scholarly journals Readiness of teachers for inclusive education of children with disabilities

2018 ◽  
Vol 55 ◽  
pp. 02005
Author(s):  
Natalia Pershina ◽  
Marina Shamardina ◽  
Natalia Luzhbina

The research problem is a contradiction between the importance and necessity of implementing the ideas of inclusive education on the territory of the Russian Federation and the creation of favorable conditions for the development and education of children with special educational needs, as well as the insufficient level of readiness of the teachers themselves (one of the main subjects of education) to work in this system. The authors of the article propose a new organizational and personal approach to studying the teachers’ readiness for inclusive education of children with disabilities. The authors’ structure of the teacher’s readiness for the development and implementation of inclusive education in children with disabilities is presented. The practical value of this article is the developed diagnostic methods: “Psychological readiness for inclusive education” and “Assessing the formation of an inclusive culture in educational organizations” and a description of the content components of teachers’ readiness for inclusive education.

Author(s):  
Olga Bliznyuk ◽  
Nikolay Senchenkov

On the basis of inclusive education importance for children with disabilities and special educational needs, which contributes to the development of communication and socialization skills, as well as the development of tolerance among typically developing children, the aim of this work was to describe a resource classroom as a model for the effective organization of inclusive education in mainstream schools of the Russian Federation.  The article defines a resource classroom in Russian educational system. The authors determine legal and regulatory frameworks to establish such classrooms. This study presents the main methodological base of resource classrooms, the organization for the educational process and space according to the students needs. Based on the generalization for the experience of the resource classrooms in the regions of the Russian Federation, the interaction for all elements of this model is shown. The study confirms that positive learning outcomes, involvement and inclusion of children with disabilities and special educational needs in a mainstream school and society are the evidence for the effectiveness of resource classrooms. The described model makes inclusion in education comfortable and effective not only for students of the resource classroom, but also for typically developing children, parents and the teaching staff of a school.  


2021 ◽  
Vol 10 (45) ◽  
pp. 185-197
Author(s):  
Eliseev Vladimir Konstantinovich ◽  
Lilia Mikhailovna Tafintseva ◽  
Roman Alexandrovich Dormidontov ◽  
Vera Nikolaevna Dolmatova

The purpose of this work was an empirical study of assessing the quality of inclusive education in the regions of the Russian Federation. The article presents the results of monitoring the quality of the implementation of inclusive education in general educational organizations of the regions of the Russian Federation. The criteria for a comprehensive assessment of the quality of inclusive education are highlighted. Discrepancies in assessments of the quality of individual parameters of inclusive education in the regions were revealed, ways of increasing its effectiveness were outlined.


Author(s):  
Т.К. Осекова ◽  
К.А. Мадалиева

Авторы раскрывают основные проблемы и этапы становления инклюзивного образования, в которых возможность приобретения знаний доступна всем и особенно детям с ограниченными возможностями здоровья (ОВЗ), в Кыргызстане. Понятие «инклюзивное образование» определено как обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей. Дети с ОВЗ в обычной общеобразовательной школе могут не только получить качественное образование, но и успешно адаптироваться к жизни. Отражены принципы и факторы инклюзивного образования, которые включают в себя доступность школьного образования для всех детей. Для реализации инклюзивного образования нужно обратить внимание на создание соответствующих условий в обществе и образовательном процессе, подготовку педагогов, способных создавать и внедрять инклюзивную образовательную среду в образовательных организациях. The article reveals the main problems and stages of formation of inclusive education in which the opportunity to acquire knowledge is available to everyone, especially children with disabilities. The concept of «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. Children with disabilities can not only get a high-quality education in a regular comprehensive school, but also successfully adapt to life. The principles and factors of inclusive education are reflected, with accessibility to school education for all children included. To implement inclusive education, attention should be paid to creating appropriate conditions both in society and educational process, as well as training teachers who are able to create and implement inclusive educational environment in educational organizations.


2021 ◽  
Vol 23 (3) ◽  
pp. 18-23
Author(s):  
Maistrika T.I.

Children with disabilities (HH) and disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. At the same time, the groups of students with disabilities and disabilities are extremely heterogeneous. First of all, this is determined by the fact that such groups include schoolchildren with various disorders: intellect, disorders of the emotional-volitional sphere, vision, hearing, speech, musculoskeletal system, with delay and complex developmental disorders. The Constitution of the Russian Federation and the Law "On Education in the Russian Federation" state that children with developmental problems have equal rights to education with all. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy. Inclusive education is a process of joint education and training of persons with disabilities and normally developing peers. The goal of inclusive education is to implement an individual and differentiated approach to students with disabilities. In the course of such education, children with disabilities can achieve the most complete progress in social development. Thus, the question arises of organizing the learning process with the indicated categories of children. The relevance of the topic under consideration is also determined by the modern possibilities of Internet resources, which cannot but be used in the education system of schoolchildren. This article reveals the features of the implementation of information technologies in the educational process of students with disabilities and disabilities.


2019 ◽  
Vol 8 (1) ◽  
pp. 260-265
Author(s):  
Larisa Aleksandrovna Kosolapova ◽  
Guzal Tagirovna Lyskova

The research work deals with the study of the concept of communicative approach in the education of children with disabilities, the study gives the definition of communication, competence, speech activity, inclusive education. The research attempts with the review of theoretical literature on the problem of the communicative approach in teaching children with disabilities in general education institutions of the Russian Federation. The authors analyze the material of the regulatory framework for the implementation of inclusive education in the Russian Federation, refers to the empirical base of research questionnaires of teaching staff of educational institutions through the prism of the viability of inclusive teaching methods in Perm Krai. The authors point to the shortcomings of the forms of interaction between the teaching staff and children with special needs in the development, conclude that the implementation of the communicative approach in education is the most effective method of interaction within the framework of the inclusive education program in the Russian Federation, provide recommendations for the successful implementation of this approach. The analysis showed that information and communication competence most successfully developed in the work of small groups, with the group use of the case method in the application of the model method of training, especially when using different variations of business games and technologies based on the use of information and communication electronic technologies.


Author(s):  
Ю. Брыкин ◽  
Yu. Brykin ◽  
Д. Флорочкина ◽  
D. Florochkina

This article analyzes the features of the modern electronic educational environment as a necessary condition for the implementation of inclusive education in educational organizations of various types, taking into account the requirements of the current educational legislation of the Russian Federation, as well as the current world trends in the development of education. The experience of introduction of e-learning by educational organizations as one of the priority directions of development of modern education, in particular, as an effective way of teaching people with disabilities and disabled people, is summarized.


Author(s):  
Anatolii Yugov ◽  
Sergey Belykh

The Constitution, as the main universal and comprehensive legal document, establishes fundamental principles and defines the legal basis for development of public and state life in all politically significant spheres, serves as a guarantor of legitimacy and order, gives a boost to the development of society. The special political and legal nature of the constitution, the issues of its operation and the mechanism of its implementation are of great importance. In accordance to the authors’ approach, the mechanism of implementation of the Constitution of the Russian Federation includes the following components: 1) entry of the constitution into legal force; 2) its functions; 3) constitutional algorithm of unity and differentiation of public authority; 4) forms of implementation; 5) ways of implementation; 6) subjects of implementation; 7) objects of implementation; 8) institutions for modernization; 9) guarantees of implementation. The authors conclude that the modern scientific ideas of a rational mechanism of implementation of the Constitution of the Russian Federation contribute to solving the issues of economic and cultural development of the Russian society, help creating favorable conditions for proper law enforcement, strengthening legitimacy and order.


Author(s):  
Lev M. Dameshek ◽  
◽  
Margarita D. Kushnareva ◽  

The article considers the activities of Ivan Kraft, the governor of Yakutsk Oblast, on the incorporation of North-East Siberia into the single economic, administrative and sociocultural space of the Russian Empire. The aim of the study is to analyze Kraft's contribution to the construction and arrangement of the Amur-Yakutsk Highway at the beginning of the 20th century. To reach this aim, the authors broadly use archival sources that have not been previously published and introduced into academic discourse. The topic has theoretical and applied relevance. It has not been sufficiently studied in the historiography of North-East Siberia and is the subject of scholarly and political discussions. The key method in the study is an interdisciplinary approach to the research problem, which is at the intersection of history and economics. The authors used content analysis for a quantitative and qualitative study of these sources based on the principle of historicism and consistency. The authors determined that, in connection with the design of the Amur Railway, the Amur-Yakutsk Highway received the status of a strategic infrastructure object in the macroregion. The authors note that Kraft was the initiator of the construction of the route from Yakutsk to the Amur. The governor conducted a number of scientific and engineering surveys of the most convenient route and made applications for financing the construction of the highway. Kraft made a strategic decision to attract private companies with large capital for the construction. The Upper Amur Gold Mining Company and the Heirs of A. I. Gromova company helped build highway sections with a total length of more than 500 km, equip stations, establish telegraph communications, and construct river crossings. At the beginning of the 20th century, in the framework of modernization measures, Kraft considered Yakutsk Oblast as a mining region. This became the basis for raising the question of Yakutia's access to the Trans-Siberian Railway. The close cooperation of the government, in the person of Kraft, with large enterprises of the region was the basis for the project of constructing a railway line to Yakutsk. In conclusion, the authors note that the processes of incorporation of the Asian borderlands of Russia into the economic, administrative and sociocultural space of the state that Governor of Yakutsk Oblast Ivan Kraft began at the beginning of the 20th century were reflected in the modern policy of the Russian Federation. The Amur-Yakutsk Mainline was put into operation in 2015. At present, the problem of building a bridge across the Lena in the Yakutsk area is still relevant. In 2019, President of the Russian Federation Vladimir Putin signed orders to begin the construction of the bridge. This will create an international transit corridor between Europe and the Asia-Pacific region.


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