The peculiarities of implementation of inclusive education in the Russian Federation at the current stage

2020 ◽  
pp. 53-63
Author(s):  
Elena Borisovna Barinova
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Social Relations ◽  
Intervention Program ◽  
Educational Institution ◽  
Educational Process ◽  
Legal Documents ◽  
The Russian Federation ◽  
Russian Education ◽  
Current Stage

This article presents a comprehensive analysis of the normative legal, methodological, and practical requirements towards implementation of inclusive education in the modern educational institution. The author examines the fundamental international legal acts ensuring the rights of persons with health limitations; list of laws ensuring implementation of inclusion into the Russian education; normative-legal documents regulating the efficient functioning of inclusive activity of educational institution in the Russian Federation; main methodological requirements towards implementation of inclusive education in the educational institution; requirements to practical results of implementation of the dynamic process of inclusive education. The article highlights the three key mechanisms of realization of inclusion: 1) development and realization of an individual curriculum; 2) devising a program of individual psychological and pedagogical support of a student; 3) development of intervention program that must become a part of the curriculum. The main conclusion lies in the thesis that inclusion is a dynamically developing process that contains the three independent sub-processes: educational process; assistance and support; socialization, integration to culture and system of social relations.

scholarly journals Implementation of autonomy principle in educational institutions of the Russian Federation

2021 ◽  
Vol 52 (4) ◽  
pp. 523-546
Author(s):  
Ivan V. Khudorozhkov ◽  
◽  
Elena A. Banks ◽  
Boris V. Ilyukhin ◽  
◽  
...  
Keyword(s):  
Russian Federation ◽  
Education System ◽  
Educational Institution ◽  
Educational Process ◽  
Survey Method ◽  
Educational Institutions ◽  
Sociological Study ◽  
General Scientific ◽  
The Russian Federation ◽  
Russian Education

Introduction. Contemporary challenges to the development of education imply the search and understanding of highly effective approaches and management methods. Experts who have conducted PISA studies in Western educational systems have identified a direct correlation between the autonomy of an educational institution and the results of its activities. The extrapolation of PISA results in the Russian education system is possible only with unified theoretical approaches to understanding the conceptual unit of "autonomy", the category "autonomy of an educational institution" and the principle of autonomy, as well as a sociological study, the respondents of which are the heads of educational institutions in Russia. The purpose hereof is a conceptual analysis of existing approaches to understanding the phenomena of "autonomy" and "autonomy of an educational institution" in the legal framework of the Russian education system, in domestic and foreign sources. A certain set of indicators of the phenomenon of autonomy in the Russian educational environment was used in this research as the main toolkit for achieving this goal. Materials and methods. The ideas of the systemic and activity approaches, the general scientific method of comparative analysis serve as the methodological basis of the research. The content-invariant foreign and domestic sources served as the platform for quantitative and qualitative content analysis. In addition to general scientific methods, within the framework of this research, a private scientific survey method was used in the form of a questionnaire survey of the heads of general educational institutions. More than 10 thousand school principals from 84 constituent entities of the Russian Federation took part in the experiment in the course of the sociological research "Autonomy of educational institutions: results and prospects". Research results. The study reveals the theoretical and practical aspects of the implementation of the autonomy principle in the educational system of the Russian Federation. The analysis of domestic and foreign thesaurus on the problem of the autonomy of an educational institution was carried out. The authors dwell in detail on the mechanisms for introducing the principle of autonomy in the educational process in Russia, identify existing obstacles to the implementation of the provisions declared in the legal field. Clustering of elements (indicators) that determine the degree of autonomy is significant for further research of the phenomenon of "autonomy of educational institutions".

Legal and Organizational Barriers of Digitalization of Education in the Russian Federation

2018 ◽  
pp. 18-24 ◽  
Keyword(s):  
Russian Federation ◽  
Comparative Law ◽  
Legal Regulation ◽  
Digital Transformation ◽  
Educational Process ◽  
Educational Organization ◽  
Organizational Barriers ◽  
The Russian Federation ◽  
Russian Education

The aim of the study is to identify the legal and organizational barriers to digitalization and digital transformation of education in the Russian Federation and to develop proposals for improving the startup planning and legal regulation in this area. The study presents the authors’ method of identifying the barriers. The main feature of this methodology (based on the comparative-law method and structural and functional analysis) is its focus on identifying the legal and organizational barriers to digitalization not only of the educational process itself, but also of the life cycle of the educational organization as a whole. The key legal and organizational barriers to digitalization for education were identifi ed and systematized. It was concluded that there remains a signifi cant number of barriers not only to digitalization, but also to primary informatization in the fi eld. The authors substantiate proposals for improvement of strategic planning and legal regulation, aimed at eliminating the identifi ed barriers and forming of legal conditions for digitalization and, in the long term, the digital transformation of Russian education.

scholarly journals PERSONALIZED TECHNOLOGY FOR ORGANIZING CORRECTIONAL SELFEDUCATIONAL ACTIVITIES FOR STUDENTS WITH DIFFERENT EDUCATIONAL NEEDS IN THE STUDY OF MATHEMATICS

2020 ◽  
Vol 22 (75) ◽  
pp. 81-86
Author(s):  
E.N. Ryabinova ◽  
◽  
A.A. Zhikhareva
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Activities ◽  
Analytical Review ◽  
The Russian Federation ◽  
Teaching Learning ◽  
Education Process

The ability to take into account the needs of each individual by creating a modern educational space around him for receiving continuous and distance learning in the education system of the Russian Federation is extremely relevant at the present time. The article examines the analysis of the state of application of the personified technology of organizing corrective self-educational activities for students with different educational needs in training technical specialists. The problem of the readiness of future competitive engineers to master the disciplines of the mathematical cycle is relevant for students, including those with individual educational needs.The problem of inclusive education, which consists in the joint education and upbringing of students with disabilities and those who do not have such limitations, is not only relevant, but also poorly studied. Inclusive education currently only forms its own methodology, principles and methods, develops approaches to teaching, learning and the development of the holistic personality of students. The implementation of the educational process in a higher educational institution should take into account the peculiarities of inclusive education. The issues of increasing the level of students' mathematical abilities, taking into account the competence approach in the education process, are considered. The concept of a personified technology for organizing corrective self-educational activities for students who want to independently master and eliminate gaps in the basic geometry course, as well as increase the level of application of geometric skills on problems of professional topics and increased complexity is stated. contain an analytical review of the use of personalized technology for organizing corrective self-educational activities for students with different educational needs in teaching mathematics.

scholarly journals Interactive technologies for forming professional competences of management and pedagogical teams in an inclusive organization

2021 ◽  
Vol 98 ◽  
pp. 05018
Author(s):  
Viktoriia Manuilova ◽  
Acsha Guseynova ◽  
Vera Khitryuk
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Vocational Training ◽  
Middle Level ◽  
Access To Education ◽  
Interactive Technologies ◽  
Organizational Conditions ◽  
The Russian Federation ◽  
Limited Health ◽  
Russian Education

This work is devoted to one of the key problems of existing Russian education: creating conditions for access to education for children with limited health capacities (LHC) and disabilities. The authors analyze in details the issues of determination and development of special (personnel, program and methodical, material and technical, organizational) conditions in educational entities of various levels of learning. The monitoring results of readiness of managerial and pedagogical teams of schools and colleges for inclusive education are presented. The monitoring was performed in schools of Moscow and vocational educational entities (colleges) implementing the programs of training qualified workers, officers, and experts of middle level in ten subjects of the Russian Federation. The following methods were applied during the monitoring: questionaries, surveys for heads of educational entities, subject teachers, supporting specialists, teachers, foremen of vocational training and parents of trainees with LHC and disabilities. According to the monitoring results, the conclusions have been made and key problems have been determined regarding provision of the educational entities with specialists skilled in professional competences in the field of inclusive education. In addition, staff deficits have been revealed in each educational entity and trends of development have been described regarding development of managerial and pedagogical teams concerning organization and implementation of 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 Organizational component for creation and development of health-saving space in pre-school institutions

2020 ◽  
Author(s):  
Л.Ю. Ванштейн
Keyword(s):  
Russian Federation ◽  
School Children ◽  
Educational Institution ◽  
Educational Process ◽  
School Education ◽  
Basic Principles ◽  
Educational Activities ◽  
Work Program ◽  
Main Work ◽  
The Russian Federation

В данной статье рассмотрены вопросы по проблеме специфики нормативно-правового сопровождения организации здоровьесберегающего пространства для детей дошкольного возраста в дошкольных учреждениях Российской Федерации. Целью статьи является раскрытие основных принципов организационной составляющей создания и развития здороьесберегающего пространства, на примере МАДОУ № 36 «Мальвина» г. Южно-Сахалинска. В статье исследуются нормативно-правовые акты, оказывающие наиглавнейшее воздействие на процесс построения и развития здоровьесберегающего пространства в ДОУ. А также приводится анализ основных рабочих программ регламентирующих образовательную деятельность МАДОУ № 36 «Мальвина» г. Южно-Сахалинска, с точки зрения здоровьесбережения. Делается акцент на основной рабочей программе, а также парциальных программах, применяемых в ДОУ и их роли в организации здоровьесберегающего пространства с учетом психолого-педагогических составляющих образовательного процесса. This article treats the issues related to the specifics of regulatory support for organizing a health-saving space for pre-school children in pre-school institutions of the Russian Federation. The purpose of the article is to reveal the basic principles of the organizational component of the creation and development of a healthy space, using the example of MADOU № 36 “Malvina” in Yuzhno-Sakhalinsk. The article examines the regulatory legal acts that have the greatest impact on the process of creating and developing a health-saving space in a pre-school educational institution. It also provides an analysis of the main work programs that regulate the educational activities of MADOU No. 36 “Malvina”, Yuzhno-Sakhalinsk, from the stand point of health conservation. The emphasis is placed on the main work program, as well as on the partial programs used in pre-school education and their role in organizing a health-saving space, taking into account the psychological and pedagogical components of the educational process.

scholarly journals SOCIAL NETWORKS AS A COMPONENT OF EDUCATIONAL AREA OF THE HIGH SCHOOL

2019 ◽  
Vol 2 ◽  
pp. 253
Author(s):  
Elena Zhestkova ◽  
Dmitriy Gusev ◽  
Natalya Kudakova ◽  
Elvira Maklaeva ◽  
Svetlana Fedorova ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Russian Federation ◽  
Social Relations ◽  
Educational Institution ◽  
Professional Communities ◽  
The Internet ◽  
Free Access ◽  
Support Functions ◽  
The Russian Federation

Currently, there is an active process of expanding the educational space, including the higher education of the Russian Federation, at the expense of informatization. Informatization of educational area of higher education is impossible without using web-technologies and, such as social networks. The authors of the article suggest social networks to be understood as a working version of an “interactive multi-user website that implements a network social structure consisting of a group of nodes — social objects (groups of people, communities) and links between them (social relationships), on the basis of which participants can establish relationship with each other. Currently, there are several main functions of social networks: educational; adaptive (acts as a resource of adaptation); compensatory (replacing institutional mechanisms of adaptation); informational (supports communication between authors of social interaction); transit (allows an individual to make the transition along the social ladder); coordination; social support functions (strengthen communication within and outside the network) and the function of a sociocultural marker. Social networks, speaking as a special social space of the Internet, have become the sphere in which traditional forms of socialization and social relations are transformed, and communication as a type of leisure activity becomes possible not in the traditional form of direct live communication, but acquires the features of simple communication. The authors state that at present using social networks in the educational area of the higher school of the Russian Federation is minimal. The network educational community on the basis of a social network - a virtual educational environment - is necessary, first of all, for students who have difficulties in communicating directly or need additional knowledge and skills that an educational institution cannot provide. From the point of view of education, social networks can be: freely available (non-specialized networks for which professional communities are not paramount and purely professional communities of practice) and in a corporate format (free-access networks; not specialized (“general profile” network)). The advent of Web 2.0 has expanded the possibilities of using social networks in education, has changed the attitude to the Internet as a whole, and teachers have begun to more actively use the Internet services for educational and educational purposes, in extracurricular activities and creative activities. It has already been experimentally proven that network communities can serve as pedagogical practices for development: co-thinking, tolerance, mastering decentralized models, critical thinking.

Use of kettlebell lifting equipment in the process of physical training of cadets and students of an educational institution of higher education of the Ministry of Internal Affairs of the Russian Federation

2020 ◽  
pp. 138-143
Author(s):  
Alexander V. Sarychev ◽  
Nikolay V. Demchenko ◽  
Ivan N. Arkhiptsev
Keyword(s):  
Higher Education ◽  
Physical Fitness ◽  
Russian Federation ◽  
Physical Training ◽  
Educational Institution ◽  
Educational Process ◽  
The Russian Federation ◽  
Internal Affairs ◽  
Lifting Equipment ◽  
Detailed Technique

The study is devoted to the physical training of cadets and students of the educational institution of higher education of the Ministry of Internal Affairs of the Russian Federation using kettlebell lifting equipment. We use the methods of statistical, graphic, analytical research. The role of physical fitness in the educational process and professional activities of future employees of the Ministry of Internal Affairs is considered. We describe a detailed technique and algorithms for conducting training sessions using kettlebell lifting equipment. The fundamental advantages of kettlebell lifting in terms of physical, psychological, moral and volitional, creative, professional development of cadets and students are identified. We reveal the positive impact of exercises using kettlebell lifting equipment on the physical fitness of students and the solution of applied, recreational and professional tasks related to the forceful suppression of offenses and the detention of resisting offenders.

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.  

scholarly journals Threats to the Security of an Educational Institution

2020 ◽  
Vol 6 (6) ◽  
pp. 305-311
Author(s):  
V. Pavlov ◽  
I. Kakadiy
Keyword(s):  
Russian Federation ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Subject And Object ◽  
The Subject ◽  
The Russian Federation ◽  
Security Levels

One of the most topical issues in the Russian educational environment is the security of the educational environment and its threats. The authors carried out work on the study of legal acts of the Russian Federation, as well as the work of other researchers of this problem. The main approaches to the concept of “security” were identified, the “subject” and “object” of security were identified, and their interaction was considered, and the security levels were studied. The authors divide threats to the security of the educational process into internal, which can include personal, organizational and group as well as external: economic, political, criminal, environmental and biological.

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