Integrated inclusive education genesis and problems of implementation. Inclusive and integrated learning

L. S. Vygotsky (1896-1934) pointed out the need to create an education system in which a child with disabilities would not be excluded from the society of children with normal development. He pointed out that for all its advantages, our special (correctional) school is distinguished by the main drawback that it confines its pupil into a narrow circle of a specific school group, creates a closed world in which everything is adapted to the child’s defect, everything fixes his attention on his defect and does not introduce him into real life. Thus, L. S. Vygotsky was one of the first to substantiate the idea of ​​integrated learning

One of the important milestones in inclusive education is the creation of the first Camphill community by the Austrian psychiatrist K. König (1902–66) in 1940 near Aberdeen (Scotland). Camphill pedagogy is based on the principles of anthroposophy by R. Steiner. Camphill schools, using the developments of Waldorf pedagogy, aim to educate children in accordance with their potential. K. Koenig argued that living with “disabled” people is useful for “normal” people, helping them develop communication skills and overcome selfishness. He considered the "three great errors" of modernity to be agnosticism, Darwin's concept of "natural selection" and the psychological theory of measured intelligence.

In June 1994, the Salamanca Declaration on Principles, Policies and Practices in the Field of Education for Persons with Special Needs was adopted (Salamanca, Spain, June 7-10, 1994), according to which:

• Every child has a fundamental right to education and should have the opportunity to acquire and maintain an acceptable level of knowledge.
• Each child has unique characteristics, interests, abilities and learning needs.
• Education systems and educational programs must be designed to take into account the wide variety of these characteristics and needs.
• Persons with special educational needs should have access to education in mainstream schools. Regular schools must create conditions for them based on pedagogical methods that are primarily child-oriented in order to meet these needs.
• Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating positive communities, building inclusive societies and providing education for all; Moreover, they provide meaningful education to the majority of children and improve the efficiency and ultimately cost-effectiveness of the education system.

Currently in Russia they are simultaneously used three approaches to teaching children with special educational needs:

1. Differentiated education for children with speech, hearing, vision, musculoskeletal, and intellectual impairments, and mental retardation in special (correctional) institutions of types I–VIII.
2. Integrated education of children in special classes (groups) in general education institutions.
3. Inclusive education, when children with special educational needs are taught in a class together with ordinary children.

In the federal law “On Education” the right of children with disabilities to special educational conditions was established and the concept of inclusive education was introduced - “ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities”.

The term "integration" usually refer to the selective placement of students with special needs in general education schools. Proponents of this approach believe that a student must “earn” the opportunity to study in a regular comprehensive school and demonstrate his “ability” to cope with its program. The special education system remains largely unchanged. Thus, in parallel there are three models of education: general, special and integrated. Children with developmental disabilities are also provided with traditional forms of services: they attend a regular school, but study in special classes, not being included in the process of joint education with other children, i.e. partial integration takes place.

Term "inclusion" characterizes deeper processes: the child is given the right to attend a regular school, but for this, the necessary adapted educational environment is created and support services are provided. Full inclusion means that all students, regardless of the type, severity, or nature of the developmental disability, are educated in the general education classroom, receiving additional services if required, and benefiting from shared learning with their non-disabled peers.

The main difference between an inclusive approach and an integrative one is that with inclusion in regular schools, the attitude towards children with disabilities and their parents changes. The ideology of education is changing towards greater humanization of the educational process and strengthening the educational orientation of training. This, however, does not negate the rather strict discipline requirements that all students, without exception, both healthy and with special needs, must obey.

INTEGRATION

Under integration is understood as the inclusion of people with disabilities in society as full members, actively participating in all spheres of life, their mastery of economics, culture, science and education.

Integrated learning is understood in two ways:

1) as joint education of disabled children and normally developing children in a single general educational environment;

2) as a pedagogical system, focused on the formation of a systematic vision of the world and using its own special forms and methods of teaching.

Science and practice have identified various ways to ensure integration:

· the role of training (content, correctional direction, professional training);

· the role of education aimed at the development of cultural and spiritual values ​​by disabled people

· organization of active participation in all spheres of life

Over the course of many decades, social, psychological and pedagogical conditions for the integration of disabled children into society have been developed:

· a system of special education with its content, forms and methods is being formed

· a system of labor education, vocational guidance and vocational training for students with developmental disabilities is being created

· the system of correctional and developmental work is scientifically substantiated

· a system of communication between disabled children and society is being developed

· a system of diagnostic study of children with problems and provision of psychological assistance to them is being tested

At the end of the 20th century, there was a paradigm shift in the education of children with disabilities. Instead of the concept of “social utility”, which defines educational work with children with disabilities from the end of the 19th century to the end of the 20th century, the concept of “human dignity” of children with disabilities, capable of self-development, self-improvement, and self-actualization, is being introduced.

full integration

partial integration

Organizational forms of integrated training:

• training in regular classes of a comprehensive school
• training in special classes of a comprehensive school
• training in a correctional institution and transfer to a comprehensive school
• full or partial integration of persons with developmental disabilities during vocational training

Effective integrated learning is possible only with special training and retraining of teachers in general education institutions. The purpose of this training is for teachers of public schools to master the basic methods of raising and teaching children with disabilities. Teachers-speech pathologists must be specially trained to provide correctional assistance in an integrated education environment.

The following integration models are distinguished:

• constant full,
• permanent incomplete,
• permanent partial,
• temporary partial and
• episodic.

Continuous full integration involves teaching a child with one or another developmental disorder on an equal basis with normally developing children in the same preschool groups and classes. This model can be effective for those children whose level of psychophysical and speech development corresponds or approaches the age norm and who are psychologically ready for joint learning with healthy peers.

Constantly incomplete integration can be effective for those school-age children whose level of mental development is slightly below the age norm, who needs systematic and significant correctional assistance, but at the same time is able to study jointly and equally with normally developing peers in a number of subject areas, and also to spend time with them most of the time outside of class. Constant, but incomplete integration can be useful for preschoolers with different levels of mental development, but without combined disorders. The meaning of such integration is to maximize the full potential of the child’s already existing and quite significant opportunities for communication, interaction and learning with normally developing children.

Permanent partial integration may be useful for those who, along with their normally developing peers, are able to master only a small part of the necessary skills and abilities, and spend only part of their educational and extracurricular time with them. The meaning of permanent partial integration is to expand communication and interaction of children with disabilities with their normally developing peers.

At temporary and partial integration all pupils of a special group or class, regardless of the level of development achieved, unite with their normally developing peers at least 2 times a month to carry out joint activities of a mainly educational nature. The purpose of temporary integration is to create conditions for acquiring initial experience of communicating with normally developing peers. Temporary integration is, in fact, a stage of preparation for a possible future more advanced form of integrated learning. This integration model can be implemented in combined preschool institutions that have both groups for normally developing children and special groups, as well as in public schools where special classes are open.

"Episodic" , aimed at special preschool and school institutions that are limited in their ability to carry out targeted work on raising and training their pupils together with normally developing children. The meaning of episodic integration is the purposeful organization of at least minimal social interaction of children with severe developmental disorders with peers, overcoming those objective restrictions in social communication that are created in special (correctional) institutions where only children with disabilities are educated.

A significant number of persons with developmental disabilities achieve a high level of integration - full integration. These people actively participate in social, labor, sports and artistic activities.

The majority of people with developmental disabilities reach the level partial integration, participate in some areas of life while maintaining close ties with their community.

Unfortunately, there are many disabled people who cannot integrate into society and continue to live in special institutions.

Home page of the Internet conference "Modern children - what are they like?"

Section 9 page "Inclusive education for modern children"

Section materials

The growing concern of domestic education about the need to introduce integrated (inclusive) education and the insignificance of the successes of the twenty-year period since the beginning of this process (since the 90s of the twentieth century) in our country, make relevant the problem of analyzing the history of the formation and development of integrated education in the world and identifying the causes of failures educational integration in Russia.

In the 17th century Swiss mathematician J. Bernoulli (1654-1705) introduces the term “integral” into mathematics. Over the next three centuries, the term “integrate” gradually penetrates other branches of scientific knowledge: first into philosophy, then into psychology, sociology, and then into pedagogy. The term “integration” is derived from the Latin word integrare – to replenish, complement and the adjective integer – replenished, integral.

In pedagogy, the term “social integration” appeared in the twentieth century. and was initially used primarily in the United States in relation to the problems of racial and ethnic minorities, later - to the children of emigrants, and only in recent decades (since the 60s of the twentieth century) the term entered into speech on the European continent and began to be used in the context of problems of persons with disabilities with disabilities (disabled people).

In the history of pedagogy, the emergence of the phenomenon of joint learning (that’s what it was called at first, not “integration”) of ordinary children and children with developmental problems (nineteenth century) was prepared by the widespread dissemination and implementation of the pedagogical ideas of I.G. Pestalozzi into European educational practice (1746-1827). The idea of ​​joint education of ordinary children and children with visual, hearing, and mental impairments occupied the minds of advanced European teachers in the first half of the 19th century (France, Germany, Austria, etc.). In favor of joint education, the progressive pedagogical community gave a number of arguments: the possibility of wider educational coverage of children with developmental disabilities (deaf, blind, etc.), since there were very few special institutions for children in this category; the possibility of using the educational potential of the family, which is excluded when teaching children in a closed boarding school (V.A. Yeger); the opportunity to make publicly available special, very effective methods and techniques used in the practice of teaching children with developmental disabilities, which often remained a family, trade secret of the founder of a particular private boarding school for children with developmental disabilities. Education of children with developmental disabilities in a public school was seen as an opportunity to establish contacts and exercise in communicating with the outside world, in which a child with developmental disabilities will still have to live after graduating from school. The leaders of teachers' seminaries saw the opportunity to improve the quality of methodological training of public school teachers by mastering specific technologies for teaching children with developmental disabilities. Thus, the German educator Friedrich H. C. Schwartz wrote in his work “The Theory of Education in Three Volumes” in 1829: “There are very good educational institutions for the deaf and blind, and an important step forward at the present time will be the inclusion of their achievements in national schools, and thereby their enrichment” (Quoted from: Ellger-Ruettgardt S.L. Geschichte der Sonderpaedagogik, 2008, p. 109). At that time, it was assumed that educating deaf or blind children in a public school would be cheaper than in a special boarding school (institute) if a specially trained teacher worked with them. The experience of such training is known in the Prussian province of Saxony. At boarding schools (institutes) for deaf children in the city. Erfurt and Halberstadt, later - in the city. Teachers' seminars were opened in Magdeburg and Weissenfels (Germany), where in just 2 years (1832-1834) more than 100 seminarians were trained, who could also work with children with developmental problems. Numerous facts are known about the inclusion of children with mental disabilities in mass public schools (schools for the poor) in European countries. In France, the experience of A. Blanchet, who, with the support of the Ministry of Education, organized the successful education of children with developmental disabilities in public schools, was widely known.

The practice of co-education was possible until compulsory universal education and strict educational qualifications were introduced. Gradual introduction in European countries in the 19th century. laws on compulsory primary education since the 40s and 50s. leads to an increase in the number of elementary schools and overcrowding of classes in them (usually more than 80 people per class). Such educational conditions for children with educational difficulties, with mental retardation, deaf, blind, who essentially need an individual approach, become unacceptable. Therefore, more and more often, children who cannot cope with the compulsory program and have developmental disorders are either sent to additional classes created in the same school, or transferred to special schools (boarding schools) opened for this purpose, considering this form of organizing the education of this category of students as more progressive, gentle, and, at the same time, freeing mass qualified schools from the obligation to deal with difficult children. The pioneers of teaching children with developmental disabilities separately from the mass education system were in the 19th century. Scandinavian countries.

Then, for almost a hundred years (the second half of the 19th century and the second half of the 20th century), pedagogy forgot about joint learning. During this period, the world education system is building an isolated subsystem in its structure - national special education systems for most categories of children with disabilities, providing differentiated and separate from the mass education system for the education and upbringing of children of the above category.

The modern form of integration first appeared abroad only in the second half of the twentieth century. Technological and information revolutions of the twentieth century. in combination with the liberal-democratic reforms of the 70s, they contributed to economic growth, the penetration into pedagogy, both general and special, of humanistic ideas, innovative theories and technologies, including the introduction and implementation of the theory and practice of interactive and environmental approaches in education.

A key role in the unfolding of integration processes was played by the concept of “normalization” put forward by the Scandinavian countries (N.E. Bank-Mikkelsen - 1959; B. Nirie - 1968), a legislatively enshrined position of social policy in relation to persons with disabilities, which is based on the idea of normalization of social life conditions for people with disabilities in accordance with international legal acts (“Declaration of Human Rights”, etc.). One of the components of the aspects of normalization was integrated (inclusive) education.

The economic, technological and information capabilities of the developed countries of Europe, the USA, and Japan have made it possible to create, for the implementation of inclusive education, along with the existing system of special education, a parallel special educational environment in the system of mass education, as well as to make urban infrastructure as accessible as possible for people with disabilities, to remove information and other barriers and significantly reduce restrictions on the opportunities for participation of this category of the population in social life.

Already from the 60s. In the 20th century, the search for ways of joint education began, which were carried out in parallel in European countries (Scandinavian countries), in the USA, and Japan. If in Scandinavia integration begins to be realized mainly in a normative and practical way, then in the USA its implementation is preceded by pedagogical searches and experiments.

In the USA in 1962, M.C.Reynolds published a special education program, which provides for achieving the greatest possible participation of children with disabilities in the general educational stream according to the principle: “no more specifics than necessary.” In 1970, the American E.N. Deno proposed a similar concept, which is called the “Cascade Model” (see Deno E.N. “Special Education as Developmental Capital” // Exceptional Children, 1970, No. 37, 229-237). The “cascade” is understood as a system of supporting socio-pedagogical measures that allow a child with disabilities to leave the “mainstream” as little as possible. This term became widespread in our country in the 90s of the twentieth century, when the United States had already switched to a new terminology (“inclusion”).

Following the first Western European countries, in 1975, the United States puts integration in its country on a legal basis with the adoption of Law 94-142 (The Education for all Handicapped Children Act). Introduction to the 70s - early. 80s XX century integration innovations in the educational practice of mass schools in the United States has led to the emergence of a number of difficulties and problems. As studies conducted among teachers at that time show, one of the significant problems was the unpreparedness of mass school teachers for a new type of professional activity and new responsibility. A similar picture has become quite typical for many European countries that applied in the second half of the twentieth century. to the implementation of integration ideas in education.

The hopes of the pioneers, placed on fast and widespread “mainstreaming,” did not materialize. It became clear that the program of normalization and integrated education cannot be implemented in one day, using the method of administrative decisions and simply transferring children with special needs from a special school to a mass one. Significant and long-term organizational and methodological work is required prior to the arrival of children with disabilities in a public school, which involves appropriate training of the mass teacher, finding optimal ways to modify curricula, developing new methodological approaches, methods, techniques, and didactic environments that would allow participation all children in the educational process in accordance with their characteristics, capabilities and needs together, in a common educational space for all. We also need clear ideas about the sources and amounts of funding for integrated education, and about ways to monitor compliance with the rights of every child to a full-fledged education.

Already in the early 80s of the twentieth century. American researchers talk about the inadmissibility of applying the “campaign” principle in relation to the introduction of integration, emphasizing: the work of an untrained public school teacher with a disabled child should be considered a criminal situation.

The need to emphasize the importance of organizational, methodological and didactic transformations in mass schools to implement “correct” integration led to a change (clarification) of terminology and the emergence and use in pedagogy of the US education system in the 80s of the twentieth century. a new term denoting the situation of joint learning: inclusion, which soon became widespread in the world thanks to new international documents that became a guide to action for a number of developed countries. Thus, in 1994, under the auspices of UNESCO, the World Conference on Education for Persons with Special Needs was held in Salamanca (Spain), which introduced the term “inclusion” into international use and proclaimed the principle of inclusive education. Inclusive education involves not only the active inclusion and participation of children and adolescents with disabilities in the educational process of a regular school, but to a greater extent the restructuring of the entire process of mass education as a system to meet the educational needs of all children.

In the USSR, the idea of ​​integrated education does not find support either in the system of mass education or in the system of special education. In the form of an experiment, it has been the subject of research for a long time at the Research Institute of Defectology of the Academy of Sciences of the USSR (70s - E.I. Leongard under the leadership of Prof. F.F. Rau; then - there from the 80s to the present time – a team of researchers led by N.D. Shmatko). Since the beginning of the 90s of the twentieth century, a number of educational institutions in Russia (Moscow, St. Petersburg, Novosibirsk, etc.) have begun to work in the integration mode, but the systematic introduction of inclusive education in Russia has not occurred to date. In the overwhelming majority of cases, the initiative in promoting integration ideas belongs to representatives of special pedagogy.

Meanwhile, by the beginning of the 21st century. Abroad, integration in a broad socio-philosophical sense is understood as a form of being, the joint life of ordinary people and people with disabilities (disabled people), for or against which society and its subsystems (including the subsystem of educational institutions) stand, and in relation to which both members of society have the right to free choice (E.E. Kobi, 1983, 1999).

Integration as a form of social existence provides for the unlimited participation of a person with special needs in all social processes, at all levels of education, in leisure time, at work, in the implementation of various social roles and functions, and this right is legally enshrined in most developed countries of the world.

Foreign pedagogy considers integration as an opportunity for ordinary children and children with disabilities to live and study together, with the support and accompaniment of this process by measures of an economic, organizational, didactic and methodological nature. In the pedagogical understanding, integration means that all children study, work, play together, taking into account the specific capabilities and needs of each, in a common content and communicative space. At the same time, conditions are created for children and adolescents with disabilities in the joint educational process for their active participation in all components of this process, thereby promoting their development and education.

Currently, the use and interpretation of the term inclusion is different both abroad and in Russia. It is often used to refer to radically opposing phenomena. This includes unqualified enthusiasm (mainly from management structures) about the possibility of full inclusion, and inspired propaganda of the philosophy of inclusion, based on the idea of ​​moral and ethical, as well as social responsibility and human rights. This is also a designation of real possibilities for joint education of ordinary children and children with special educational needs, confirmed so far by relatively little empirical experience, which reveals both the advantages and disadvantages of such joint education. This experience also shows that a public school has limits (boundaries) to the changes allowed in it, intended to implement the educational inclusion of children with disabilities.

Particular attention in the analysis of the phenomenon of joint learning is paid to the emotional aspects of acceptance, agreement of a group, society with the existence of a special person, with the realization of his rights in all spheres of life, which is emphasized in foreign interpretations by the term “inclusion” and is contrasted with the concept of “exclusion” (exclusion from society) (T.V. Furyaeva, 2005). As mentioned above, American pedagogy considers the use of the term “inclusion” as emphasizing the fundamental transformations of the mass school to meet the tasks and needs of joint education of ordinary children and children with developmental problems. In German-speaking countries, the term “inclusion” is used relatively little. Here they continue to use the traditional terms “integration”, “joint learning”, “inclusion”. Countries that follow the American educational model are increasingly introducing it in the form of tracing paper into professional and scientific use. An example of such use of the term is our country.

Modern foreign pedagogy, based on the general principles of integration and inclusive education, formed on the basis of almost half a century of experience, today has a very specific scale of indicators, recognized by countries with a developed integration system, with the help of which one can compare and evaluate the presence and level of development of integration processes in different countries . Let us name just a few of these indicators, the most significant from our point of view:

the presence and implementation in the country of relevant legislation, according to which integrated (inclusive) education is possible or recommended;

ensuring the economic basis of these legislative acts;

the absence of regulatory and bureaucratic obstacles to innovation related to inclusive education;

education and schooling of persons with disabilities is considered as a separate, independent task of specialists and professionals of the mass and special education system;

the readiness and ability of specialists related to this problem to work collectively;

implementation of a system of measures for prevention, early detection and early comprehensive assistance to children with disabilities and their families, helping to reduce subsequent difficulties in the joint upbringing and education of children with disabilities and ordinary children;

carrying out by the mass school systemic reforms of the educational process, thanks to which it becomes possible or facilitates the admission of children with disabilities to school and their full participation in education and in the entire life of the school;

maintaining the functional status of existing institutions of the special education system and improving special educational conditions for children with developmental problems studying in these institutions;

differentiation of students' educational difficulties as the basis for organizing their education, including careful and individual selection of the educational environment to prevent secondary deviations in the child's development and the need for his isolated education;

certification of special educational environments in general educational institutions;

openness of general and special education systems for free transition, if necessary, of students to the mass education system and back;

the presence of social and educational conditions for the life of a child with disabilities in the family and the full participation of the family in his upbringing;

respect for the right of choice of parents: parents of children with disabilities have the right to freely choose either inclusive education or training in a special educational institution; availability of economic support for the implementation of this right;

ensuring accessibility of inclusive education (transport, housing conditions and social relations, architecture and proximity to the educational institution, etc.);

delivering the necessary pedagogical resources to the child who needs them, and not vice versa, when the child is delivered to the available resources;

compliance with the principle of voluntariness: all participants in the integration process and inclusive education interact and cooperate with each other voluntarily;

implementation of the integration process in various forms - from isolated classes in the structure of a mass school through individual integration to integration (inclusive) classes, depending on the needs and capabilities of students.

It is also important to consider whether these characteristics are a widespread phenomenon in the country or are local in nature.

Based on the above criteria, we will give only a brief description of the problem of introducing inclusive education in our country at the present stage, being limited by the scope of this publication.

So, today the implementation of educational integration in Russia as inclusive education raises for our country the question of the need to change the methodology for introducing integration innovations into the education system.

Inclusive education requires a systematic approach to solving problems of integration, i.e. taking into account and bringing into compliance at the state, regional and municipal levels all subsystems (educational, social, legal, economic) directly or indirectly related to integration processes.

In reality, for the second decade in Russia, educational integration has been implemented mainly by the extrapolation method, i.e. experimental transfer and adaptation to domestic conditions, modification of some well-developed and positively proven abroad forms of educational integration. Moreover, in the overwhelming majority of cases, this work is initiated and carried out by representatives of the special education system, often with funds from foreign charity, while the subsystems of mass education affected by educational integration continue to exist in unchanged and familiar conditions. The reality is that the integration of children with special educational needs takes place in a long-established system of normative mass education that is difficult to accept innovation, which cannot be painless or indifferent for this system (organizationally, substantively, normatively, didactically, economically, socio-psychologically).

Attempts to combine two systems that have been developing in isolation for a long time - special education based on traditional medical classifications and with the types of defects arising from them, on the one hand, and, on the other, mass education with its conservative concept in the form of educational groups (classes) that are relatively homogeneous in terms of success. , traditionally focused on success, with the motivation of learning based on normative assessment and interpersonal comparison, create in reality significant difficulties for the implementation of the idea of ​​inclusive education. Turning to the history of integration, one can see that regular school integration in foreign countries of the 20th century. began (after a period of experiments) with the corresponding legislative reform of the mass education system for the tasks of integration. Today, there is no strong legislative basis in education for the implementation of integration processes, not to mention its economic basis. Suffice it to say that for ten years (!) the prepared federal Law on Special Education, in the development of which the best domestic and foreign specialists took part, has not been approved. Foreign experts called it one of the best in Europe.

The mass education system in Russia today has neither a concept, nor technologies, nor driving forces, nor means, nor, most importantly, attractive motives for implementing any internal changes to meet the goals of inclusive education.

There are no and are, rather, impossible at present, material guarantees of inclusive education as an expensive project, which should include, simultaneously with the creation of a certified special educational environment in a mass school, the preservation of the existing system of special education, improvement of its material conditions due to a certain unloading (reducing the number of students, per teacher). We are talking, in essence, about building a parallel and certified system of special education in the structure of the mass educational system - as is the case in civilized countries of the world. The idea of ​​inclusive education is also based on the right to choose, and none of the options for this choice (mass or special school) should be worse than the other. In Russia, educational management structures most often consider inclusive education as a way to save money in education by moving students with special educational needs to mainstream schools and closing the vast majority of special education institutions. This process is gaining momentum in various regions of Russia and, most likely, will not reverse, thereby distorting and discrediting the humanistic ideas of inclusive education.

Directly related to this is the problem of creating a certified special educational environment in the system of mass education, as well as tools for monitoring compliance with the right to quality special education for children with disabilities. Certification of the educational environment should save children with disabilities from the irresponsibility of a mass school when introducing targeted (per capita) funding, when the administration of an “inclusive” school is only interested in having the largest possible number of children with disabilities (more precisely, the material resources that follow them), but not in creating a special educational environment for them.

Repeating the mistake of the United States in the 70s and 80s of the twentieth century, domestic educational integration is being implemented today without serious special training for teachers and psychologists in the mass education system to work in conditions of integration. Pedagogical universities and colleges today do not have the technology to prepare either mass school teachers or special teachers of various specialties for work in inclusive education.

Meanwhile, given the geospatial features, regional economic, social and sociocultural, confessional and other differences characteristic of Russia, only a highly qualified team of specialists (speech pathologist and teacher) can competently select an adequate integration model for a particular child with disabilities on the spot. mass school, and administrator) capable of working in an integrated environment. This, perhaps, is the specificity of Russia and a way to competently solve integration problems on the ground. However, in the systems of higher and secondary pedagogical education, neither educational and methodological support nor university teachers today are aimed at solving the problems of inclusive education.

It was noted above that the implementation of inclusive education is directly related to the presence in the country of an established system of early comprehensive assistance. Only children who have received early comprehensive assistance are significantly prepared for learning in the high demands of an inclusive environment. Our country lags behind in this sector of education by more than 20 years, and the training of specialists for the implementation of early comprehensive assistance is carried out so far in 2-3 pedagogical universities, one of which is the Moscow City Pedagogical University (Faculty of Special Pedagogy).

For the success of educational integration, the socio-psychological aspect of the problem is of no small importance, including the category of mentality that influences the attitude of both society as a whole and those making responsible decisions in the field of legislation, organization and financing of education. It can be stated that today in the Russian public consciousness a defect-oriented approach remains (disabled children, sick children, etc.).

The priority in our country of the category of social protection over the category of education of persons with disabilities genetically goes back to the phantom-paternalistic determinants laid down many centuries ago by Russian Orthodoxy, and is a strong component of the Russian mentality. Therefore, even today in government programs addressed to persons with disabilities, the priority of material aid to “sick children” and “disabled children” is visible over the program of quality education for them as a means of social integration and self-realization in life. There is not yet a strong socio-professional partnership between defectologists and mass school teachers. In the pedagogical press and on relevant school websites one can see mostly optimistic reports with approximately the following content: “Two disabled children came to study with us. A ramp has been made for them.” There is no information about how the school restructured the entire educational process and prepared its teachers to implement “inclusion.”

Many problems arise when trying to normalize the socio-psychological climate in a domestic mass secondary school that is embarking on the path of integration. Inclusive education is impossible without social partnership. However, today it is not even among ordinary children, since the domestic mass school is traditionally focused not on the individual as such, but on the result (success in passing the Unified State Exam, the percentage of those admitted to universities). Partnership at school has been replaced by competition, where the smartest, healthiest, strongest and most beautiful win. The established system of school values ​​of the domestic mass school today is in deep contradiction with the idea of ​​inclusive education.

In conclusion, we can conclude that at present our country is only on the distant approaches to truly inclusive education, the road to which lies through overcoming (or not overcoming) systemic problems of domestic education.

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Nazarova N.M. The origins of integration: lessons for the future // In the collection: “Child in the modern world” St. Petersburg, 2008.

Special pedagogy in 3 volumes. Volume I.: Nazarova N.M., Penin G.N. History of special pedagogy. - M., 2007.

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Related information.

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The article reveals the areas of activity of a social teacher to solve the problems of implementing inclusive education in a specific educational organization. The activities of a social teacher to solve the problem of legal and regulatory support for inclusive education may include: providing practical legal assistance; improving the legal culture of subjects of the inclusive educational process; examination of legal regulation of relations; participation in the development of local regulatory legal acts. To solve the problem of social partnership, the main directions are: the formation of public opinion; establishing and maintaining connections with social groups and organizations interested in the socio-pedagogical aspects of inclusive education; ensuring the legal space for social partnership. When organizing an escort service, the professional activity of a social teacher is to implement traditional directions, taking into account the characteristics of children with disabilities and their parents.

escort service.

social partnership

legal support

social teacher

inclusive education

1. Lysenko E.M. Teachers' attitude towards inclusive education // Inclusive education: experience and prospects: materials of the international. scientific-practical conf. (Saratov, November 14-17, 2008). – Saratov: IC “Science”, 2009. - P.318-323.

2. Mikhailina M.Yu., Sayfullina L.R. Inclusive education of disabled children and children with poor health // Inclusive education: experience and prospects: materials of the international. scientific-practical Conf. (Saratov, November 14-17, 2008). – Saratov: IC “Science”, 2009. - P.336-344.

3. Nazarova N. Integrated (inclusive) education: genesis and problems of implementation // Social pedagogy. – 2010. - No. 1. – P.77-87.

4. Naumenko Yu.V., Naumenko O.V. Integrated education: harmonization of relations between a child with disabilities and peers // Social pedagogy. – 2013. - No. 4. – P.57-66.

5. New values ​​of education. Parents and school are partners. – M.: 2004, Issue 1 (16). – 130 s.

The humanization of foreign pedagogy and psychology, largely due to liberal democratic reforms, and at the same time the creation of new pedagogical technologies associated with acquired technological and information capabilities, contributed to the development of the theory and practice of inclusive education abroad, which began in the second half of the twentieth century. Recently, in Russia there has been an increasing interest in inclusive education, characterized by a change in socio-political consciousness: from a culture of usefulness to society to a culture of dignity, to the recognition of the unconditional value for society of any human personality.

Let us clarify that inclusive education is understood as “... not only the active inclusion and participation of children with disabilities in the educational process of a regular school, but to a greater extent the restructuring of the entire process of mass education as a system to meet the educational needs of all children.”

Inclusive education has a number of advantages. In relation to children with disabilities, this is an improvement in their social integration (more intensive educational programs, development of activity and independence, stimulation of the formation of social skills, activation of compensatory mechanisms, etc.). In relation to ordinary children - promoting their moral development, recognition of the intrinsic value of each individual.

However, it must be emphasized that the benefits of inclusive education can be realized by overcoming a number of existing problems. Analysis of studies (for example, N. Nazarova, E.M. Lysenko, M.Yu. Mikhailina, L.R. Saifullina) allows us to identify the following groups:

Problems of legal and regulatory support: the presence of legislation covering all aspects of inclusive education;

Professional and personal readiness of a teacher of an educational organization to teach children with disabilities: knowledge about the age and personal development of children in an inclusive educational environment, the ability to differentiate educational difficulties of students, design and flexible implementation of the educational process, taking into account the correctional and developmental potential of its components , acceptance of children with disabilities, etc.;

Organization of education for children with disabilities related to the content of education (modification of curricula, adaptation of curricula), with forms of education (drawing up individual lesson plans by specialists, teachers and parents), with means and methods of teaching (complete set of handout didactic material that allows everyone to participate children in the educational process in accordance with their characteristics);

Creation of a certified educational environment, including material and technical equipment (ramps, lifts, physical therapy rooms, psychomotor correction, etc.);

Social partnership, including moral and ethical relations between the subjects of the inclusive educational process (which include a tolerant attitude towards children with disabilities in children and adolescents, the attitude of parents of ordinary children towards inclusive education);

Organization of medical, social, psychological and pedagogical support services, including specialists and teachers;

Special preparation for work in conditions of inclusive education of teachers and specialists of the mass education system in the system of higher and secondary vocational education;

Prevention, early detection and early comprehensive assistance to children with disabilities and their families in order to facilitate the subsequent integration of the child.

Thus, solving a set of problems in the implementation of inclusive education is a complex multi-level process that requires the consolidation of the efforts of specialists in various fields. The key figure in inclusive education is a teacher who, as stated above, has basic and special competencies. The need to increase the staff of medical personnel, the introduction of positions of speech therapist, speech pathologist, massage therapist, exercise therapy doctor, psychologists of various specializations is noted, special attention is paid to the work of a second teacher in the educational process and a tutor. Staffing poses new challenges. Emphasizing the importance of an integrated approach, we would like to dwell on the consideration in the article of the specifics of the professional activity of a social teacher in the conditions of inclusive education. We proceed from the following arguments. The position of social teacher has been retained in the staffing table of many educational organizations. And most importantly: the goal of this specialist, which determines the other components of professional activity, is the successful socialization of the child. Thus, the social teacher already has certain professional opportunities to solve the problems of implementing inclusive education in a specific educational organization.

Solving the problem of legal and regulatory support for inclusive education at the level of an educational organization is associated with the implementation of a security and protective function by a social teacher.

To protect the rights and legitimate interests of the child, a social teacher must have regulatory competence. Its continuous development requires changes occurring in federal and regional legislation in the field of education, the formation of regulatory support for inclusive education. Therefore, working with legislative acts, normative documents, periodicals, and Internet resources is an important component of the professional activity of a social teacher. Another feature is the existence of legally regulated technologies (algorithms) for protecting the rights and legitimate interests of the child.

In the context of inclusive education, the protection of the child’s rights to education and health protection should be prioritized. The activities of a social teacher may include several areas: providing practical legal assistance (representing the interests of the child, protecting the violated rights of the child, etc.); improving the legal culture of subjects of the inclusive educational process; examination of the legal regulation of relations related to the education of children with disabilities; participation in the development of local regulations aimed at promoting the ideas of inclusive education and its regulation.

Another important problem of inclusive education, in the solution of which a social teacher can play a vital role, is social partnership as a full-fledged productive interaction between the school, the public and parents, adults and children.

Ensuring partnership is in itself an important and difficult to implement condition for the development of a modern educational organization; the implementation of inclusive education significantly increases its complexity. Let's expand on this thesis. The essence of partnership can be revealed as follows: it is “...a method of voluntary interaction for the sake of achieving common (or similar) goals and jointly solving problems on the basis of mutual respect and recognition: equal rights of subjects (participants) of interaction and communication...; the own interests of each of the participants, their sovereignty, autonomy and independence; the need to develop common methods of action and norms of behavior and follow them.” Based on this understanding of partnership, it becomes clear why inclusive education makes interaction even more difficult: not all parents of ordinary children consider it necessary to study in a regular educational organization for children with disabilities. So, Yu.V. Naumenko and O.V. Naumenko provides data from a survey of Russians in 2012 by the Public Opinion Foundation, in which 1,500 respondents from 43 constituent entities of the Russian Federation took part. 35% of respondents are against integrated (inclusive) education; At the same time, 26% of respondents are confident that joint education of disabled children and ordinary children will lead to a deterioration in the quality of education; 39% of respondents are convinced that ordinary children will feel bad when studying together with people with disabilities. The problem is aggravated due to the fact that through the traditional mechanism of socialization, children learn from their parents their views, beliefs and demonstrate hostility towards children with disabilities.

When solving the problem of social partnership in inclusive education, the main directions of the professional activity of a social teacher, from our point of view, are: the formation of public opinion; establishing and maintaining connections with social groups and organizations interested in the socio-pedagogical aspects of inclusive education; ensuring the legal space for social partnership. Let us note some aspects of these areas of professional activity of a social teacher.

The formation of public opinion is associated with the disclosure of the values ​​of modern education, the feasibility and possibility of an inclusive educational process. Understanding the information received and an emotional response to it contribute to the acceptance of values. Moreover, the discussion should begin with parents and school students. They determine the direction of public opinion.

An educational organization establishes and maintains systematic connections with social groups and organizations in various fields (spheres of social management, economic activity, social protection, education and socialization of minors, etc.). The goals of establishing and maintaining connections carried out by a social teacher include the consolidation of values and opportunities. This is, first of all, providing external support to an educational organization with inclusive education in the implementation of its social obligations. Particular attention is paid to organizing volunteer activities with the involvement of both adults and children, while the social educator should monitor the conditions under which volunteering can serve as a standard of relationships for other subjects of the inclusive educational process (reliance on proactive initiative, moral satisfaction, etc.).

When a social teacher provides the legal space for partnership, it is important to bring the acts of interaction between social partners into compliance with existing legal norms; professional assistance is also needed in the partners developing their own legal documents that clarify and regulate their relationships.

Another key problem of inclusive education, in solving which the professional activity of a social teacher is of great importance, is the organization of medical, social, psychological and pedagogical support services. Systematic activities of support service specialists are possible both with their involvement in an educational organization, and on the basis of interdepartmental interaction in the presence of an agreement and a plan for joint work. Thus, a social teacher, being an employee of other institutions, can be involved in the inclusive educational process. The specificity of the professional activity of a social teacher in the support service lies, in our opinion, in taking into account the characteristics of children with disabilities and their parents when choosing the content, forms, methods and techniques for implementing traditional areas for this specialist, for example, preventing the use of psychoactive substances or preventing juvenile delinquency .

To summarize, we hope that our article can make a certain contribution to the work on developing models of professional activity of specialists - subjects of the inclusive educational process. And let us emphasize once again that the importance of multidisciplinary and team approaches as the main principles of the professional activity of a social teacher in the conditions of inclusive education is only increasing.

Reviewers:

Aleksandrova E.A., Doctor of Pedagogical Sciences, Professor of the Department of Educational Methodology, Faculty of Psychological, Pedagogical and Special Education, Saratov State University named after N.G. Chernyshevsky" of the Ministry of Education and Science of the Russian Federation, Saratov;

Shamionov R.M., Doctor of Psychology, Professor, Dean of the Faculty of Psychological, Pedagogical and Special Education, Saratov State University named after N.G. Chernyshevsky" of the Ministry of Education and Science of the Russian Federation, Saratov.

Bibliographic link

Kirilenko N.P. SPECIFICITY OF PROFESSIONAL ACTIVITY OF A SOCIAL TEACHER IN SOLVING PROBLEMS OF INCLUSIVE EDUCATION // Modern problems of science and education. – 2014. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=16642 (access date: 09.19.2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

An attitude is formed: approach each child not from the position of what he cannot do due to his defect, but from the position of what he can do, despite the existing impairment.

Participants in the educational space are: children; parents; teachers; specialists (medical workers, educational psychologist, speech therapist, defectologist, additional education workers). Parents and teachers should build their relationship with the child on the basis of his unconditional acceptance, on a non-judgmental attitude, regardless of the predominance of his strengths or weaknesses, on pedagogical optimism and trust, deep love and empathy, respect for his personality, rights and freedoms.

1. Society's understanding of disability issues;
2. Self confidence;
3. Communication with peers;
4. Complete education;
5. Adaptation and integration into society;
6. Fostering responsiveness and understanding in children without disabilities.

Let's compare “regular” education and special education. "Regular" education - "Regular" child (round pegs for round holes); Regular teachers; Regular schools.

Special education -Special Child (Square Pegs for Square Holes); Special educators; Special schools.

Integrated education.

The child needs to adapt to the requirements of the system (turning square pegs into round ones).

The system remains unchanged (The child either adapts to the system or becomes unacceptable to it).

Inclusive education.

All children are different, all children can learn. There are different abilities, different ethnic groups, different heights, ages, backgrounds, genders. This is where the system adapts to the child’s needs.

Equal opportunities for everyone!

Thank you for your attention!

List of used literature.

Law of the Republic of Kazakhstan “On the rights of the child in the Republic of Kazakhstan”, “On education”, “On social medical and pedagogical correctional support for children with disabilities”, “On special social services”.

Zagumennov, Yu.L. Inclusive education: the path to the future - 2008. - No. 1.

Inclusive education: pros and cons // Modern preschool education. - 2008. - No. 5. - P. 90-92.

Klochkova, E.V. Factors influencing the inclusion of a disabled child in the life of society: individual and collective experience on the path of inclusion / E.V. Klochkova // Autism and developmental disorders. - 2010. - No. 3. - P. 1-18.

Nazarova, N.M. Integrated (inclusive) education: genesis and problems of implementation / N.M. Nazarova // Correctional pedagogy. - 2010. - No. 4. - P. 8-16.

Integration of disabled children into the environment of healthy children: social rehabilitation of disabled children. The concept of integrated education for persons with disabilities // Education and training of children with developmental disorders. - 2004. - No. 2. - P. 3-6

Malakhova, T.A. Experience of integrated education of children with hearing impairments in a special (correctional) school of type I / T.A. Malakhova // Education and training of children with developmental disorders. - 2010. - No. 2. - P. 50-57.

View document contents
"Introduction of inclusive education"

Introduction of inclusive education.

Prepared by: primary teacher

correctional class

Sagitova A.M.

We are different, but we are together” - this is how the idea of ​​inclusive education can be briefly formulated. Inclusive education (French inclusif - including, lat. include - conclude, include) - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which ensures access to education for children with special needs.

approach each child not from the position of what he cannot do due to his defect, but from the position of what he can do, despite the existing impairment.

Task: create adequate conditions

for development and training

children c limited

health opportunities.

Participants in the educational space:

children; parents;

teachers;

specialists (medical workers,

educational psychologist, speech therapist,

defectologist, additional workers

education).

Main advantages

inclusive education:

• "Ordinary" child
• Round pegs
• for round holes
• Regular teachers

• Special child
• Square pegs for square holes
• Special educators

.Regular schools

.Special schools

"Regular" education

Special education

The system remains unchanged

The child either adapts to the system or becomes unacceptable to it

Child adaptation

to system requirements

Converting square pegs to round ones

Integrated Education

• All children are different
• All children can learn
• There are different abilities various ethnic groups, different heights, age, origin, floor

Adapting the system to the child's needs

Inclusive education

Equal opportunities for each !

The effectiveness of this interaction largely depends on the coordination and purposefulness of the efforts of all parts of this system, as well as on the coordination of the actions of specialists in various fields, related ministries: health, labor and social protection of the population, education and science.

Thank you for your attention!

List of used literature.

Law of the Republic of Kazakhstan “On the rights of the child in the Republic of Kazakhstan”, “On education”, “On social medical and pedagogical correctional support for children with disabilities”, “On special social services”

Zagumennov, Yu.L. Inclusive education: the path to the future – 2008. – No. 1.

Inclusive education: pros and cons // Modern preschool education. – 2008. – No. 5. – P. 90-92.

Klochkova, E.V. Factors influencing the inclusion of a disabled child in the life of society: individual and collective experience on the path of inclusion / E.V. Klochkova // Autism and developmental disorders. – 2010. – No. 3. – P. 1-18.

Nazarova, N.M. Integrated (inclusive) education: genesis and problems of implementation / N.M. Nazarova // Correctional pedagogy. – 2010. – No. 4. – P. 8-16.

Integration of disabled children into the environment of healthy children: social rehabilitation of disabled children. The concept of integrated education for persons with disabilities // Education and training of children with developmental disorders. - 2004. - No. 2. - P. 3-6.

Malakhova, T.A. Experience of integrated education of children with hearing impairments in a special (correctional) school of type I / T.A. Malakhova // Education and training of children with developmental disorders. – 2010. – No. 2. – P. 50-57.

Novikova Tatyana Vladimirovna

“Current problems of inclusive education”

Inclusion is the joint education of children with special educational needs with their normally developing peers.

For a long time, the domestic education system has divided children into ordinary and disabled children. Disabled children could not receive an education and realize their abilities on an equal basis with normally developing children. Children with disabilities always suffer from discrimination and exclusion. Most of these children study in special (correctional) educational institutions. These institutions have all the conditions necessary for such children.

Children with disabilities should have the same opportunities as other children in receiving education. There is a need to include a form of education that creates optimal learning conditions for children with disabilities.

Extending inclusion to children with disabilities in educational institutions is another step towards obtaining an accessible education. Inclusive education gives every child the right to meet his or her educational needs.

The goal of inclusive education is to provide equal access to education and create the necessary conditions for all children to succeed in education. To achieve this goal, it is necessary to solve a number of problems, such as:

1. The problem of rejection of children with disabilities;

2. The problem of denying the idea of ​​inclusive education;

3. The problem is in the presentation and implementation of approaches to teaching children with disabilities;

4. The reluctance of most parents to educate their normally developing children together with children with disabilities;

5. Negative attitude of normally developing children towards children with disabilities;

6. Difficulties in socio-psychological adaptation of children with disabilities.

When solving these problems, children with disabilities will show a higher level of
social interaction with their normally developing peers compared to children who are in special care
institutions.

Speaking about inclusive education, it should be noted that this is not only the creation of technical conditions for teaching children with disabilities, but also

taking into account the psychophysical capabilities of the child. In educational institutions, high-quality psychological and pedagogical support should be organized, and a special moral and psychological climate should be created inteaching and student teams.

Literature

Korkunov V.V., Bryzgalova S.O. Modern model of special education in the context of integration of a child with special educational needs with the general education environment //
Special education: scientific method. magazine / Ural. state ped. University, Institute of Specialization education. Ekaterinburg, 2006. No. 7. P. 7–12.

Malofeev, N.N. Integration and special educational institutions: the need for change / N.N. Malofeev, N.D. Shmatko // Defectology. - 2008. - No. 2. – p. 86-94.

Nazarova N.M. Integrated (inclusive) education: genesis andproblems of implementation" // Scientific and methodological journal "Correctional
pedagogy". – 2010. – No. 4 – p. 40.