scholarly journals Principles of inclusive education and its importance in modern society

2021 ◽  
pp. 853-862
Author(s):  
Irina Nikolayevna Odarich ◽  
Rodion Pavlovich Sofronov ◽  
Rustem Adamovich Shichiyakh
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Modern Society ◽  
Educational Process ◽  
Social Needs ◽  
Basic Principles ◽  
The Social ◽  
Decent Life ◽  
The Future ◽  
New Education

The need for a deep restructuring of the education system in Russia is due to the objective processes of society transformation. Considering that the modern education system must meet the social needs of our time, and provide a qualitatively new future, for this it is advisable to consider the processes that are happening now in our lives, as well as their what caused them in the past and how they will develop in the future. Answers to these questions can become the basis for determining acceptable and rational steps in the development of a new education system (including persons with special needs), which represent the younger generation and for them it is necessary to ensure a decent life in the future. In this article, the authors have highlighted the basic principles of inclusive education. The authors argue that the organization of the educational process on these principles will make it possible to turn a person with disabilities into a subject capable of becoming a full-fledged participant in educational activities.

scholarly journals FEATURES OF THE INCLUSIVE EDUCATION SYSTEM IN RUSSIA, THE USA AND THE UK

2018 ◽  
pp. 158-164
Author(s):  
Надежда Сябрюк ◽  
Nadezhda Syabryuk
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Modern Society ◽  
The United States ◽  
Educational Process ◽  
Disabled People ◽  
The Social ◽  
The Usa ◽  
The Russian Federation ◽  
The Uk

In the article the features of the educational process construction in the United States, Great Britain and the Russian Federation are analyzed, considering the principles of inclusion. The relevance of socialization problems for disabled people and children with disabilities in modern society is evaluated in accordance with the possibility of self-realization. This article contains information about the main legal and regulatory acts governing the social, economic and educational policies of the countries in inclusion sphere. The attitude of citizens to the socialization problem of disabled people is analyzed, as well as the main problems faced by the education system on the way to the implementation of the processes of inclusion

scholarly journals Inclusive educational environment in Zaporizhzhia region: results of pilot project implementation

2021 ◽  
Keyword(s):  
Inclusive Education ◽  
Social Worker ◽  
Education System ◽  
Children With Disabilities ◽  
Pilot Project ◽  
Educational Process ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
Social And Emotional ◽  
The Social

Social work in inclusive education is to create conditions for the educational process in which a child with a disability can acquire basic knowledge, skills, social interaction and feedback skills, receive psychological, socio-educational and, if necessary, legal support to meeting their needs. The role of the social worker in the school is leading and undisputed. But modernity requires constant improvement of skills and advanced training. The purpose of the social worker at school is to create a special environment among children. The feedback of a social worker is to overcome fears and prejudices, promote friendships, mutual respect and understanding among students, and improve the cognitive, motor, speech, social, and emotional development of children. The most pressing issue of today’s education system is inclusive education for children with disabilities in a single educational space. Each country has its own experience of special education for children and has gone through a different path from integration to inclusion. Today, in modern Ukraine, the education system is being transformed, the model of inclusive education is gaining wide significance and a new pattern of its development. Attempts to form an inclusive education system have not yet yielded significant results, which is manifested in the constant division of children into «normal majority» and «backward minority». In Ukraine, children with disabilities have long been isolated from their peers. Boarding schools or individual learning provide knowledge, but take away the opportunity to communicate, hinder the socialization of such pupils. This article provides a brief analysis of the pilot project, in accordance with the order of the Ministry of Education and Science dated 15.07.2016 № 836 «On conducting a scientific and pedagogical experiment «Development of an inclusive environment in the Zaporozhye region». Building an effective system of inclusive education in Ukraine is possible on the basis of the interaction of various factors, first of all, strengthening the financing of education, improving its regulatory support, improving the methodological and staffing of inclusive education. The results of the work can be used in further research on this problem.

scholarly journals City schools and teacher training institutes of the Russian Empire: from project to implementation

2021 ◽  
Author(s):  
Р.Р. Исхакова
Keyword(s):  
Education System ◽  
Russian Empire ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Significance ◽  
Basic Principles ◽  
The Social ◽  
The Russian Empire ◽  
The 19Th Century ◽  
City Schools

Вторая половина 19 в. – время активного формирования системы начального и среднего образования для всех без исключения социальных слоев населения. Актуальность статьи заключается в исследовании парадигмы развития так называемой городской системы образования, форм и методов обучения городского населения Российской империи. Выявлено, что система образования для населения промышленно развитых городов была задумана по образцу аналогичного прусского опыт, однако под влиянием целого ряда обстоятельств, исследованных в статье, трансформировалась в эффективную модель связанных между собой учебных заведений: городские училища – учительские институты. Проанализированы основные принципы вновь образованной системы образования: организационные основы, постановка учебного процесса. Сделаны выводы о социальном значении этой системы образования, ее месте в образовательном пространстве дореволюционной России. The second half of the 19th century was the time of active formation of the primary and secondary education system for all social strata of the population without exception. The relevance of the article lies in the study of the paradigm of the development of the so-called urban education system, forms and methods of teaching the urban population of the Russian Empire. It is revealed that the education system for the population of industrially developed cities was conceived on the model of a similar Prussian experience, however, under the influence of a number of circumstances investigated in the article, it was transformed into an effective model of interconnected educational institutions: urban schools – teachers' institutes. The basic principles of the newly formed education system are analyzed: organizational foundations, the formulation of the educational process. Conclusions are drawn about the social significance of this education system, its place in the educational space of pre-revolutionary Russia.

scholarly journals Modern Trends of Engineering Pedagogy Development

2019 ◽  
Vol 28 (12) ◽  
pp. 132-140
Author(s):  
T. Y. Polyakova
Keyword(s):  
Engineering Education ◽  
Education System ◽  
New Technologies ◽  
Modern Society ◽  
Educational Process ◽  
Social Needs ◽  
Target Groups ◽  
Lag Effect ◽  
Engineering Pedagogy ◽  
Pedagogy Development

The article is devoted to modern trends of engineering pedagogy development that are global due to the processes of globalization and internationalization of higher technical education. The tendencies of engineering pedagogy development as a pedagogical science are connected with the key pedagogy concepts of teaching aims, content, forms, technologies, and aids. The trends of development are determined by the necessity to overcome the contradiction between fast changes in the sphere of engineering activities and certain conservatism, lag effect typical for engineering education system. At present, there are several general trends. Fast changes of modern society require regular analysis of social needs, specification and updating of engineering education aims, which takes place in the conditions of changeability and uncertainty and are more and more based on prediction. New forms of engineers’ training appear in order to overcome the gap between the requirements of engineers’ activities and the results of their education, and they are organized by joint efforts of universities, researchers, industry and business. New technologies of education involving the latest achievements in science, techniques and technologies are being developed and introduced in the educational process. Regular changes in educational process make the engineering education system to some extent unstable and unbalanced, and this trend may be expected to intensify. In order to correspond to the situation and to develop new technical teachers’ competences, various specialized diversified courses are offered to meet specific requirements of particular target groups.

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

scholarly journals Methods of using digital technologies in the education system

2021 ◽  
Vol 102 (2) ◽  
pp. 26-31
Author(s):  
R. Toleubekova ◽  
◽  
R. Maussumbayev ◽  
Keyword(s):  
Research Methods ◽  
Social Relations ◽  
Education System ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Literature Study ◽  
The Social ◽  
Methodological Improvement ◽  
Working Out

Digital technologies in education are a way of organizing a modern educational environment based on digital technologies. Dynamically developing digital technologies offer new tools that effectively complement the traditional tools for the educational process, which many teachers quickly introduce into their methodological system and work with intensively. The use of digital educational resources provides fundamentally new opportunities for improving the efficiency of the educational process. Digital educational resources are an operational means of clarity in teaching, an assistant in working out practical skills of students, organizing and conducting questionnaires and monitoring students, as well as monitoring and evaluating homework; have a large place in working with diagrams, tables, graphs and symbols, editing texts and correcting errors in students’ creative works. The goal of this article is to analyze the features of the application of methods of using digital technologies in the education system. Achieving this goal required setting and solving the following tasks: to consider the essence of digital technologies in the education system, to determine the role and importance of effective digital technologies in the educational process, to study the practice of using effective digital technologies, to develop proposals and recommendations for methodological improvement of the use of effective digital technologies in the education system. The object of the study is the social relations that develop in the process of applying digital technologies in the education system. The subject of the research is digital technologies in the education system. Research methods: literature study, generalization, logical, questionnaire, comparison, and other research methods.

scholarly journals Policies of pedagogical maintenance of students ready for a safe life in inclusive education

2020 ◽  
Vol 37 (64) ◽  
pp. 210-221
Author(s):  
Busygina Tatyana Alexandrovna ◽  
Aleksandr A. Korostelev ◽  
Elena I. Artemova ◽  
Larisa Aleksandrovna Kolyvanova ◽  
Tamara Mikhailovna Nosova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Vocational Training ◽  
Educational Institution ◽  
People With Disabilities ◽  
Modern Society ◽  
Educational Environment ◽  
Middle Level ◽  
Safe Life ◽  
The Social ◽  
Full Life

The article aimed to review some pedagogical policies for the inclusion and a safe life of people with disabilities. Training the preparation of people with disabilities and disabilities for a safe life is more effective within the framework of an accessible and organized educational environment in the educational institution, which guarantees the solution of professional problems in the training of future middle-level specialists. For a safe stay in society. Under the provision of people with health problems for a safe life, we consider the complex subjective property of a person with a disability, which manifests itself when it understands the dangers that have arisen in the educational environment and in various areas of life and we provide a way to overcome them. It is concluded that without an accessible and well-organized educational environment, it is impossible to achieve the result of establishing harmonious relationships between people with disabilities and the social environment that determine their greater disposition for a safe entry into society and a full life in modern society. Particular attention is paid in the process of vocational training for people with disabilities to individualization.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

scholarly journals Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

2019 ◽  
Vol 62 ◽  
pp. 12002
Author(s):  
M.A. Isaikina ◽  
E.A. Maksimova ◽  
E.V. Martynova ◽  
N.V. Shelyakhina
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Modern Society ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Living Standard ◽  
Special Role ◽  
Education Development ◽  
Inclusive Approach

The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

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