PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTION

A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out. Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted. Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group, introducing elements of creativity to solve possible issues. The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following: resistance, cooperation between all participants, reliance on the potential of the student’s personality, and others. Pedagogical modifications that optimize the process of inclusive learning are the following: change of motives for inclusive education, consolidation of positive behavioral forms of communication in an inclusive group, and other modifications. The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered: epistemological, perceptual, sociocommunicative, and semiotic adaptation.

The World after Fiction

Opponents of World Literature fear that its advent marks the end of the ‘work of literature’. J. M. Coetzee’s The Childhood of Jesus (2013) presents a world in which the work of literature has indeed been forgotten. Migrants arrive in a new life ‘washed clean’ of the burden of the European tradition. Simón, who dimly recalls the old life, feels that something is missing in the new. He longs for something altogether ‘other’. Might Simón learn from the exceptional child David to perceive the ‘likeness’ in this world? Are we to read Coetzee’s novel like Simón or like David — and with what consequence for our understanding of the work of literature in a time of World Literature?

‘The Risk Involved is Inappreciable… and the Gain Exceptional’: Child Migration to Australia and Empire Settlement Policy, 1913–1939

This chapter examines the development of UK child migration to Australia in the inter-war period. Following the opening of Kingsley Fairbridge’s experimental farm school for child migrants at Pinjarra in 1913, the 1920s and 1930s saw a gradual increase in the number of voluntary societies involved in this work and of residential institutions in Australia receiving child migrants. The growth of these programmes in the wider context of the UK Government’s assisted migration policies is discussed. During the 1930s, the global financial depression weakened governmental support for assisted migration, and greater caution emerged within the UK Government about the value of some planned migration schemes. Nevertheless, by 1939, child migration to Australia was seen by UK policy-makers as a small but important part of the attempt to strengthen ties with Britain’s Dominions and to make more efficient use of their collective human and material resources.