scholarly journals Interpretation of the communicative approach in the education of primary school in an inclusive class by the participants of the educational process (based on the study of educational institutions of Perm Krai)

2019 ◽  
Vol 8 (1) ◽  
pp. 260-265
Author(s):  
Larisa Aleksandrovna Kosolapova ◽  
Guzal Tagirovna Lyskova
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Children With Disabilities ◽  
Communication Competence ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Perm Krai ◽  
Information And Communication ◽  
The Russian Federation ◽  
Communicative Approach

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.

CODIFICATION PROBLEMS OF NECESSARY DEFENSE AFFECTING ITS IMPLEMENTATION

2020 ◽  
Vol 10 (3) ◽  
pp. 155-163
Author(s):  
PETRUSHENKOV ALEXANDR ◽  
Keyword(s):  
Russian Federation ◽  
Criminal Law ◽  
Criminal Code ◽  
Educational Institutions ◽  
Scientific Article ◽  
Teaching Staff ◽  
Self Defense ◽  
Special Part ◽  
The Russian Federation ◽  
Legislative Activities

Objectives. The goal of scholarly research is to develop proposals for amendments in criminal law General and Special part of Criminal code of the Russian Federation governing self-defense. The scientific article identifies legislative gaps and contradictions that hinder the effective implementation of the necessary defense and require prompt solutions. Methods. The article analyzes such concepts as “self-defense”, “public assault”, “excess of limits of necessary defense”, “violation of the conditions of lawfulness of necessary defense”, “surprise assault”, “rights defending or other persons, interests of the state”. The use of logical and comparative legal methods allowed us to develop proposals for making changes to the criminal law norms that establish the necessary defense. Conclusions. The article shows the conflicts and gaps legislative recognition of self-defense and, in this regard, the complexity of its implementation in the articles of the Special part of the Criminal code of the Russian Federation and practical application. Changes are proposed to the criminal law norms regulating the necessary defense, both in the General and in the Special part of the Criminal code of the Russian Federation. Sense. The content of the scientific article can be used by the teaching staff of higher educational institutions when teaching the course “Criminal law”. The results of the work can be useful to persons who carry out legislative activities in the field of criminal law. The leitmotif of the article can be used in the preparation of dissertation research.

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

Monitoring the State of Inclusive Higher Education

2018 ◽  
Vol 6 (3) ◽  
pp. 3-11
Author(s):  
Татьяна Ярая ◽  
Tatyana Yaraya ◽  
Леся Рокотянская ◽  
Lesya Rokotyanskaya
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Russian Federation ◽  
The State ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Ministry Of Education ◽  
The Russian Federation ◽  
The Republic ◽  
The Government

The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.

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
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Children With Disabilities ◽  
Research Problem ◽  
Diagnostic Methods ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Personal Approach ◽  
The Russian Federation ◽  
Favorable Conditions

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.

IMPLEMENTATION OF MODERN INFORMATION TECHNOLOGIES IN ACCOMPANYING DISTANCE LEARNING OF CHILDREN WITH DISABILITIES AND DISABILITIES

2021 ◽  
Vol 23 (3) ◽  
pp. 18-23
Author(s):  
Maistrika T.I.
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Russian Federation ◽  
Information Technologies ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Educational Process ◽  
Persons With Disabilities ◽  
Developmental Problems ◽  
The Russian Federation

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.

scholarly journals RESOURCE CLASSROOM AS A MODEL FOR ORGANIZING INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION

2020 ◽  
Vol 3 ◽  
pp. 85
Author(s):  
Olga Bliznyuk ◽  
Nikolay Senchenkov
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Typically Developing ◽  
Special Educational Needs ◽  
Typically Developing Children ◽  
Resource Classroom ◽  
The Russian Federation

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.  

DIRECTIONS OF PROJECT ACTIVITY OF THE EUROPEAN BANK FOR RECONSTRUCTION AND DEVELOPMENT IN THE RUSSIAN FEDERATION IN THE 1990–2010s (part 1)

2020 ◽  
Vol 2 (5) ◽  
pp. 146-163
Author(s):  
I.V. PILIPENKO ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Russian Federation ◽  
Communication Technologies ◽  
Economic Sectors ◽  
Project Activity ◽  
European Bank ◽  
Equity Funds ◽  
Information And Communication ◽  
Size Type ◽  
The Russian Federation

Employing a full database of 822 projects, for the first time, this article presents an analysis of operations of the European Bank for Reconstruction and Development (the EBRD) in Russia since 1991 until nowadays. In the first part of the article, we consider main principles and general indicators of the EBRD’s activity in the Russian Federation. Using the author’s technique, we study how projects are distributed across different sectors, by size, type of financing and clients’ sponsors. The second part of this article focuses on a detailed analysis of the project activity of the EBRD in 11 economic sectors based on the bank’s classification: agribusiness, natural resources, manufacturing and services, equity funds, information and communication technologies, property and tourism, energy, municipal and environmental infrastructure (utilities), transport, banking and non-banking financial sectors.

DIRECTIONS OF PROJECT ACTIVITY OF THE EUROPEAN BANK FOR RECONSTRUCTION AND DEVELOPMENT IN THE RUSSIAN FEDERATION IN THE 1990–2010s (part 2)

2020 ◽  
Vol 1 (6) ◽  
pp. 146-177
Author(s):  
I.V. PILIPENKO ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Russian Federation ◽  
Communication Technologies ◽  
Economic Sectors ◽  
Project Activity ◽  
European Bank ◽  
Equity Funds ◽  
Information And Communication ◽  
Size Type ◽  
The Russian Federation

Employing a full database of 822 projects, for the first time, this article presents an analysis of operations of the European Bank for Reconstruction and Development (the EBRD) in Russia since 1991 until nowadays. In the first part of the article, we consider main principles and general indicators of the EBRD’s activity in the Russian Federation. Using the author’s technique, we study how projects are distributed across different sectors, by size, type of financing and clients’ sponsors. The second part of this article focuses on a detailed analysis of the project activity of the EBRD in 11 economic sectors based on the bank’s classification: agribusiness, natural resources, manufacturing and services, equity funds, information and communication technologies, property and tourism, energy, municipal and environmental infrastructure (utilities), transport, banking and non-banking financial sectors.

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