in Russia.
Topic 6. Organization of the pedagogical process, taking into account the principles of inclusion .................................................... ................................... Projective module: Technologies of inclusive education .......... ................................................. .............. Topic 7. Modeling and testing inclusive practices .......... Topic 8 Evaluation of the effectiveness of inclusive education...... Methodological recommendations for students........................................... ........ Methodological recommendations for the teacher ............................... Questions for self-control ..... ................................................. ..... Educational and methodological support of discipline ......................... Applications .................. ................................................. ......................... Appendix 1. Requirements of the Federal State Educational Standard for the level of master's training in the direction 050400 "Psychological and Pedagogical Education".... . ................................................. .................................. Appendix 2. Regulatory and legal framework for the education of children with disabilities.... .................................... Appendix 3. Domestic concept of integrated learning ..................... ................................................. ........................................ Annex 4. Programs of experimental activities of institutions for the organization of an inclusive educational environment ................................................. ...................... Foreword The purpose of this publication is to provide methodological assistance to undergraduates in organizing individual and group educational and cognitive activities in the process of mastering the course “Theory and Technologies of Inclusive Education ". The course was developed in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education in the direction of training 050400.68 "Psychological and Pedagogical Education" (master's degree), approved by Order of the Ministry of Education and Science of the Russian Federation dated April 16, 2010 No. 376.
According to the Federal State Educational Standard, pedagogical support for children with disabilities in special and inclusive education is one of the professional activities for which a master is preparing.
The concept of "inclusive education" (from the French inclusif - including) for our country is relatively new (came into use in the late 90s). In Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" (Article 2), inclusive education is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. The practice of inclusion became possible due to the dissemination of ideas and principles of normalization in society. The concept of normalization was formulated in Europe in the 1960s, according to its ideas, every person is valuable, no matter what he or what success he can achieve;
all people have the right to a decent human existence;
society should create such opportunities for everyone. Inclusive education is a means of realizing the concept of normalization.
The ideas of inclusion correspond to the objectives of the National Doctrine of Education until 2025, which indicates the need to ensure the availability of education for all categories of children, the inclusion of specialized correctional and pedagogical assistance to children with special educational needs.
Inclusive education is a certain innovation for the domestic education system, therefore, it requires competent management at all stages of its modeling and implementation. The effectiveness of inclusive education involves the creation of a set of conditions, among which the main ones are: the readiness of specialists to implement an inclusive pedagogical process (includes all types of readiness: personal, professional, psychological, etc.), a humanistic system of education, including the formation of a moral and psychological climate within the team;
organization of correctional assistance and psychological and pedagogical support for the development and socialization of children.
A master trained in the direction of "Psychological Pedagogical Education" can act as a coordinator in the field of accompanying the socialization of children in conditions of inclusion, ensuring the implementation of mechanisms for the effective functioning of the conditions and parameters of an inclusive educational environment. Therefore, in the process of preparation, a master student needs to acquire knowledge, skills, and competencies that allow him to successfully solve the problems of supporting subjects of inclusive education.
Course "Theory and technologies of inclusive education"
involves the introduction of students into the field of innovative practical psychological and pedagogical activities, provides students with an understanding of the essence and methods of implementing the pedagogy of inclusion, contributes to the development of the theory and comprehension of the practice of pedagogical activity in the context of educational inclusion, develops creative skills.
The purpose of the course is to develop students' understanding of the theoretical foundations and practical mechanisms for building an inclusive educational environment, the formation of competencies that provide solutions to the problems of accompanying a child, teacher, family in an inclusive education.
Course objectives:
Acquaintance with the methodological and conceptual foundations of the pedagogy of inclusion;
Analysis of the conditions, experience and problems of introducing the practice of inclusion in Russia and abroad;
Designing types, forms and methods of professional activity of a teacher-psychologist in conditions of inclusive education.
The teaching aid is designed to help students in solving these problems. The structure of the manual includes three modules, which is provided for by the course program: theoretical, practical, technological. The development of the theoretical module involves familiarity with the conceptual foundations of the pedagogy of inclusion, analysis of modern pedagogical ideas in the field of education and training of children with different educational needs;
the development of practical and technological modules is associated with the actualization and development of design, constructive, reflective competencies of students.
The implementation of the proposed tasks on the basis of educational institutions will allow students to get acquainted with the problems of educational inclusion, take part in their study and practical solution in joint activities with specialists, children and their parents.
This textbook offers lecture materials that will help to get a general idea of the essence, models and problems of inclusive education. The main attention is paid to the organization of practical work of students, taking into account the variability of tasks, forms and methods of its organization.
At the same time, it seems important only to outline some aspects of the problems and issues raised. The main objective of the textbook is to provide the student with the right to independently, in accordance with his interests, with the reality into which he is immersed in the course of mastering the course, to model his own understanding of the issues of inclusive education, to form the ability to work in an innovative educational environment, which together should ensure readiness to solving professional problems.
Lecture module: Methodological and theoretical aspects of inclusive education Topic 1. The concept and essence of inclusive education The etymology of the concepts of integration, inclusion, the definition of their meaningful field. Category of inclusion in philosophical, legal, sociological, psychological and pedagogical scientific literature: variability of approaches and terms.
Inclusive education as a subject of psychological and pedagogical research. The relevance of the development of inclusive practice in Russia.
In modern science and practice, to designate and describe the pedagogical process in which healthy children and children with disabilities are taught and brought up together, terms such as integration, mainstreaming, and inclusion are used.
The term "integration" comes from the Latin word integrare - to replenish, supplement. In pedagogy, the term "social integration" appeared in the 20th century. and was originally used mainly in the United States in relation to the problems of racial, ethnic minorities, from the 60s of the XX century. the term entered the speech circulation of Europe and began to be used in the context of the problems of people with disabilities.
By the beginning of the 21st century, integration in a broad socio-philosophical sense is understood abroad as a form of being, joint life of ordinary people and people with disabilities, which provides for the implementation of unlimited participation of a person with special needs in all social processes, at all levels of education, in the process of leisure, at work, in the implementation of various social roles and functions, and this right is legally enshrined in most developed countries of the world.
Foreign pedagogy considers integration as an opportunity for joint life and learning of ordinary children and children with disabilities with the support and accompaniment of this process by economic, organizational, didactic and methodological measures (Nazarova N.N., 2010).
Mainstreaming (from the English mainstream, i.e. alignment, reduction to a common pattern) - a concept used in foreign literature, refers to a strategy in which students with disabilities communicate with peers as part of various leisure programs, which allows expanding their social contacts. As a rule, no educational goals are set here.
The main disadvantages of these forms of association (integration, mainstreaming), according to researchers, are the unsuitability of the educational environment to the needs of people with disabilities.
A child with disabilities is forced to adapt to the existing conditions of education, which remain generally unchanged. That is, a child with disabilities should be sufficiently prepared in terms of cognitive and personal development to study in a mass educational institution. To facilitate the learning process, it is planned to introduce a system of defectological, psychological and pedagogical assistance to the child.
Inclusive education - (from the French inclusif - including), a term used to describe the process of teaching children with special needs in general education (mass) schools. Inclusive education is an education that, despite the existing physical, intellectual, social, emotional, linguistic and other characteristics, provides each child with the opportunity to be included in the general (single, holistic) process of education and upbringing (development and socialization), which then allows the maturing for a person to become an equal member of society, reduces the risks of his segregation and isolation.
It is generally accepted that inclusive education is a process of development of general education, which implies the availability of education for all, which ensures access to education for children with special needs.
The term "inclusive education" is more modern, reflecting a new look not only at the education system, but also at the place of a person in society. Inclusion involves solving the problem of educating children with disabilities by adapting the educational space, the school environment to the needs of each child, including reforming the educational process (redesigning classrooms so that they meet the needs and needs of all children without exception, the necessary teaching aids according to the type of deviation child development, psychological and methodological readiness of teachers, etc.).
Thus, inclusion implies the inclusion of children with special educational needs in mass institutions, where it is considered important to remove all barriers to the full participation of each child in the educational process.
American pedagogy considers inclusion as a fundamental transformation of the mass school to the tasks and needs of joint education of ordinary children and children with developmental problems. In German-speaking countries, the term "inclusion" is used relatively little. Here they continue to use the terms "integration", "joint learning", "inclusion". Countries that are guided by the American educational model, including Russia, are increasingly using the term "inclusion" (Nazarova N.N., 2010).
The introduction of inclusive education is considered as the highest form of development of the educational system in the direction of realizing the right of a person to receive a quality education in accordance with his cognitive abilities and an environment adequate to his health at the place of residence.
Inclusive education and upbringing is a long-term strategy, considered not as a local area of work, but as a systematic approach to organizing the activities of the general education system in all areas as a whole.
The inclusive form of education concerns all subjects of the educational process: children with disabilities and their parents, normally developing students and their families, teachers and other specialists in the educational space, administration, additional education structures. Therefore, the activities of a general education institution should be aimed not only at creating special conditions for the education and upbringing of a child with disabilities, but also at ensuring mutual understanding both between teachers (specialists in the field of correctional and general pedagogy), and between students with disabilities and their healthy peers ( Kovalev E.V., Staroverova M.S., 2010).
It should be emphasized that the introduction of inclusion in the educational system should not lead to a decrease in the importance of special education. Inclusive education acts as one of the areas of education, an option for providing educational services to a child with disabilities. All special children need to enrich the experience of social and educational interaction with their normally developing peers, however, each child needs to choose an educational model that is accessible and useful for his development. Educational inclusion, most likely, has its limits, in cases where it is inappropriate for a child to study together, it is necessary to provide an opportunity to study in a specialized institution, taking care of the formation of social skills, including it in joint leisure programs.
Literature:
1. Kovalev E.V., Staroverova M.S. Educational integration (inclusion) as a natural stage in the development of the education system // Inclusive education. Issue 1. - M .:
Center "School book", 2010. - 272p.
2. Nazarova N.N. Integrated (inclusive) education:
2010. No. 1. P.77-87.
3. Organization of inclusive education for children with disabilities: Textbook / Ed. ed. S.V. Alekhin, E.N. Kutepova. - M.: MGPPU, 2013. - 324 p.
Topic 2. Methodological foundations of pedagogy of inclusion Systemic, axiological, anthropological, synergistic, personality-oriented, activity-based, competence-based approaches as theoretical and methodological foundations of social, educational inclusion.
Interdisciplinary nature of the methodology for building inclusive education.
The methodological foundations of science are a set of initial philosophical fundamental positions, principles, categories, ideas that determine the direction and nature of understanding objective reality, general and particular methods of its cognition, scientific penetration into its essence and patterns of development for the purposeful, reasonable impact on the world and interaction with him (Likhachev B.T., 1998). It is necessary to define methodological positions as the basis for building the concept of inclusive education. It is important to single out such a basis that would unite constructive ideas for a perspective, an innovative movement of pedagogical science and practice that meets the needs of today and tomorrow. Here it is important not to be limited to a set of eclectically chosen provisions that are most relevant and suitable for the implementation of inclusive education. This should be the definition of the leading backbone foundations that provide an understanding of the direction of movement of pedagogical science and practice towards the child, towards the individual.
Today, educational practice has developed in such a way that, for the most part, it divides children into normal (successfully mastering the program), for whom the methods and means of training and education developed over the centuries are “suitable”, and those who are difficult to teach in the usual ways that “do not fit” into the format of stereotypical pedagogical thinking, an arsenal of applied techniques. Inclusive processes in the education and upbringing of children are designated as problems of modern Russian society, the reasons hindering their implementation are revealed, a comparative analysis of foreign and domestic experience is underway (Malofeev N.N., Nazarova N.M., Shipitsina L.M., Furyaeva T.V. ., etc.). The study of inclusive processes in domestic pedagogy takes place both in the context of the processes of organizing the upbringing and education of children with disabilities (correctional pedagogy), and in the context of the problems of their socialization and rehabilitation. The studies are predominantly empirical in nature, generalize the accumulated experience of integrating children (Shmatko N.D., Saykhanov A.F., Farrakhova A.Yu., Melnik Yu.V., Semago M.M., Semago N.Ya., Penin G .N., etc.).
In the current situation of the accumulated experience of social and educational inclusion, the question inevitably arises of the search for and a clear interpretation of methodological, conceptual foundations, from the position of which the study of the processes of building inclusive education, as well as the processes occurring within it, will take place. Attempts to substantiate the problem in the literature are often limited to calls for ensuring the real right of children with disabilities to a full-fledged education. It is quite clear that the conceptual filling of the integrated model of education will occur gradually, in accordance with the implementation of complex systemic research in this area. It is clear that the formation of the theory of new education will be a synthesis of theories, including philosophical, pedagogical, psychological, medical, etc. knowledge, and the results of theoretical research will serve as scientific guidelines in the practice of implementing inclusive education, ensuring its optimal functioning.
It is obvious that the main provisions of the inclusive model of education should be formulated based on an interdisciplinary approach, which involves the study of the problem from the standpoint of various scientific disciplines, mutual and joint interpretation of the object. The methodological level of the development of this problem will determine the choice of the leading ideas of research in this area, the scientific description of the revealed facts and phenomena, the analysis and scientific assessment of the effectiveness of the ongoing processes.
The search for the theoretical foundations of an inclusive model of education requires conjugation of the provisions of many sciences:
Philosophy of upbringing and education, from the position of which inclusion is presented as a process of development of a modern civilizational community, realizing the culture-forming and mentally-forming functions of education (B.S. Gershunsky);
Pedagogical theory, which sets the meaning and meaning of the implementation of a purposeful educational process, which determines the essence of such basic components as patterns, goals, principles, categories, methods, etc.;
Psychological concepts explaining the mechanisms of socialization and personality development in an inclusive pedagogical process.
Most modern research in the field of pedagogy is based on capacious and at the same time mutually enriching scientific approaches: systemic, axiological, anthropological, synergetic, personality-oriented, activity-based, competence-based. Assessing inclusive education as a modern innovative educational system, researchers (M.M. and the transition to the construction of a fundamentally different civilizational paradigm - postmodernism, which correlates with the entry into the post-non-classical stage of the scientific picture of the world. The authors evaluate inclusive education as a modern innovative system, which involves the use of modern methodological concepts in its modeling, namely, the synergetic concept.
It is proposed to introduce into the categorical matrix of system analysis such additional categories as triadic analysis, synchrony (syntonality) of structural changes, fractality (self-similarity) of the simulated systems. The methodology for modeling inclusive education assumes the use of such synergistic concepts as “control parameters”, “order parameters”, “principle of subordination”, “bifurcation points”, etc. (Simago et al., 2011).
The systematic approach allows revealing the systemic properties of the pedagogical process, makes it possible to understand the ongoing processes in an inclusive environment, understand the connections and mechanisms of the relationship of subsystems that are in development, and also comprehend the possibilities of pedagogical compensation for emerging risks and contradictions that certainly arise during the implementation of innovative processes.
Consistency is one of the key characteristics of pedagogical phenomena and processes (Bespalko V.P., Danilov M.A., Ilyina T.A., Andreev V.I.). The system approach allows modeling the pedagogical process, taking into account such properties as integrity, structure, hierarchy, interdependence of the system and the environment (Andreev V.I., 2003). Education is a complex, at the same time stable and dynamic system, characterized by a large number of parameters and relationships. In recent decades, it has been operating in the mode of constant global changes, due to both external and internal requirements. Innovations are a regularity in the development of any system, causing inconsistency, a divergence of its already established substructures. According to the provisions of system analysis, when introducing innovation, it is necessary to ensure that the new model is consistent with the cultural environment in which it is to function, enters this environment not as an alien element, but as a natural component (Peregudov F.I., Tarasenko F. .P., 1989). It is also likely that in the environment itself, the prerequisites must be created to ensure the functioning of the future model. Thus, not only the model must adapt to the environment, but the environment must also be adapted to the model of the future system (Novikov A.M., 2002).
In the context of research and modeling of the pedagogical process on an innovative basis, it is necessary to take into account the indicated property of inherence: within the framework of an inclusive pedagogical process, the tasks set will be fully solved, provided that the educational system is prepared for the implementation of innovation, if the educational environment will harmoniously include children with special educational needs, and not reject them. For this, it is necessary that teachers learn to build their own activities in the conditions of innovative requirements of the pedagogical process. On the other hand, the model should contain mechanisms for adapting to the conditions of the educational environment of a mass educational institution. The latter can be ensured by such conditions as: the willingness and ability of the parents of a child with disabilities to be involved in the educational process, the provision of multi-level support for the development of the child in a mass educational institution, the provision of special support for teachers of a mass institution in the process of interaction with a special child. The application of a systematic approach makes it possible to have a multifaceted understanding of the ongoing processes in the context of the introduction of inclusion, to identify and justify the links, mechanisms of activity of subsystems that are in development, as well as to comprehend the conditions for pedagogical compensation for risks and contradictions that certainly arise when innovative processes are introduced into the educational system.
Of interest is the socio-pedagogical paradigm, which involves the implementation of a personal-social activity approach (Lipsky I.A., 2004). According to this paradigm, the trinity of social processes occurring in various socio-pedagogical institutions of society under the influence of specially organized activities is recognized. These processes include: the processes of including a person in society, the processes of social development of the individual, the processes of pedagogical transformation of society. The definition of a new socio-pedagogical paradigm, according to I.A.
Lipsky, is designed to overcome some narrowness of the personality-oriented approach, according to which the emphasis is on the study of social education, the use of the educational potential of social institutions, that is, the organization of the impact on the individual for the purpose of adaptation, inclusion in society. At the same time, questions about the quality of the society itself, the availability of its educational potential, the degree of effectiveness of the social and educational potential, and a number of others remain aside. On the other hand, the new paradigm also manages to overcome the limitations of the environmental approach (purely sociological), within which the provisions of the pedagogy of social work are being actively developed, designed to use the educational potential of socialization institutions to assist in meeting the social needs of a person.
For the pedagogy of inclusion, the proposed integrative socio-pedagogical paradigm is valuable, first of all, from the point of view of studying and explaining the ways and mechanisms of building a social space of relations as a factor in the upbringing and socialization of children, taking into account their characteristics and capabilities. Within the framework of the approach, it is possible to characterize a new quality of multi-level relationships that is formed in an environment in which children with disabilities become participants. This approach allows us to explore the problems of including a child in the educational environment by combining several areas:
social development of the individual, pedagogization of the social environment, ensuring the interaction of the individual and the environment. Perhaps the application of such an integrative approach will make it possible to identify a set of parameters of inclusive education that are most significant for solving one of its main tasks - the socialization of a child with disabilities, which determines the achievement of autonomy and an independent lifestyle.
The philosophical and anthropological approach can serve as the basic methodological construct of inclusion. The anthropological approach in pedagogy is such a philosophical and methodological principle, according to which research is carried out taking into account the achievements of the complex of human sciences in order to obtain a holistic systemic knowledge about a person in the conditions of development and self-development of educational systems (Andreev V.I., 2003) . Philosophical anthropological approach in the modern methodology of education, emphasizes L.M. Luzin, allows pedagogical theory to acquire its own idea of a holistic person and develop its own form of anthropology. Anthropological interpretation of the components of the structure of the educational process gives it an ontological character, and the philosophical understanding of a person - the focus of all educational efforts on the realization of natural forces and capabilities inherent in the essential characteristics of a person. (Borytko N.M.).
Consideration of education as a way of being creates the prerequisites for the transition from "pedagogy of events" to "pedagogy of being", allows you to enrich the conceptual apparatus by including anthropological concepts - "the meaning of life", "connectedness of life", "unstable forms of being", "anthropological time". ”, “anthropological space”, “soul”, “spirit”, etc.
Comprehension of these concepts will significantly enrich the pedagogy of inclusion, determine the foundations for building a social environment focused on the subjectivity of the individual. Of particular value are the provisions of pedagogical anthropology, focused on substantiating the ways of revealing the essential forces of the child, characterizing such a space of relations that would contribute to the child's knowledge of himself and the achievement of harmony with others. The leading anthropological principles, which assume that education is oriented towards the child's spiritual powers, faith in its capabilities, are consonant with the ideas of the pedagogy of inclusion, which excludes "defect orientation" in the view of a person. The social and rehabilitation effect of inclusive education begins with the "launch" of children's activity in the process of mastering social reality, which will allow the child to master the physical and social conditions of his life, psychologically process the events taking place around him, while not only adapting to society, but also changing it .
Anthropocentrism for a teacher is the starting point for working with an infinite number of human worlds. The task of the educator at each age stage is not to transfer the child to the next stage as soon as possible, but to support the formation of his inner world, to strengthen this position, not to rush to develop it to the next, “more progressive” position and not to change it with another position. Tolerance, recognition of the self-worth of another self, openness to dialogue is little inherent in modern Russian pedagogical reality. The anthropological approach gives an understanding that childhood is life, and it should not be replaced by artificial "methods", "forms" and "events" introduced into it. Life itself, with its joys and sorrows, meetings and partings, love and disappointment, is an inexhaustible source of educational resources, a path of transition from the pedagogy of events to the pedagogy of being. One of the main ideas that determine the direction of philosophical and pedagogical anthropological knowledge is the idea of dialogue. Pedagogical anthropology is dialogic in nature and considers not only the consequences of certain events that occur with the child, but also these events themselves, the patterns of their course, the implementation or change of personal meanings that determine the judgments and actions of a person. Pedagogical anthropology considers the child in a dialogue with the "other", which can be a teacher, parents, another student, the author of the text or the whole class, if they are characterized by the distinctive features of the subject (Bogomolova L.I.).
The dialogical nature of pedagogical interactions allows the child to be here-and-now as he is and opens the way for accepting himself and the other not through the prism of inferiority, but trust in himself, in his inner world and the world of another person. Achieving trust is the basis of a person's life-affirming strategy, the foundation of which is laid in childhood through the acquired experience of social relations. The modern education system is reluctant to absorb the ideas of variability and dialogue as a pedagogical principle that meets the individuality of the child. Therefore, the worldview study of the problems of the development of inclusion as a new quality of education is particularly relevant and requires the use of an anthropological approach.
The construction of the pedagogical process as a dialogue between the participants in the educational space implies a high level of professional competence of the teacher, therefore, the competency-based approach in education is of particular value for the study and modeling of inclusive processes.
Competence-based approach is a relatively new perspective in the study of education problems. The concepts of "competence", "competence", "competence-based approach" as systemic educational and pedagogical categories entered intensively into the conceptual apparatus of the sciences of education in connection with the entry of the Russian education system into the "Bologna movement" as a kind of tool for strengthening the social dialogue of higher education with the world labor. There was a need to understand the place and role of the competence-based approach from the standpoint of the systemological, system-activity and knowledge-centric approaches already developed in domestic educational practice (Subetto A.I., Baidenko V.I.). The variety of meanings and content characteristics of these concepts converge in an attempt to present a person’s education not only in the context of mastering the amount of knowledge and skills, but also in the context of his socialization in society, from the position of mastering the traditions of professional culture, which allows him to interact with the outside world, develop his abilities, to realize oneself and be successful (Khutorskoy A.V., Starova N.M.). Competence is a measure of the actualization of competencies in the process of their development, associated with the self-actualization of the graduate's personality in the relevant activities (Subetto A.I.). Numerous studies of professional pedagogical activity in the perspective of the competence-based approach convince that it has become an integral part of the overall strategy for the development and understanding of the problems of modern education, and allows us to present the results of a teacher's professional training as system-integrative properties that ensure the successful solution of professional problems. The competence-based approach also impresses in that it is considered as the foundation of ongoing changes in the educational system, as a resource for the qualitative development of professionalism, the quality of education in general. The implementation of inclusive practice is associated with the identification and meaningful description of the competence of a teacher as a set of personal and professional qualities that are updated precisely in the innovative conditions of an inclusive environment, allowing him to successfully solve problems related to the organization of education and upbringing of all children without exception, taking into account the specifics of their educational needs. A modern inclusive school needs a teacher - a professional with a developed humane position, who owns variable, individual learning strategies, who knows how to work in a team, who is capable of learning new things.
The interdependence of the level of professional activity of a teacher as a subject of educational practice and a child as a subject of self-development has long been proven in acmeology. The competencies of the teacher act as a means and condition for the development of the competencies of his students. For understanding the practice of inclusion, this is significant in connection with the problems of personal and professional development of people with disabilities, issues of their quality of life, employment, and prevention of marginality. The model of an inclusive school graduate (a set of competencies as the results of education), questions about the criteria and parameters of his readiness for life, for continuing education are, perhaps, one of the problematic and undeveloped topics. We see the significance of the competence-based approach, first of all, in its functionality, focus on the openness of the educational system to the needs of society.
Each approach makes it possible to reflect the capacity, metasubjectivity, multidimensionality of the objects under study, and can serve as the foundation for studying and modeling innovative educational processes. We see it appropriate to use different, but, of course, complementary approaches, indicating their functionality in terms of researching the theoretical foundations of inclusion in education. So the anthropological approach, addressed to the essence, uniqueness, originality of a person, is seen by us as fundamental, defining and mediating the meanings of inclusive education, its content, the dialogism of its nature as an idea, mentality and practice.
Systemic, synergistic, competence-based approaches are more valuable in their instrumental meaning, appeal to procedural characteristics, penetration into the structure, functions of systems, subsystems, their interconnections, and their inner nature. In the search for and substantiation of tools and mechanisms for the purposeful construction of inclusive theory and practice, these approaches become of fundamental importance.
The uniqueness and self-sufficiency of each of the approaches allows, through their prism and from their positions, to simultaneously explore and build an inclusive practice as an integral system, and as a set of subsystems and functions. The study of individual components and aspects of inclusive education turns us to a certain paradigm. Thus, the synergetic approach makes it possible to explain the origin and development of inclusive processes in the modern social system, to identify the parameters of self-change in educational practice, to highlight the risks of mismatch and structural restructuring of the components of modern education. The competence-based approach allows us to imagine the interdependence of the professional activity of a teacher as a subject of inclusive practice and a child as a subject of self-development. The systems approach is the foundation and universal technology for analyzing the objects and processes under study for modern research, it allows us to designate them as integral, developing systems, including a variety of relationships both within the system and outside it, which determine its purposeful functioning.
In determining the essence, goals, nature, principles, mechanisms and foundations of the construction and movement of innovative theory and practice, these approaches, in our opinion, are the most valuable.
Inclusive processes in education are becoming the object of interdisciplinary research. The aggravation of interest in the new term, its content, the practice implemented abroad since the 40s of the XX century, is not accidental for domestic science and means an attempt to comprehend the ongoing movement in the country, the social and educational reforms carried out by the state, changes in the mentality of people and more. A consequence of the multi-aspect reflection of society itself is the birth and development of numerous categories in which moments of change are indicated. For example, relevant for modern pedagogical theory, along with inclusion, are the concepts of multicultural education, integrative education, innovative education, post-non-classical education, etc.
Each of the categories will undoubtedly pass the “test of time”, and their development will make a significant contribution to building a strategy and vector of systemic transformations in society. The general meaning of the search lies, in our opinion, in the movement towards a person, towards a child as a self-sufficient subject and the ultimate goal of any reforms and changes. The unifying trend of the search is the desire to get away from the previous paradigm focused on the knowledge approach, on the "average" abilities and capabilities of the child, on the priority of the development of cognitive processes to the detriment of moral, humane guidelines. This is also an attempt to place emphasis on the question of where and to what results the modern education system is moving, what place is given to the child, the teacher, their relationships and positions in the educational process.
Literature:
1. Baidenko V.I. Bologna process: problems, experience, solutions.
Ed. 2nd, corrected. and supplemented. M.: Research Center for Quality Problems in Training Specialists, 2006. 111p.
2. Bogomolova L.I. Dialogue as a Methodological Principle of Pedagogical Anthropology // Pedagogical Anthropology: Conceptual Foundations and Interdisciplinary Context. Proceedings of the International Scientific Conference (Moscow, September 30 - October 2) / Comp. V.G. Bezrogov, E.G. Ilyashenko, I.A. Kondratiev.
M.: Publishing house of URAO, 2002. S. 38-40.
3. Borytko N.M. Man as a subject of education: modern approaches // Pedagogical anthropology: conceptual foundations and interdisciplinary context. Proceedings of the International Scientific Conference (Moscow, September 30 - October 2, 2002) / Comp. V.G. Bezrogov, E.G. Ilyashenko, I.A.
Kondratiev. M.: Publishing house of URAO, 2002. S. 40-43.
4. Inclusive education. Issue 1. / Comp. S.V. Alekhina, N.Ya. Semago, A.K. Fadina. M.: Center "School book", 2010. 272p.
5. Lipsky I.A. Social Pedagogy. Methodological Analysis: Textbook. M.: TC Sphere, 2004. 320s.
6. Nazarova N.M. Theoretical and methodological foundations of educational integration // Inclusive education:
methodology, practice, technology: Proceedings of the international scientific-practical conference (June 20, 2011, Moscow) / Ed.: S.V. Alekhina and others. M.:
MGPPU, 20011. S. 9-11.
7. Novikov A.M. Methodology of education. M.: "Egves", 2002.
8. Peregudov F.I., Tarasenko F.P. Introduction to system analysis: Proc. allowance for universities. M.: Higher. school, 1989. 367p.
Topic 3. The concept and essence of an inclusive educational environment The concept of an educational environment. Characteristics of the complex of conditions for the introduction of an inclusive model into the system of modern education. Managing the process of implementation and implementation of inclusion. Goals of inclusive education. Definition of principles and criteria for inclusive education.
In modern psychological and pedagogical science and practice, the concept of "educational environment" is widely used when discussing the conditions of education and upbringing. Numerous works of domestic and foreign scientists (J. Korchak, J. Gibson, V. A. Yasvin, S. V. Tarasov, G. A. Kovalev, etc.) are devoted to the study of the problems of the educational environment.
The educational environment is considered as a subsystem of the historically established socio-cultural environment and at the same time as specially organized pedagogical conditions in which the development of the child's personality is carried out. In this sense, the educational environment is interesting for its functional purpose, in terms of the quality of the educational opportunities it provides for the effective self-development of its subjects. In the context of considering the problems of inclusive education, the concept of the environment is of particular relevance. This is due to the fact that the inclusion of a child with special educational needs imposes new requirements on its organization.
The change concerns technological, organizational, methodological, moral, psychological and other parameters.
Many questions arise regarding the qualitative and quantitative characteristics of the environment, sufficient and favorable for the socialization and education of its participants.
Consider the concept and essence of the category "educational environment".
The educational environment is a system of influences and conditions for the formation of personality;
a set of opportunities for its development, contained in the social and spatial subject environment (Yasvin V.A.). The category "educational environment" connects the understanding of education as a sphere of social life, and the environment as a factor in education (Baeva I.A.).
The structure of the educational environment is represented by:
Spatial-objective component (architecturally-spatial organization of the life of subjects);
Communicative and organizational component (features of the subjects of the educational environment, the psychological climate in the team, management features).
An inclusive educational environment is a type of educational environment that provides all subjects of the educational process with opportunities for effective self-development. It involves solving the problem of educating children with disabilities by adapting the educational space to the needs of each child, including reforming the educational process, methodological flexibility and variability, a favorable psychological climate, redevelopment of classrooms so that they meet the needs of all children without exception and provide, if possible, full participation of children in the educational process.
Based on the works of E.A. Klimov, V.A. Yasvina, Tarasova S.V., in which the components of the educational environment of the institution are proposed, it is possible to single out the structure of the inclusive educational environment as a space for the socialization of children with different abilities and characteristics:
Spatial and subject component (material possibilities of the institution - accessible (barrier-free) architectural and spatial organization;
availability of modern facilities and systems that meet the educational needs of children);
Communicative and organizational component (personal and professional readiness of teachers to work in a mixed (integrated) group, favorable psychological climate in the team, management of team activities of specialists).
The conditions for organizing an inclusive educational environment include:
Continuity of preschool and school education at the level of didactic technologies, educational programs, educational space of institutions).
The creation of a flexible and variable organizational and methodological system that is adequate to the educational needs of children with different abilities is ensured by the continuity of the systems of preschool and school education.
The joint activity of kindergarten and school specialists is carried out as cooperation in developing joint solutions in the field of creating pedagogical conditions for inclusion.
Cooperation is carried out in the following forms: joint holding of pedagogical councils and meetings, parent meetings, educational events, classes at the school of the future first-grader.
Comprehensive and multi-level support for participants in the educational process: a teacher (supervisor, administration), teaching children (defectologist, psychologist, parents) and socializing children (psychologist, parents, volunteers).
Accompaniment of participants in the educational process is implemented through the following innovative technologies, which together implement the complex multi-level nature of accompaniment of participants in the pedagogical process:
Technology for adapting a child to a new educational level Technology for supporting a teacher Technology for helping a child in the learning process Technology for interacting with a family Technology for educating a personality Types (directions) of comprehensive support:
Prevention;
Diagnostics (individual and group (screening));
Counseling (individual and group);
Developmental work (individual and group);
Correctional work (individual and group);
Psychological enlightenment and education (improving the psychological and pedagogical competence of students, administration, teachers, parents).
The support is based on the method of complex support, which implements four functions: diagnosis of problems arising in a child;
search for information about the essence of the problem and ways to resolve it;
consultation at the stage of decision-making and development of a plan for solving the problem;
assistance during the implementation phase of the problem.
Technical support of the educational process as a parameter of a barrier-free environment. For different categories of children, special technical means are assumed (for example, for children with hearing impairment, the characteristics of a barrier-free environment are determined by the presence of individual hearing aids (or cochlear implants), FM systems, as well as the introduction of computer technologies in the educational process that facilitate the development of the educational program;
for visually impaired children, increased illumination (at least lux) or local illumination of at least 400-500 lux is required, optical means - magnifiers, special devices for using a computer, television magnifiers, audio equipment for listening to "talking books", educational materials using the font Braille).
Among the principles of building an inclusive educational space, the main ones, in our opinion, are:
Early inclusion in an inclusive environment. This provides the possibility of habilitation, that is, the initial formation of abilities for social interaction;
corrective help. A child with developmental disorders has compensatory capabilities, it is important to “turn them on”, rely on them in building the educational process. The child, as a rule, quickly adapts to the social environment, however, he requires the organization of a supportive space and special support (which also acts as conditions that take into account his special needs).
Individual orientation of education. A child with disabilities can master a common educational program for all, which is an important condition for his inclusion in the life of the children's team. If necessary, an individual educational route is developed depending on the characteristics, depth of the defect and the capabilities of the child. The route should be flexible, focus on the zone of proximal development, provide for the formation of speech skills, the main types of cognitive activity according to age, and the development of social skills.
Team way of working. Specialists, teachers, parents need to work in close relationship (on a team basis), which involves the joint construction of goals and objectives of activities in relation to each child, a joint discussion of the characteristics of the child, his capabilities, the process of his movement in the development and development of socio-pedagogical space.
The activity of parents, their responsibility for the results of the development of the child. Parents are full members of the team, so they should be given the opportunity to take an active part in the discussion of the pedagogical process, its dynamics and correction.
The priority of socialization as a process and result of inclusion. The main target component in the work is the formation of the child's social skills, mastering the experience of social relations. The child must learn to take an active part in all types of children's activities, not be afraid to express themselves, express their opinions, find friends;
developing interpersonal relationships, teach other children to accept themselves as they are. And this, in turn, is possible with a sufficient level of personal and cognitive development of the child.
The development of positive interpersonal relationships is not a spontaneous process, it is also the subject of special work of teachers.
One of the backbone characteristics of an effective educational environment is its safety (physical and psychological). A psychologically safe environment can be considered an environment in which the majority of participants have a positive attitude towards it;
high indicators of the index of satisfaction with interaction and protection from psychological violence (Baeva I.A., Laktionova E.B.). In the context of the problem of building and functioning of an inclusive educational environment, this aspect requires special development and justification.
Literature:
1. Bondyreva S.K. Psychological and pedagogical problems of integrating the educational space: Selected works.
- 2nd ed. - M.: Publishing House of MPSI, 2005.
2. Inclusive education: methodology, practice, technology: Proceedings of the international scientific and practical conference (June 20-22, 2011, Moscow) / Moscow City Psychology. ped.un-t;
3. Inclusive education: problems, searches, solutions:
Materials of the international scientific-practical conference, Yakutsk (September 20011) / Ed. Ed.
E.I.Mikhailova, Yakutsk: Offset, 2011.
4. Nazarova N. Integrated (inclusive) education:
genesis and implementation problems // Social Pedagogy.
2010. No. 1 P. 77-88.
5. Pedagogical psychology: Textbook / Ed.
L.A. Regush, A.V. Orlova. - St. Petersburg: Peter, 2010.
6. Creation and approbation of a model of psychological and pedagogical support of inclusive practice: Methodological guide / Ed. S.V. Alyokhina, M.M. Semago. – M.:
MGPPU, 2012.
7. Yasvin V.A. Educational environment: from modeling to design. – M.: Meaning, 2001.
Practical module: The practice of inclusive education in Russia and abroad Topic 4. Regulatory framework for inclusive education International acts (signed by the USSR or the Russian Federation);
federal (Constitution, laws);
government (decrees, orders);
departmental (Ministry of Science and Education of the Russian Federation);
regional (governmental and departmental) regulations Task options:
Get acquainted with the content of the legal acts that underlie inclusive practice (Appendix 2), prepare an annotation for them;
Using Internet sources, study the laws on education in foreign countries (optional), prepare their annotations. Compare the legal framework in the field of education in Russia and in foreign countries: determine the general approaches and specifics;
Get acquainted with the materials of Appendix 2, formulate questions on behalf of: the head of an educational institution, a teacher, a parent raising a child with disabilities, a parent raising a child with no developmental disabilities;
Prepare materials for "legal advice"
teachers and parents;
Determine the list of documents required by an educational institution for the development of inclusive practice;
Get ready for a discussion on the problems of realizing the right of persons with disabilities to education.
Legal advice (participants act as consultants and clients, having prepared questions for discussion in advance);
Business game "Parliamentary hearings" (participants prepare reports in advance for parliamentary hearings, including issues of legal support for inclusive education, reveal existing problems in the implementation of the right to education of people with disabilities, formulate proposals to improve the situation of education of people with disabilities);
Round table (participants choose the roles of representatives of educational authorities, the Ministry of Social Protection of the Population, heads of educational institutions, parents, teachers, psychologists). The issues of discussion are proposed in advance, the participants prepare messages in accordance with the chosen roles;
Discussion (participants identify a debatable problem in advance, determine positions, prepare arguments in defense).
Literature:
1. Inclusive education: methodology, practice, technology: Proceedings of the international scientific and practical conference (June 20-22, 2011, Moscow) / Moscow City Psychology. ped.un-t;
Editorial staff: S.V. Alyokhina et al. - M.: MGPPU, 20011. - 244 p.
2. Nazarova N. Integrated (inclusive) education:
genesis and implementation problems // Social Pedagogy.
2010. No. 1 P. 77-88.
3. Larionov, etc. The rights of citizens with mental features in questions and answers. Legal aid for people with disabilities and their families. - M., ROOI "Perspective", 2011.
4. www.perspektiva.ru Topic 5. Implementation of inclusive practice in foreign countries and in Russia Development of ideas of inclusion and experience of inclusive education abroad. Inclusive education as a modern Russian innovative educational system. Characterization of variants of inclusive educational models in foreign and domestic educational systems.
Task options:
Prepare a message reflecting the development of inclusion practices in foreign countries;
Summarize the experience of introducing inclusive education:
identify ways to develop inclusion in foreign countries, try to typify options for the development of inclusive practice;
Give a description of the integration models proposed by domestic pedagogy (use the materials of Appendix 3);
Analyze Russia's "path" to the practice of inclusion, highlight the general trends typical of all countries and the features of the development of the domestic model;
Justify the need to maintain variability in the education system for people with disabilities (special education, inclusive education, educational integration, mainstreaming);
Prepare for the discussion "Inclusive Education: Pros and Cons". Having chosen a position, formulate the main arguments.
Identify the risks of inclusive education and possible ways to overcome them.
Options for conducting classes:
Scientific and practical conference (participants present reports summarizing and analyzing the experience of inclusive education in various countries);
Business game "Journey" (participants "travel" around different countries, where "representatives" of the country introduce models for the implementation of inclusive education. The task of the players is to present foreign and domestic experience to each other as widely as possible);
Debates (participants are divided into mini-teams, present the experience of education of people with disabilities in different countries and defend its effectiveness in comparison with others);
Press conference (participants act as representatives of the education system of different countries, other participants act as journalists asking questions. The result of the work is the compilation and presentation of journalistic articles on the education of children with disabilities in various countries).
Literature:
1. Malofeev N.N. Western Europe: the evolution of the attitude of society and the state towards persons with developmental disabilities. - M .: "Exam", 2003.
2. Malofeev N.N. Western European experience of supporting students with special educational needs in integrated learning // Defectology. 2005.
3. Mitchell D. Effective pedagogical technologies for special and inclusive education. Chapters from the book / Transl. from English. - M .: ROOI "Perspective", 2011.
4. Nazarova N.N., Morgacheva E.N., Furyaeva T.V. Comparative special pedagogy. - M .: "Academy", 2011.
5. Furyaeva T.V. Pedagogy of integration abroad:
Monograph. Krasnoyarsk, 2005.
6. R. N. Zhavoronkov The technology of higher inclusive education of disabled people used in the United States of America Electronic journal "Psychological Science and Education" No. 5 2010. www.psyedu.ru Topic 6. Organization of the pedagogical process taking into account the principles of inclusion Conceptual provisions of inclusive practice. Models of integrated, inclusive education. Organizational and managerial aspects of inclusive education. Conditions for the implementation of inclusive practices. Psychological and pedagogical support for participants in the educational process. Experience in the implementation of integrated inclusive education in the city of
Task options:
Based on the analysis of the literature, highlight the conceptual provisions and principles for the implementation of educational inclusion;
Study the works of L.S. Vygotsky, A. Adler, prepare for a colloquium based on these scientific works;
Describe the goals and objectives of inclusive education for different subjects of the educational process;
Determine and justify the conditions for the organization and implementation of inclusive practices in an educational institution;
Construct a model for managing innovative practice on the basis of an educational institution;
Get acquainted with the experience of organizing inclusive education in the conditions of MBOU "Kindergarten No. 186"
Izhevsk, MBOU secondary school No. 77 Izhevsk, MBOU secondary school No. 53
Izhevsk (compose questions and conduct a survey (interview) of the heads of these educational institutions, teachers, parents, children on issues of interest to you regarding the implementation of inclusive practice;
summarize the data obtained, prepare a report on the results of the work);
Analyze the existing conditions for the implementation of inclusive practices in educational institutions (formulate recommendations for improving the conditions that ensure the implementation of the educational needs of children in these institutions);
Construct a model of inclusive educational practice implemented on the basis of these institutions (use the materials of Appendix 4), compare the experience of these institutions with foreign and domestic models;
Identify and analyze the inclusion technologies used in these institutions;
Based on the analysis of literature, acquaintance with experience, design your own model of inclusive practice (how would you organize the pedagogical process of inclusive education).
Options for conducting classes:
Colloquium on the works of L.S. Vygotsky, A. Adler (participants study the works of the authors and prepare for a discussion of their main provisions, a comparative analysis of approaches, the relevance of ideas for modern practice);
Scientific-practical conference (the conference format is preliminarily planned - a plenary session, round tables, sections, etc. Participants prepare reports and messages corresponding to the conference format);
Round table (participants act as specialists implementing inclusive education, present and discuss existing experience, prospects for the development of inclusive practices);
Presentation of experience (participants present the results of acquaintance with the experience of implementing inclusive education, indicate achievements, difficulties, formulate recommendations);
Consultation for parents with a child with disabilities (participants are divided into consultants and parents, parents indicate the developmental features and educational needs of children, consultants give recommendations on the choice of model and trajectory of children's education).
Literature:
1. Adler A. Education of children. The interaction of the sexes. - Rostov n / Don .: Phoenix, 1998.
2. Adler A. On the neurotic character / Ed. E.V.Sokolova. - St. Petersburg: University book, 1997.
3. Vaitkyavichene A. Comparative analysis of A. Adler's individual psychology and the theory of defect compensation L.
Vygotsky - a model of psychosocial development of persons with disabilities // Actual problems of psychological rehabilitation of persons with disabilities: Collective monograph / Ed. ed. A.M. Shcherbakov. – M.: MGPPU, 2011.
4. Inclusion of children with disabilities in additional education programs: Guidelines / Ed. A.Yu. Shemanova. - M .: GBOU Moscow Education Center No. 491 "Maryino", MGPPU, 2012.
5. Vygotsky L.S. Fundamentals of defectology. - St. Petersburg: Lan, 2003.
6. Vygotsky L.S. Problems of defectology. – M.: Enlightenment, 1995.
7. Inclusive education. Issue 1-5 / Comp. S.V. Alekhina, N.Ya. Semago, A.K. Fadina. - M .: Center "School book", 2010.
8. Experience of the integrated kindergarten / Compiled by V.V. Alekseeva, I.V. Soshina. – M.: MGPPU, 2007.
MGPPU, 2012.
10. Creation of special conditions for children with hearing impairments in educational institutions: Methodical collection / Ed. S.V. Alekhine // Ed. E.V. Samsonova.
– M.: MGPPU, 2012.
Projective module: Technologies of inclusive education Topic 7. Modeling and approbation of inclusive practices Technologies of inclusion in the system of preschool education and upbringing. Technologies of inclusion in the conditions of secondary school. Technologies of inclusive education at the university. Inclusion in conditions of additional education. Technologies of psychological and pedagogical support of participants in the educational process.
Task options:
Visit classes in kindergarten, school, describe the technology of conducting (the work of the teacher, the activities of children in the classroom, the proposed tasks, the sequence, forms and methods of interaction);
Get acquainted with the work of a psychologist, social pedagogue, tutor in an educational institution, describe the technology of activities to accompany participants in the educational process;
Examine the training (education) programs implemented in the educational institution, get acquainted with individual educational routes compiled for children with disabilities, analyze the assistance offered to the child;
Choose from the manuals a description of the technology of training specialists in an inclusive group, analyze the features of the work;
Develop your own lesson with children in an inclusive group, in agreement with the teacher, conduct a lesson or an element of the lesson, analyze your work, share the results in the group;
Using Internet sources, present the experience and technologies of inclusive education for university students;
ask about the conditions for teaching people with disabilities at our university (how many and at what faculties students study, what forms of education are offered to them, what methods are implemented to support students in the educational process);
Determine the role of additional education in the socialization and self-realization of children with disabilities. Analyze the region's experience of additional education specialists working with children and adolescents with special educational needs.
Options for conducting classes:
Council (participants choose a specific case in advance - the situation of the child, study the documents, the features of the development of the child, his capabilities;
during the consultation, the participants propose specific situations studied for discussion, discuss the possible educational trajectory of the child’s development, the necessary assistance, and make recommendations);
Pedagogical Council (participants share the results of practical work during attendance at classes at an educational institution, hold a pedagogical council in order to identify achievements and difficulties, based on the results of the council, decisions are made on the prospects for working with children);
Master class (participants prepare classes, demonstrating methodological techniques, technology for conducting classes with children in an inclusive group. In preparation, they use the results of observation, studying the experience of teachers and working with methodological literature);
Methodological advice (participants demonstrate the development of their own activities with children, discuss the most effective techniques and methods of work).
Literature:
1. Bondar T.A., Zakharova I.Yu., etc. Preparation for school of children with disorders of the emotional-volitional sphere: from individual lessons to learning in the classroom. – M.:
Terevinf, 2012.
2. Inclusion of children with disabilities in additional education programs: Guidelines / Ed. A.Yu. Shemanova. – M.: GBOU
Moscow Education Center No. 491 "Maryino", MGPPU, 2012.
3. Inclusive education. Issue 1-5 / Comp. S.V. Alyokhina, N.Ya. Semago, A.K. Fadina. - M .: Center "School book", 2010.
4. Inclusive education: methodology, practice, technology: Proceedings of the international scientific and practical conference (June 20-22, 2011, Moscow) / Moscow City Psychology. ped.un-t;
Editorial staff: S.V. Alyokhina et al. - M.: MGPPU, 20011.
5. Inclusive education: practice, research, methodology: Collection of materials of the II International Scientific and Practical Conference / Ed. ed. Alekhina S.V. – M.:
Buki Vedi LLC, 2013.
6. Mitchell D. Effective pedagogical technologies for special and inclusive education. Chapters from the book. / Ed. N.Borisova. - M .: ROOI "Perspective", 2011.
7. Normalization of the conditions for the upbringing and education of children with disabilities in the context of inclusive education: Methodological guide. - M., MGPPU, 2011.
8. Sanson Patrick Psychopedagogy and autism: experience with children and adults. Ed. 3rd. – M.: Terevinf, 2012.
9. Creation and approbation of a model of psychological and pedagogical support for inclusive practice: Methodological guide / Ed. ed. S.V. Alekhina, M.M. Semago. – M.:
MGPPU, 2012.
Topic 8. Evaluation of the effectiveness of inclusive education Methods and criteria for evaluating the effectiveness of the activities of a team implementing inclusive practice. Methods for diagnosing the cognitive sphere of personality, social skills of the child and intra-group relations.
Task options:
Designate the problems of goal-setting in modern pedagogical science and practice;
define the criteria and requirements for setting educational goals;
analyze the goals of inclusive education, determine the degree of their achievement in modern educational practice;
Highlight the criteria and parameters for evaluating the results of inclusive practice;
determine the methods for diagnosing a personality (cognitive sphere and social skills of preschool, primary school, adolescence children);
diagnostics of an inclusive educational environment (according to its parameters);
study of intra-group relations;
diagnosing the professionalism of a teacher working in an inclusive group;
diagnosis of parental competence;
Using the methods of pedagogical observation, methods of diagnosing the personality of the child and intra-group relations, identify the features of the development of a child with disabilities in the context of inclusive education;
based on the results of the diagnosis, prepare messages highlighting the achievements and difficulties of children, suggest ways to help.
Describe the set of competencies required for a teacher to work with children with disabilities;
highlight the difficulties of teachers implementing the practice of inclusion, identify ways to overcome them;
Identify the difficulties of parents accompanying the education of children with disabilities in an inclusive environment, identify ways to support parents;
Options for conducting classes:
Forum (forum participants are teachers discussing the problems of professional development in the context of inclusive education);
Television program (by choosing the type of program, determining its course and roles, the participants popularize the ideas and practices of inclusive education);
Psychologist's laboratory (participants present to each other the results of the diagnostics, conduct a discussion, formulate recommendations to each other regarding the work done);
Consultation of a teacher-psychologist (participants offer each other situations that require resolution in advance, present the results of the analysis of the situation in class, offer options for solving it);
Psychological-medical-pedagogical commission (participants act as specialists, analyze the results of diagnosing the characteristics of the personal and cognitive development of a particular child, and as a result formulate a conclusion).
Literature:
1. Aslaeva R.G. A conceptual model for the training of future defectologists in a pedagogical university. Monograph. – Ufa:
Publishing House "Health of Bashkortostan", 2011.
2. Inclusive education. Issue 1-5 / Comp. S.V. Alyokhina, N.Ya. Semago, A.K. Fadina. - M .: Center "School book", 2010.
3. Neuropsychological diagnostics, examination of writing and reading of younger schoolchildren. Edition 2, corrected and supplemented / Ed. ed. T.V. Akhutina, O.B. Inshakova.
– M.: V. Sekachev, 2013.
4. Semago M.M., Semago N.Ya. Organization and content of the activities of a special education psychologist:
Toolkit. – M.: ARKTI, 2005.
5. Yakovleva I.M. Formation of professional competence of an oligophrenopedagogue teacher. Monograph. - M .: Publishing house "Sputnik +", 2009.
Guidelines for students 1. At the beginning of the study of the discipline, it is important to formulate goals - what is expected to be achieved during the course, what knowledge and skills to master. The competencies that need to be mastered during the training are set by the Federal State Standard, and the teacher also specifies them. Student designates individual goals. This is important because goal setting influences the choice of tasks that the student performs in the course of studying the course.
2. Training within the framework of the course involves the fulfillment of tasks of a theoretical and practical nature. The fulfillment of tasks of a theoretical orientation is associated with the analysis of scientific and methodological literature, the search for problems, the formulation and justification of one's own point of view.
Practical tasks involve studying the experience of specialists, studying the processes taking place in the educational space, diagnosing the personality and activities of the child, studying documentation, interacting with children and teachers, and parents. A large role in the course of training is given to the analysis and solution of specific practical situations, modeling of methods of activity, and the search for effective methods of interaction with participants in the educational process.
3. When developing the course, we proceeded from the fact that the formation of professional competencies of a master student is most effective in the conditions of a real pedagogical process, therefore, most of the practical tasks are performed on the basis of educational institutions that implement the practice of inclusion. It is important that the undergraduate gets involved in the real situations of the professional activities of specialists, manages to build professional communication with the participants in the educational process.
4. Most of the tasks are performed by the undergraduate independently under the guidance of a teacher and a specialist of the institution. The results of the assignments are discussed in the course of group work in practical classes. In the course of training, a significant role is given to group interaction, joint determination of the forms and methods of conducting practical classes. When choosing forms of work, one can be guided by those proposed by the teacher; the initiative of students in finding interesting methods of joint work is encouraged.
5. Teaching technology implies maximum independence of undergraduates in the preparation and conduct of practical classes. During the training, each undergraduate acts as a leader. Topics are distributed by undergraduates at will. The facilitator consults with the teacher in advance regarding the upcoming lesson. The consultation will discuss:
Goals and objectives of the lesson;
Forms, methods, techniques and algorithm for its implementation;
The proposed content for discussion according to the topic of the lesson;
The nature and content of the tasks that undergraduates will receive for the upcoming lesson;
Models, schemes, situations that will be discussed during the lesson;
Meanings and accents that need to be "arranged" in the course of studying the topic;
Ways of summarizing the material studied during the lesson.
The result of the consultation is the methodological development of the upcoming lesson, which is approved by the teacher. It is advisable for the facilitator to start preparing the lesson 2-3 weeks before the upcoming lesson, so that students have time to receive assignments and prepare.
6. The form of holding and the requirements for the test in the discipline are discussed in the group. The obligatory requirements for credit in the discipline are:
Development and conduct of classes in a group;
Implementation of practical tasks on the basis of institutions on each topic (the level of their implementation and evaluation criteria are discussed together with the teacher, undergraduates and specialists of institutions);
Public defense of the work done with discussion during group work.
The basis of interactive teaching methods, of course, is DIALOGUE. The main purpose of dialogic pedagogical activity is to create an environment that contributes to the accumulation of dialogic experience in solving humanitarian problems by a person (Belova S.V., 2002). The implementation by the teacher of activities based on dialogue requires: attention to the subjective world of the student;
comprehension of pedagogical reality as the interconnection of all its participants - at the "crossroads"
questions, aspirations, opportunities, difficulties, values and meanings;
determination of goals and objectives, content and methods of education in the system of intersubjective interaction;
building the experience of personality-developing communication.
INTRODUCTION
Stages of practice formation
Problems and Prospects for the Development of Inclusive Education in Russia
Experience of inclusive education abroad
CONCLUSION
Regulations
BIBLIOGRAPHY
INTRODUCTION
Relevance of the topic. The modern education system accepts only those who meet its requirements - children who are able to study according to the general program and can show normal results for everyone. As a result, it often turns out that children with disabilities are isolated from healthy peers and drop out of the educational process, because. to work with such children, teachers do not have the necessary knowledge in the field of special and correctional work. Every child has the right to receive a quality education with healthy peers. It is in the ordinary educational sphere that children with special educational needs will be able to receive, in addition to educational information, the opportunity to live a full life in society, i.e. socialize. These problems in modern schools are solved by inclusive education.
The most important problem of education is accessibility for certain social groups that have unfavorable starting conditions. A special place among them is occupied by children with disabilities. Such children are prevented from receiving a quality education by multiple restrictions that are associated with social inequality. Studies in the field of sociology, which have been carried out in the Russian Federation and in the West since the 1960s, have shown that education tends to confirm and reflect existing social inequality, which can contribute to its elimination. Since the responsibility for learning outcomes rests with teachers, in the end, most attention is paid to the brightest, best students, and children with disabilities end up at the bottom of the school hierarchy.
The reasons for the social infringement of this group of children are not limited to the school. In English studies of the 80s. conclusions regarding the factors of social inequality were confirmed, and questions were raised why educational institutions themselves tend to reproduce and maintain social inequality. Russian sociologists of our time are working in the same direction. They revealed the transmission and continuity through the educational system of those social class differences that exist outside the educational process. Judging by the studies that were carried out in the United States in the 60s and 70s, family and social circumstances have a great influence on the results of schooling, which subsequently determines the level of income. The effectiveness of the learning process is affected by the social background of schoolchildren. These studies gave rise to a discussion about the need to introduce inclusive education for children from various social strata and groups, including children with disabilities.
The social aspects of inclusive education were studied by Shinkareva E.Yu., Malofeev N.N., Kantor V.Z., Zhavoronkov R., Romanov P., Zaitsev D.V., Antipyeva N.V., Akatov L.I. and etc.
The purpose of the course work is to consider the problem of inclusive education in the Russian Federation, taking into account the experience of foreign countries.
The object is the history, realities and prospects for the development of inclusive education in Russia and abroad.
The subject is the problem of inclusive education in the Russian Federation and abroad.
The objectives of the course work were:
1.Disclosure of the concept and essence of inclusive education.
2.Analysis of the experience of foreign countries in the problem of inclusive education.
.Consideration of problems and prospects for the development of inclusive education in the Russian Federation.
Research methods: analysis of literary sources, generalization of scientific material and practical experience.
1. Stages of practice formation
The history of the development of children with special educational needs is conditionally divided into 3 stages:
.The beginning of the twentieth century - the middle of the 60s - the "medical model"? segregation
2.Mid 60s - mid 80s - "normalization model"? integration
.Mid 80s - present - "inclusion model" ? inclusion.
"Full participation" in the concept of "inclusion" is learning and collaborating with other participants, acquiring a common experience. This is the active involvement of each child in the learning process. Moreover, it implies that the student is accepted and appreciated for who he is.
The development of "inclusion" in the school implies the rejection of the practice of using methods aimed at excluding the child from the educational process, or the so-called "exclusive" methods.
At the same time, the transition of schools to the use of inclusive approaches in education can be quite painful, as they have to consider their own discriminatory actions against certain social minorities.
An important impetus to the development of inclusive education was given by the World Conference on the Education of Children with Special Needs: Access and Quality, which took place in Salamanca (Spain) in June 1994. More than 300 participants, representing 92 governments and 25 international organizations, considered the most important policy changes, necessary to promote the concept of inclusive education and thus create the conditions for schools to serve the interests of all children, including those with special educational needs. Although the main focus of the Salamanca Conference was on special educational needs, the conclusions of that conference were that “special needs education is a problem that affects the countries of the North and the South alike, and that these countries cannot move forward, being isolated from each other. This kind of education should be an integral part of the overall educational strategy and, indeed, be the object of a new socio-economic policy. This calls for a major reform of the regular school."
Mainstream schools will become inclusive, in other words, if they better teach all the children living in their communities. The Salaman Conference participants declared that “regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, as they create a favorable social environment, build an inclusive society and provide education for all; in addition, they provide an effective education for the majority of children and increase the efficiency and, ultimately, the profitability of the entire education system” This vision was confirmed by the participants of the World Education Forum in Dakar in April 2000,
Modern researchers note that at present, Canada, Denmark, Iceland, Spain, Sweden, the USA and Great Britain can be distinguished among the countries with the most advanced legislation.
In Italy, legislation has supported inclusive education since the 1970s. In 1977, the first regulations governing inclusive education were adopted. The maximum number of children in the class was 20 people, children with disabilities - 2 students out of the total. The classes that existed before were closed for children with disabilities, and teachers-defectologists united with ordinary teachers and interacted with all students in the class. All specialized institutions were closed throughout the country, children with special needs were included in society. But according to experts, the quality of their education has suffered. In 1992, a new law was adopted, according to which not only socialization, but also the education of special children was put at the forefront. By 2005, more than 90% of Italian children with disabilities were studying in mainstream schools.
In the UK, inclusive education became part of the national education program in 1978. Then the phrase "special educational needs" was introduced and it was recognized at the state level that these "needs" can be implemented in most cases on the basis of a general education school. In 1981, the Education Act for Persons with Special Educational Needs and Disabilities was passed. By 2008, more than 1.2 million children with special educational needs are successfully enrolled in mainstream schools, and the special school system also exists.
Inclusive education in Spain has been going on for more than 40 years, in 1940 the term “special education” was officially enshrined in the General Law on Education for the first time, in 1975 an independent institution, the National Institute of Special Education, was created. In 1978, the Spanish constitution establishes: “The executive authorities will implement a policy of prevention, treatment, rehabilitation and integration of disabled persons with physical, sensory and mental illnesses who need special attention and will be specially protected so that they can exercise their rights, which the constitution provides to all citizens."
In our country, the first inclusive educational institutions appeared at the turn of 1980-1990. In Moscow in 1991, at the initiative of the Moscow Center for Curative Pedagogics and a parent public organization, the school of inclusive education "Ark" (No. 1321) appeared.
Since the autumn of 1992, the implementation of the project "Integration of Persons with Disabilities" began in Russia. As a result, experimental sites for teaching children with disabilities were created in 11 regions. Based on the results of the experiment, two international conferences were held (1995, 1998). On January 31, 2001, the participants of the International Scientific and Practical Conference on the Problems of Integrated Education adopted the Concept of Integrated Education for Persons with Disabilities, which was sent to the educational authorities of the subjects of the Russian Federation by the Ministry of Education of the Russian Federation on April 16, 2001. In order to prepare teachers to work with children with disabilities, the collegium of the Ministry of Education of the Russian Federation decided to introduce the courses “Fundamentals of special (correctional) pedagogy” and “Peculiarities of the psychology of children with disabilities” into the curricula of pedagogical universities from September 1, 1996. Immediately there were recommendations to institutions of additional vocational education of teachers to include these courses in the plans for advanced training of teachers in general education schools.
In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article twenty-four of the Convention states that, in order to realize the right to education, States parties must ensure inclusive education at all levels and lifelong learning.
Little experience of inclusion technologies has been accumulated in our country. In recent years, the values of inclusive education have been updated in the education of Russia. Sorokoumova S.N. (2010) defines inclusive education in his study. Inclusive education is a process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of children. This provides access to education for children with special needs. Inclusive education develops an approach to learning and teaching. This approach will be more flexible to meet the various needs in the upbringing and education of children. Inclusive education suggests that the variety of needs of schoolchildren should be matched by a continuum of services, as well as an educational environment that is most favorable for them. The basis of the practice of inclusive education is the acceptance of the characteristics of each student and. Naturally, education and upbringing must be organized in such a way as to meet the special needs of any child.
Sabelnikova S.I. (2010) believes that today the Bologna Agreement, in the field of inclusion as a reform that welcomes and supports the characteristics and differences of any student (individual abilities and opportunities, religion, nationality, social class, culture, race, gender), begins their first steps in the Russian Federation. Inclusion is often seen as teaching children with disabilities in mainstream schools with their healthy peers. Inclusive education enables students to develop social relationships through direct experience. The basis of the practice of inclusive education is the idea of accepting the characteristics of any student and, naturally, education should be organized in such a way as to meet the needs of any child.
The principle of inclusive education is that teachers and the administration of ordinary schools accept children regardless of their intellectual, emotional, physical development, social status and create conditions for them based on pedagogical and psychological techniques that are focused on the needs of children.
With an inclusive approach, the educational process allows students to acquire the necessary competencies according to educational standards. The main subject of inclusive education is a child with disabilities. In the field of education, the concept of a child with disabilities characterizes children who, due to mental, mental, physical disabilities, cannot master the regular school curriculum and need specially developed content, methods, and standards of education. The term disabled child was borrowed from foreign experience and became stronger in the practice of Russian scientists in the 1990s. XX century. In Russian pedagogy, many different terms are used, covered by the concept of "a child with disabilities": pedagogically neglected children, children with developmental disabilities, children with developmental disorders.
Shipitsina L.M. noted that given the variability of the individual development of schoolchildren, the educational institution provides for models of joint learning while maintaining the necessary specialized pedagogical and psychological assistance.
Thus, for the development of inclusive education, it is necessary to form a model of pedagogical and psychological support and subjective educational routes for children, in which the necessary assistance was provided by specialists of institutions at each educational level. The main task is to detect individual positive features in any student, to fix the learning skills that have been acquired over a certain time, to outline the prospect and the nearest area for improving the acquired skills and abilities, and to expand the student's functional capabilities as much as possible.
An important condition that ensures successful inclusion is an accurate differential psychological diagnosis of any child. This can be done with the help of a qualified diagnostic service. This service should not only establish a diagnosis, but also give an opinion for the educational institution where the child is sent in accordance with the diagnosis, which contains recommendations for a subjective educational plan.
A difficult aspect is the methodological inconsistency of diagnostic studies that are carried out by specialists in various fields: medical workers, psychologists, and teachers. The complexity of the work is faced with the unpreparedness of specialists for a dialogue based on the diagnostic results that are available. Another important aspect of education is the development of an accompaniment system that is experiencing problems in the methodological inadequacy of diagnostics. A more important issue is the diagnosis of constructive factors that allow finding its solution. The diagnostic tools used by specialists are focused not on finding ways out of the problem, but on ascertaining the unfavorable background of the problem.
The meaning of the support system in inclusive education is related to teaching children how to independently solve and search for their own developmental problems. From this arises the task of diagnostic evaluation of the effectiveness of support. In this area, an approach that focuses the psychologist not so much on the study of the inner world of children as on the analysis of external characteristics and the way they interact with the external environment is considered more promising. In the preschool period of children's life, inclusion is considered more fruitful and has the greatest effect. First of all, preschool children do not have prejudice against peers with disabilities. They easily develop an attitude towards mental and physical disabilities, as to the same subjective features of another person, like voice, hair and eye color. American scientists believe that by starting inclusion in the educational environment at preschool age, we are educating a generation with a humane attitude towards other people, including people who have developmental disabilities.
In addition, a component of successful inclusion and integration of children with disabilities into the environment of healthy peers is considered to be the preparation of the environment for such processes through training programs for professional development for specialists in correctional (special) and mass programs and institutions for improving the competence of parents.
Educators working in inclusive education classrooms need special support. The psychologist helps to overcome anxiety and fear, which is associated with finding the right approaches in interaction with students with special needs in education and upbringing.
Parents of children with developmental disabilities insist on their inclusion in the normal community of children. First of all, this is due to the fact that in the system of special (correctional) education with a well-established methodology for teaching children with developmental disabilities, the social adaptation of these children in the real world is poorly developed - the child is isolated from society. Naturally, children with developmental disabilities adapt to life in general education institutions (OS) better than in specialized institutions (CS). The difference is more noticeable in the acquisition of social experience. In healthy children, learning abilities improve, independence, activity and tolerance develop. However, the question of shaping the process of education and development of children with developmental disabilities in public schools is still open. This is due to the lack of specialists, unpreparedness of personnel, the specifics of methods, etc.
The administration and teachers of educational institutions, who have accepted the idea of inclusive education, are in dire need of assistance in working out the mechanism of interaction between the participants in the educational process and the formation of the pedagogical process, where the child is considered the main figure. The space of inclusion implies accessibility and openness, both for children and adults. The more partners the school has, the more successful the student will be.
The range of partners is very wide: public and parent organizations, centers for pedagogical and psychological rehabilitation and correction, special (correctional), general education and preschool institutions, professional centers and higher educational institutions for advanced training, methodological centers, education department, Department of Education.
Teachers are not ready to work with students who have limited developmental opportunities. There are gaps both in the quality of training of specialists and in the unpreparedness of institutions to accept such students.
The idea of inclusive education makes special demands on the personal and professional training of specialists with basic correctional education, and teachers with a special component of professional qualifications and with a basic level of knowledge. The basic component is professional pedagogical training (skills and abilities, methodological, pedagogical, psychological, subject knowledge), and the special component is pedagogical and psychological knowledge:
The ability to implement different ways of pedagogical interaction between the subjects of the educational environment (with management, specialists, fellow teachers, parents, with students in a group and individually).
Knowledge of the methods of didactic and psychological design of the learning process.
Knowledge of the psychological characteristics and patterns of personal and age development of children in an inclusive educational environment.
Understanding and understanding of what inclusive education is, how it differs from traditional education.
The issue of understanding the scale of inclusion, which is based on the content of the school model and education, is considered relevant for all students, regardless of their differences (schoolchildren must adapt to the rules, regime and norms of the education system). Or, conversely, it involves the use and conceptualization of a wide range of educational strategies that respond to the diversity of schoolchildren (the educational system must respond to the needs and expectations of young people and children).
It is necessary to sufficiently assess the significance of inclusion for the development of not only children with intellectual disabilities, but also society as a whole.
integrated general education inclusive education
2. Problems and prospects for the development of inclusive education in Russia
The legislation of the Russian Federation in the field of education, in accordance with international standards, provides for guarantees of various rights to education for persons with disabilities.
To date, in the Russian Federation, 3 approaches are used in the education of children with disabilities:
Inclusive education, in which children with disabilities are taught together with ordinary children.
Integrated education of children in special groups (classes) in schools.
Differential education of children with disabilities in correctional (special) institutions of types I-VIII.
Currently, the education system for children with special educational needs is on the verge of change. In reality, in the Russian Federation, educational integration is implemented by extrapolation, that is, experimental adaptation and transfer to domestic conditions, modification of the forms of educational integration that have positively proven themselves abroad.
Together with this, today, the organization of their upbringing and education together with healthy children is considered as a priority direction for the development of education for children with disabilities. The implementation of inclusive education in the Russian Federation raises the question for the country about the need to change the methods of introducing integration innovations in education.
The main task in this direction was formulated by D.A. Medvedev: “We are obliged to create a normal education system for disabled children so that they can study among healthy peers in ordinary schools so that they do not feel isolated from society from early childhood.”
The same task is set by the project initiative “Our New School”. Today, the Russian Federation has about 700 thousand children. There is an annual increase in such children. If in 1995 there were 453.6 thousand children with disabilities in the Russian Federation, then in 2006 their number approached 700 thousand children. At the same time, about 90 thousand of them have physical disabilities, which makes it difficult for them to move and access social and educational resources.
In order to expand the availability of education for such children, distance education for these children is being developed in the Russian Federation. For its implementation from the federal budget in 2009, funds were allocated in the amount of 1 billion rubles, in 2010-2012. the volume of annual financing amounted to 2.5 billion rubles.
To date, more than three thousand children are studying remotely. According to the results of the National Project in 2012, about 30 thousand children have the opportunity to study at home.
The systematic introduction of the practice of inclusive education in the Russian Federation is uneven and slow. In some regions (Arkhangelsk, Samara, Moscow) these processes have advanced in their development, in other regions this practice is just beginning to take shape.
Basically, this is a generalization of the pedagogical experience that has been accumulated in Russian schools and includes inclusive approaches, an analysis of the latest approaches that are taking shape in the financing and management of the education process for children with disabilities.
According to the Ministry of Science and Education of the Russian Federation, in 2008-2010, the model of inclusive education is being introduced on an experimental basis in schools of various types in a number of constituent entities of the Russian Federation, among them:
republics of the North Caucasus;
Khabarovsk;
St. Petersburg;
Republic of Karelia;
The Republic of Buryatia;
Samara Region;
Arkhangelsk;
The development of inclusive education in the Russian Federation is carried out in partnership with non-governmental organizations and government agencies. The initiators of the inclusion of children with disabilities in the learning process are associations of parents of such children, organizations that defend the interests and rights of people with disabilities, educational institutions and professional communities that work in a project and experimental mode.
To date, the attitude towards children with disabilities has changed: practically no one objects that education should be available to all children, the main question is how to make sure that a child with a disability receives rich social experience, and his educational processes are implemented. Consequently, questions from the ideological plane moved to the research, methodological and organizational planes.
In the Russian Federation, with a developed and established system of special education, the education needs of such children were met in terms of providing social and medical and psychological assistance, but this system limited graduates in terms of further life chances and social integration.
In addition, the priority of developing joint education of healthy children and children with disabilities does not mean a rejection of the achievements of the Russian system of special education. It is necessary to improve and preserve the network of correctional institutions. At the same time, for some children it is more expedient to study in a correctional institution. These institutions currently perform the functions of educational and methodological centers that provide assistance in building methods to school teachers and psychological, as well as pedagogical assistance to parents and children.
Reforming the social system involves the development of a legal framework for the implementation of this process.
Currently, inclusive education in the Russian Federation is regulated by Protocol No. 1 of the European Convention for the Protection of Fundamental Freedoms and Human Rights, the Convention on the Rights of the Child, the federal law "On the Social Protection of Disabled Persons in the Russian Federation", the federal law "On Education", the Constitution of the Russian Federation. In 2008, the Russian Federation signed the UN Convention on the Rights of Persons with Disabilities.
In modern legislation, when fixing the principles of the right to education, the mechanism for creating specialized conditions for disabled children at school has not been reflected. Today, a draft of a new Law on Education is being prepared, it should reflect the principles of inclusion in a modern school.
The main task is to create conditions in schools for unhindered access of children with disabilities. To solve this problem, the Ministry of Health and Social Development of the Russian Federation has developed a draft concept for the federal target program "Accessible Environment" for 2011-2015.
The Accessible Environment program includes not only the adaptation of the physical environment, but also a change in the procedure and principles for attestation and assessment of students, providing children with disabilities with the opportunity to study according to individual plans, changing the system for providing additional and individual support, and training teachers.
Currently, the biggest challenges to promoting inclusion remain:
failure to take into account the different levels of needs and needs of children with disabilities, depending on the level of disability for the formation of support services and an accessible environment in the organization of targeted financing;
non-orientation of education standards towards the education of disabled children.
The implementation of inclusive education is associated with the presence in the country of a system of early comprehensive care. The model of inclusion at the level of preschoolers is more promising and not controversial, because focused on the development of children.
It is difficult to overcome the orientation towards qualified education as the basis of the school level. Therefore, teachers have difficulties with the issuance of certificates.
An analysis of the state of higher education for disabled people in the Russian Federation shows that there is a need for changes in its content and organization, which is caused by the formation of the newest integral semantic characteristics of vocational education and a number of stable trends in social policy. In the Russian Federation, only a limited number of universities are focused on teaching people with disabilities. More than 24,000 disabled people study in state universities, 14,000 in secondary schools, and 20,000 disabled in primary schools.
Recently distance forms of education have been introduced. The main problem is also the employment of disabled people. According to statistics, about 10 million disabled people live in the Russian Federation, and only about 15% of them have a permanent job. At the same time, disabled people who have mastered the programs of higher integrated education have employment that does not exceed 60%.
The implementation of inclusive education may be threatened by the adoption of a number of legal acts that regulate the functioning and organization of educational vertical links, as well as the mechanisms of their interaction. Particular attention should be paid to the legal regulation of "transitional" links:
from school education to vocational, secondary education;
from preschool education to school education.
One of the conditions for the implementation of inclusion is the training of personnel for inclusive education. To date, the solution of this issue is less provided both methodologically and organizationally.
Within the framework of the pedagogical and psychological direction of the third generation of the Federal State Educational Standards of Higher Professional Education, the PEP "Pedagogy and Psychology of Inclusive Education" was developed, which is focused on the preparation of masters and bachelors, as well as advanced training programs for specialists, leaders and teachers of IEI, a master's program "Organization of inclusive education" was opened in MSUPU.
One can also single out the practical absence of didactic and educational tools that allow for the implementation of diverse education for children in inclusive classes and groups. The teacher turns out to be unarmed, he does not have in his arsenal didactic and methodological developments, pedagogical technologies that are adequate to the tasks of inclusive education.
The very process of inclusion of children with disabilities is very complex, both in terms of content and organizational components. That is why it is important to form specific technologies and adequate models of pedagogical and psychological support for inclusion in the educational process. These technologies and models make the process as flexible and adaptive as possible.
The difficulties of organizing inclusive education in a modern school are due to the fact that the school is focused on healthy children, for whom typical methods of pedagogical work are considered sufficient. The most important for the development of inclusive education is:
Involvement in the development of inclusive education of public organizations, professionals from the system of special education, parent groups and other stakeholders.
Development of pedagogical and psychological support technologies.
The formation of a tolerant attitude and a positive opinion of society is the preparation of all members of the school community.
Professional retraining of teachers, formation of resource centers to support inclusive education with the involvement of the experience of special education.
Creation of a regulatory framework for the development of inclusive education and development of state policy.
Development of inclusive education in Moscow
In accordance with Art. 18 of the Law of Moscow No. 16 of April 28, 2010 “On the Education of Disabled Children in Moscow”, financing of state educational institutions in which persons with disabilities study is carried out at the expense of the budget of Moscow on the basis of an individual staffing table as agreed with financial cost numbers for the next financial year.
There are 4,607 buildings (3,992 institutions) in the system of the Moscow Department of Education, of which 925 buildings have been adapted. Within the framework of the Target Program “Public Integration of the Disabled in Moscow in 2011-2013”, all social institutions for the disabled were adjusted. 1,180,000 thousand rubles were spent on this, including:
thousand roubles. - 2011;
thousand roubles. - year 2012;
thousand roubles. - year 2013.
In 2013, taking into account the purchased equipment, 38% of educational institutions in Moscow became accessible.
Today, 25.6 thousand disabled children under the age of 18 live in Moscow, of which 74%, in accordance with the desire of their parents and the profile of the disease, are brought up and trained in various educational institutions of the city, in particular:
1% in primary and secondary vocational education institutions;
6% in preschool educational institutions;
8% in correctional (special) schools, home-based schools and boarding schools;
5% in comprehensive schools.
The strategy of the Government of Moscow determines our priorities for the implementation of the state policy in the interests of children "Moscow Children" for 2013 - 2017:
A new system of values with a focus on tolerance and political correctness.
Inclusive (integration) processes.
Individualization of education.
The earliest possible inclusion of disabled children and their families in the educational process.
Education coverage of all children with disabilities, taking into account territorial accessibility.
Today, everyone understands that inclusive education will not survive without financial support. The principle “money follows the student” does not yet have certain mechanisms for its own implementation. Funding is not calculated per child, but per type of educational institution. In a regular school, inclusive education of children with disabilities requires additional financial investments.
In 2010, the standard of financial costs for the maintenance of one pupil studying in public schools system of the Department of Education was:
in correctional (specialized) schools - 157,831 rubles (the standard is exceeded by 2.5 times);
in secondary schools - 63,112 rubles.
At present, educational schools that carry out inclusive practice have been identified in all districts of Moscow. As of September 2010, there were 186 educational schools.
The Institute for Problems of Inclusive Education has developed advanced training programs for support specialists, coordinators, managers and teachers, as well as within the framework of the third generation of the Federal State Educational Standards, the Main Educational Program "Psychology and Pedagogy of Inclusive Education" for the preparation of masters and bachelors.
3. Experience of inclusive education abroad
Since the 1970s, many countries around the world have been implementing and developing a package of regulations that help expand the educational opportunities for children with disabilities. In modern education policy in Europe and the United States, some approaches have been developed, including inclusion, integration (inclusion), mainstreaming (mainstreaming), expanding access to education (widening participation). Mainstreaming assumes that children with disabilities communicate with healthy children in various leisure programs, on holidays. If children are included in general school classes, it is in order to expand the possibilities of social contacts, and not to achieve the goals of education. Integration is bringing the needs of children with physical and mental disabilities into line with the education system, which remains unadapted, unchanged for them. Disabled children attend regular school but do not attend the same classes as non-disabled children. Inclusion is about redesigning educational institutions and reforming schools so that these schools meet the needs and needs of all children.
Inclusive education implies that the variety of needs of children with disabilities should be matched by a continuum of services, primarily an educational environment that is most favorable for such children. This principle means that all children must be included in the social and educational life of the school in which they live. The task of an inclusive school in the west is to build a system that meets the needs of every child. In Western inclusive schools, all children are provided with support that allows them to feel safe, achieve success, feel the value of being together in society.
Inclusive schools aim for different educational achievements than regular schools abroad. The goal of an inclusive school is to provide all students (regardless of their mental and physical condition) with the opportunity for a full social life, active participation in a team, society, thus providing children with full interaction and assistance.
This value imperative shows that all members of the school community, as well as society, are connected with each other and that schoolchildren not only interact in the learning process, but also develop while making joint decisions.
Foreign teachers who have experience in inclusive education have developed ways to include children:
Involve students in group problem solving and collective forms of learning.
Include children in the same activities, but set different tasks.
Treat disabled children as well as healthy children.
Use other strategies of group participation: field and laboratory research, joint projects, games, etc.
In foreign practice, inclusive schools largely change the role of the teacher, who is involved in various integrations with schoolchildren.
In the 1990s, a number of publications were published that dealt with the problem of self-organization of parents of disabled children, the social activity of adult disabled people, as well as those who oppose a narrow medical approach to social rehabilitation and protection, for expanding the life chances of disabled people and protecting their rights. These publications have acted as a catalyst for public discussion on the rights of children with disabilities to education in an environment conducive to their maximum social inclusion. In addition, inclusive education in the West is also being studied from the point of view of efficiency - the results of academic performance and economic costs are being studied. These works refer to the years 1980-1990 and show the benefits of integrated learning in terms of achievements, benefits and benefits. It should be noted that schools abroad receive funding for disabled children, so they are interested in increasing such students.
After analyzing the foreign experience of educating children with disabilities, it can be noted that in several countries there is a certain consensus regarding the importance of integrating such children. The principles of inclusive education are set out not only in monographs and scientific journals, but also in practical guides for politicians, managers, doctors, social workers and teachers, as well as on the pages of textbooks. The existing developments, which are based on the generalization of pedagogical experience and empirical research, lead to the understanding that organizational and methodological changes that are carried out in the interests of a specific category of children experiencing learning problems, under certain conditions, can benefit all children. Practice also shows that the inclusion of children with disabilities in mainstream schools becomes a catalyst for change that leads to improved learning conditions for all children.
CONCLUSION
The bill "On the Education of Persons with Disabilities (Special Education)", submitted to the State Duma of the Russian Federation, establishes the possibility of teaching disabled children in a public school, and in the report of the State Council of the Russian Federation "Educational policy of Russia at the present stage" (2001) It is emphasized: "Children with health problems (disabled people) should be provided by the state with medical and psychological support and special conditions for studying mainly in a general education school at the place of residence and only in exceptional cases - in special boarding schools." Inclusive education today can rightfully be considered one of the priorities of the state educational policy in Russia. The transition to it is predetermined by the fact that our country has ratified the UN Conventions on the rights of children and the rights of persons with disabilities. However, for such a transition to take place, not only relevant legal acts are needed, but also the necessary conditions, favorable public opinion.
In this course work, we examined the problems of inclusive education in the Russian Federation, taking into account the experience of foreign countries. The above concepts and principles of inclusive education, in our opinion, can be useful in the domestic practice of educational integration. One can also hope that an analysis of the available data from sociological surveys will help the subjects of the education system orient themselves in their work to overcome the difficulties of teaching disabled children in a general education school. Unfortunately, the issue of inclusive education has not yet been sufficiently discussed. Some schools are acting proactively, anticipating the centralized reforms that may be just around the corner. However, unified standards for the organization of educational and rehabilitation processes, as well as mechanisms for their material and technical, social, psychological, pedagogical, personnel and rehabilitation support, have not yet been developed. It is necessary to approve the state standard for the vocational rehabilitation of disabled people and organize a system of special training and retraining, advanced training of teachers - specialists in inclusive education. Such measures can contribute to the expansion of access to education for children with disabilities. This will create more favorable conditions for the social mobility of people from the least well-to-do strata of modern Russian society.
The practical significance of the study. The results of the study are of practical interest to state structures coordinating the solution of problems of the development of inclusive education, administration, school teachers, and parents.
Regulations
1.Decree of the Government of the Russian Federation of March 12, 1997 No. 288 (as amended on March 10, 2009) “On Approval of the Model Regulation on a Special (Correctional) Educational Institution for Students, Pupils with Disabilities” // ATP Consultant Plus
2.Letter of the Ministry of Education and Science of the Russian Federation of 18.04.2008 No. AF-150/06 "On the creation of conditions for the education of children with disabilities and children with disabilities" // ATP Consultant Plus
.Letter of the Ministry of Defense of the Russian Federation dated June 27, 2003 No. 28-51-513 / 16 "Guidelines for the psychological and pedagogical support of students in the educational process in the context of education modernization" // ATP Consultant Plus
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