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

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 with 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 applied primarily in the USA in relation to the problems of racial and ethnic minorities, later - to the children of emigrants and only in last 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 (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 (19th 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 the leading European teachers of the first half of the 19th century centuries (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. Eger); the opportunity to make publicly available special, very effective ways 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 communication 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 the 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 already from the 40s -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 at that time among teachers 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, pinned 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 of the US education system in pedagogy 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 guidelines for 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 happened 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 general principles 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 mass and special system education;

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 only give brief description problems of introducing inclusive education in our country modern 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 unite 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 XX 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, neither the 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 the availability of possible more 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 geo-spatial 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 higher and secondary systems teacher 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.).

Priority in our country category social protection before the category of education for persons with disabilities, genetically goes back to the spectacle-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.

Literature

Malofeev N.N. Western European experience in supporting students with special educational needs in integrated education / Defectology, No. 5, 2005.

Malofeev N.N. “Why integration into education is natural and inevitable” // Almanac of IKP RAO, No. 11/2007, Electronic version).

Nazarova N.M. Patterns of development of integration as a social and pedagogical phenomenon // Compensatory training: experience, problems, prospects. - M., 1996.

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.

Furyaeva T.V. Pedagogy of integration abroad. - Monograph. - Krasnoyarsk, 2005.

Eberwein K. (Hrsg.) Integrationspaedagogik.- 5 Auflage.- Beltz Verlag.- Weinheim und Basel.-1999.

Ellger-Ruettgardt S.L. Geschichte der Sonderpaedagogik.- Ernst Reinchardt Verlag.- Muenchen.- 2008.

Hinz A. Heterogenitaet in der Schule. Integration Erziehung- Koedukation. Hamburg, 1993.

Hinz A. Von der Integration zur Inclusion –terminologisches Spiel oder konzeptionelle Weiterentwicklung. In:

Zeitschrift fur Heilpaedagogik, No. 53, 2002, s.354-361..

Heimlich U. Integrative Paedagogik. Eine Einfuеhrung. Muenchen, 2004.

Related information.

Innovative technologies in inclusive education

T.V. Grebennikova

OKDOU "Kindergarten of compensatory type "Zdorovyachok" Kursk

The inclusion of children with special needs in mass educational institutions provides for specialized correctional assistance and psychological support, the tasks of which are to monitor the child’s development, the success of his education, and provide assistance in solving problems of adaptation among healthy peers. Consequently, a clearly organized and well-functioning infrastructure of specialized correctional and psychological assistance to children with disabilities integrated into educational institutions should function in the educational space (Integrated (inclusive) education: genesis and problems of implementation // Social pedagogy. - 2010. - No. 1).

Currently, in the Russian education system (authors of the concept N.N. Malofeev, N.D. Shmatko - IKP RAO) there are several types of integration in the educational process:

1. Combined integration (educational in type).
2. Partial integration (by type educational and social).
3. Temporary integration (social in appearance).
4. Mixed integration (educational in type).

The authors of the concept also identify a type of complete integration, in which a “special” child with a high level of psychophysical development, close to the norm, attends an educational institution on an equal basis with his peers, and receives specialized care in external institutions (PPMS centers, speech centers, deaf rooms, etc. ).

Unfortunately, partial or complete implementation of any of the above forms of integration may entail the following problems and risks:

1. Administrative and professional unpreparedness to adopt inclusive practices.
2. Lack of variability in educational standards.
3. Insufficient mechanisms for implementing inclusive practices.
4. Insufficient methodological support for the implementation of the inclusive educational process and the corresponding technological and psychological-pedagogical support.
5. Difficulties of interaction between all participants in the inclusive educational process.

It should be noted that with all identified types of integration (with the exception of full integration), it is assumed that there is a certain special unit in the educational institution with its own staff of special education teachers.

Inclusive education is a process of further development and expansion of educational integration. Integration and inclusion are not contradictory concepts. These are the levels of one social process that affects and changes the education system. (Sirotyuk A.S. Organization of multi-subject activities of specialists in the system of inclusive education //Alma Mater (Bulletin of Higher School). M., 2012. No. 4).

In this regard, the main task that needs to be solved is the inclusion of different groups of children in the educational process and the creation of equivalent conditions for each child. Therefore, inclusion, according to the UNESCO definition, is understood as a dynamic approach that involves encouraging differences and the perception of the individual characteristics of each child not as a problem, but as an opportunity to enrich the learning process (Semago N.Y., Semago M.M., Semenovich M.L., Dmitrieva T.P., Averina I.E. Inclusive education as the first stage on the way to an inclusive society // Psychological Science and Education. 2011. No. 1.

The preschool education system is most suitable for implementing an inclusive approach because:

1. Most kindergartens have a well-prepared developmental environment;
2. differences in the cognitive development of preschoolers with normative and deviant development are not so critical;
3. game approaches to education and training contribute to the development of children with different starting abilities;
4. children preschool age successfully copy a tolerant attitude towards children with special needs;
5. a large number of leisure activities makes it possible to teach a variety of children and their families to interact in an emotionally positive context.

An integrative approach today is also carried out in those kindergartens where isolated groups of compensatory type work (speech therapy, for children with sensory, motor and intellectual impairments) (Zubareva, T. G. Organization of PMPK activities in an institution. - P. 19-27).

To implement this task, tools and technologies are needed, which at the same time must be universal and also individual, since each child has his own educational needs and abilities. Modern interactive and distance learning technologies have precisely these capabilities, making it possible to fully introduceinclusive education.

Innovation activities are aimed at solving the following tasks:

1. creating conditions for obtaining a full-fledged education without territorial or intellectual restrictions;
2. creating the necessary adaptive environment in educational institutions by strengthening the educational and material base of institutions;
3. adjustment of PHC support based on inclusive approaches;
4. providing individual educational support for the child;
5. ensuring access to additional education in an educational institution;
6. creating conditions for receiving education in various variable conditions.

The most popular and effective technologies currently are:

1. Interactive technologies that allow:

• establish contact between children and peers in the group and with adults;
• imperceptibly interfere in the educational process, since the assessment given by the machine is understandable to the child and is perceived by him objectively;
• create various learning situations in the group (taking into account the individual characteristics of each child), for solving which you can try different options.

In addition, these technologies allow teachers to independently create for the child educational material taking into account its characteristics and needs, as well as making the necessary changes as quickly and flexibly as possible (Zubareva, T.G. Contents of the work of a teacher-speech therapist at the Center for Psychological, Medical and Social Support, pp. 37-40).

2. Remote technologies

Modern computer technologies completely change the concept of distance education. After all, now, despite the fact that the student is outside the classroom, he can see and hear what is happening and actively participate in the learning process. Also, an extremely important task is the constant and effective accompaniment and support of specialists, teachers and educators, because the successful education of children depends on them.

At the same time, it is necessary to implement a support system for all participants in the educational process, which can be achieved using a multifunctional interactive sensory complex. With its help, you can solve problems such as psychophysiological development, correction and development of sensory integration functions, and carrying out various complexes aimed at implementing correctional and developmental measures.

The article is devoted to the problem of the readiness of teachers of secondary schools to implement inclusive education of children with disabilities in a public school setting as one of the main issues requiring the development of advanced training programs and psychological support for participants in the inclusive process. Here we present data illustrating the main parameters of the professional and psychological readiness of teachers to include a “special” child in the general educational process. The professional difficulties of a public school teacher related to the lack of knowledge about the specific development of children with special educational needs, methods and technologies of working with them, as well as the psychological difficulties of their emotional acceptance are described. The authors pay special attention to the development of a system of comprehensive support for general education teachers entering the inclusive process from specialists in the field of correctional pedagogy, special and educational psychology. The article raises the question of the need to develop a set of programs for dynamic assessment of the parameters of the inclusion process in general education institutions, one of which, according to the authors, should be the teacher’s readiness for professional activity in conditions of inclusion.

Alyokhina S.V., Alekseeva M.N., Agafonova E.L. Teachers’ readiness as the main factor in the success of the inclusive process in education // Psychological Science and Education. 2011. No. 1. P. 83-92. Copy

Article fragment

Inclusive education, which is intensively included in the practice of modern schools, poses many complex questions and new tasks. Foreign practice of inclusion in education has a wealth of experience and legislative support, while Russian experience is just beginning to take shape and develop. According to the ideal canons, inclusive (inclusive) education is a process of development of general education, which implies the availability of education for any child, which ensures access to education for children with special needs.

Inclusion covers the deep social aspects of school life: a moral, material, pedagogical environment is created, adapted to the educational needs of any child, which can only be ensured through close cooperation with parents, in close-knit team interaction of all participants in the educational process. There should be people working here who are ready to change with the child and for the sake of the child, not only the “special” one, but also the most ordinary one. For children with disabilities, the principle of inclusive education means that the diversity of needs of students with disabilities should be met in an educational environment that is the least restrictive and most inclusive for them. The implementation of this principle means: 1) all children should be included in the educational and social life of the school in their place of residence; 2) the task of an inclusive school is to build a system that meets the needs of everyone; 3) in inclusive schools, all children, not just children with disabilities, are provided with support that allows them to be successful, feel safe and belong.

Literature

1. Towards an inclusive school: A manual for teachers. USAID, 2007.
2. Nazarova N. Integrated (inclusive) education: genesis and problems of implementation // Social pedagogy. 2010. No. 1.
3. Romanov P. V., Yarskaya-Smirnova E. R.. Disability policy: Social citizenship of disabled people in modern Russia. Saratov, 2006.
4. Loshakova I. I., Yarskaya-Smirnova E. R.. Integration in conditions of differentiation: problems of inclusive education of disabled children // Social and psychological problems of education of atypical children. Saratov, 2002.
5. Shcherbakova A. M., Shemanov A. Yu. Controversial issues of personality development of a child with intellectual disability // Psychological Science and Education. 2010. No. 2.
6. Federal state standard of primary general education. http://mon. gov.ru/pro/fgos/noo/pr_fgos_2009_of_1n_01.pdf
7. Yasvin V. A. Educational environment: from modeling to design. M., 2001.
8. Lipsky D. TO., Gartner A. Achieving full inclusion: Placing the students at the center of educational reform // W. Stainback and S. Stainback (Eds). Controversial issues confronting special education: Divergent perspectives. Boston: Allyn & Bacon, 1991.

Teacher of an inclusive school.

The state guarantees every child the right to receive free general education. Pedagogical integration involves the living together of children who have developmental disabilities and their normally developing peers in an educational institution.

One of these changes was the development of ideas for ensuring equal access to education as one of the social values ​​of various categories of people with disabilities, overcoming barriers to social discrimination and developing a community that includes “different people as equals.”

Inclusive education is one of the components of multicultural education.This is a new area of ​​pedagogical knowledge that attracts the attention of not only specialists, but also the general public.

layers of the public. Thus, education for everyone is one of the pressing challenges of our time. It requires the creation of the most accessible and effective educational space, which will be organized taking into account all the individual characteristics of students and including not only students, but also teachers, parents and helping specialists. One of the key ones is a teacher who is able to create and maintain an inclusive process. Such a view of a person and the conditions of his self-realization and adaptation in the world cannot but change ideas about education and its goals. The requirements for teacher professionalism are also changing. Professionalism presupposes that the teacher accurately represents the strategic goal of his activities, knows how to see this goal in specific conditions, thus formulating tasks. The teacher has a wide range of means for solving such problems and can both select the necessary means from existing ones and create new ones. He carries out all his actions within a certain value frame, guided by a professional code of ethics and a personal value system. It remains to add that he performs all his actions not by concept, but consciously, reflecting and improving his capabilities. And lastly: a professional knows that he is a professional, and this fact is a matter of self-respect.

The internal beliefs of a professional teacher can be represented as follows: “I know why and what I am doing; I see ways to achieve my goals; I clearly know the boundaries, including ethical ones, of my actions. I know that I can solve the problems facing me well, beautifully, gracefully and I like it. I'm a professional."

Tasks for the teacher:working with gifted students; work in conditions of school implementation of inclusive education programs; teaching Russian to students for whom it is not their native language; working with public school students with developmental problems; work with deviant socially neglected students who have serious behavioral problems; monitoring and examination of the quality of education, corresponding to international standards, etc.

Contents of the teacher’s professional standard.

Pedagogical activities for the design and implementation of the educational process in general education organizations, including such functions as training, education and development. Pedagogical activities for the design and implementation of general education programs, which includes such functions as pedagogical work in a preschool educational organization, in primary school, subject-related pedagogical activities for the development and implementation of educational programs for general secondary education.

In the educational process, the teacher of the future must: master forms and methods of teaching that go beyond lessons (laboratory experiments, field practice). Use special approaches to teaching in order to include all students in the educational process: with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities.

In the educational process, the teacher of the future must: master the forms and methods of educational work, use them both in class and in extracurricular activities; effectively regulate student behavior to ensure a safe educational environment; set educational goals that contribute to the development of students, regardless of their origin, abilities and character, and constantly look for pedagogical ways to achieve them.

In accordance with the principles of inclusion, according to the new Standard, the teacher must: be able to communicate with children, recognizing their dignity, understanding and accepting them; be able to design and create situations and events that develop the child’s emotional and value sphere (the child’s culture of experiences and value orientations); be able to build educational activities taking into account the cultural differences of children, gender, age and individual characteristics, maintain a business-friendly atmosphere in the children's team.

Requirements for professional competencies necessary for a teacher to carry out developmental activities.The most important of them include: readiness to accept different children, regardless of their real educational capabilities, behavioral characteristics, state of mental and physical health. The presence of a professional attitude towards providing assistance to any child, the ability to identify various problems during observationchildren related to their developmental characteristics, the ability to protect those who are not accepted in the children's team. An important competence of a teacher, necessary for implementing the process of inclusion of a child with special educational needs, is the ability to draw up, together with other specialists, a program for the individual development of the child and monitor the dynamics of the child’s development.

The standard repeatedly repeats the requirements for any teacher and educator: work in the context of implementing inclusive education programs; teach in Russian to students for whom it is not

is native; work with students with developmental problems. The standard also puts forward requirements for personal qualities teacher, inseparable from his professional competencies, such as: readiness to teach all children without exception, regardless of their inclinations, abilities, developmental characteristics, or disabilities.

In a certain sense, the requirements of a professional standard are a public and state order for the professional activity of a teacher in the realities of a modern school, including an inclusive one.

In an inclusive school, without a teacher’s reflective and creative attitude towards teaching a child with disabilities, it is almost impossible to provide him with a high-quality, accessible education.

A new type of professionalism of an inclusive school teacher lies both in the ability to perceive, hear and listen to the children themselves, and in the ability to interact with colleagues, work in a team, the ability to be in a situation of uncertainty when there are no ready answers to emerging questions, and the ability to show research interest in the subject area of ​​the sphere of knowledge in which he works. Good teachers they are not born, they are made. Of course, it is impossible to make everyone a great teacher, but it is absolutely possible to train teachers to be effective and do their jobs well.

References:

1. Alyokhina S.V. Training of teaching staff for inclusive

Education // Pedagogical Journal. 2013. No. 1 (44). pp. 26–32.

2. Giddens E. The Elusive World. How globalization is changing our lives.

M.: The whole world, 2004. P. 318.

3.On the way to an inclusive school. Manual for teachers. USAID, 2007.

Nazarova N. Integrated (inclusive) education: genesis

and problems of implementation // Social pedagogy. 2010. No. 1.

4. Romanov P.V., Yarskaya-Smirnova E.R. Disability policy: Social citizenship of disabled people in modern Russia. Saratov: On

scientific book, 2006.

5. Loshakova I.I., Yarskaya-Smirnova E.R. Integration in conditions of differentiation: problems of inclusive education of disabled children //

Social and psychological problems of education of atypical children. Saratov: Ped. int SSU, 2002.

Teacher’s psychological readiness for inclusion

In the context of the development of inclusive education and the emergence of new requirements for professional abilities, the work of a teacher becomes significantly more complicated. Professional activity is associated with the characteristics of a teacher’s psychological readiness for change.

Since psychological readiness is a condition for the effectiveness of a teacher’s professional activity. In this regard, the uncertainty of the learning outcome becomes an important psychological limiter on the teacher’s activity. Then the teacher begins to feel unsure of his efforts. The main question that arises for teachers is what we will teach these students.

The teacher’s thoughts are not focused on the child’s individuality, his capabilities and resources. The attitude influences the achievement of success in learning. As a result, there is a teacher’s reluctance to work in an inclusive classroom, resistance to the very idea of ​​inclusion in education, and disbelief in its success and possibility. One teacher will not be able to cope with this problem without the help of specialists: special and educational psychology, in the field of correctional pedagogy, the methodological service of the school and its leaders. The implementation of an inclusive approach changes the individualization of education for children with special educational needs. First of all, students with disabilities are included. The competence of an inclusive school teacher is the ability to work with children with different learning abilities.

Teachers’ experiences are associated with an understanding of their own lack of knowledge in the field of correctional pedagogy. With ignorance of the forms and methods of working with children with developmental disorders. For this purpose, teachers undergo professional retraining. The introduction of the practice of cooperation and joint teaching between general and special teachers will help break down the psychological barriers of the teacher and build a new perception of a child with disabilities.

Psychological readiness by a teacher is the emotional acceptance of children with various types developmental disorders, motivational attitudes towards the idea of ​​inclusion, personal readiness of the teacher.

In this regard, the results of the study are of interest. Institute for Problems of Inclusive Education, Moscow State University of Psychology and Education, which was attended by 640 teachers from secondary schools in Moscow working in inclusive practice. The study examined the following types psychological readiness: motivational, emotional, readiness to be included, satisfaction with professional activities. The motivational readiness of teachers includes a set of motives that are adequate to the goals and objectives of professional activity. Based on the research data, 38% of teachers are focused primarily on the personal achievements of students, 26% are focused on their own satisfaction, that is, the internal motives of the teacher are put in first place. At the same time, objective factors showing the success of a teacher, such as student performance and successful participation in subject Olympiads, were noted by only 13% and 9% of teachers, respectively. That is, they are not the leading motives for teachers in assessing their own professional performance. The teacher’s sense of his own effectiveness is less influenced by the attitude of external “experts”. The assessment by the school management was noted by only 3% of teachers, and the responses of parents by 11%.

The results obtained indicate that teachers are guided by internal motives, and they are decisive in preparing teachers for inclusive education. Thus, work with the internal motivation of teachers is required, which includes, first of all, analysis and reflection of their own experiences and needs associated with work.

In the area of ​​emotional acceptance of students, they showed that teachers are more ready to accept children with motor disabilities than children with intellectual disabilities. Children with intellectual disabilities are the most problematic group. They require the use of an individual adaptive training program. The satisfaction of this category of children is associated with their receipt of specially organized labor training, carried out using special methods, and sociocultural adaptation in society.

A teacher’s professional confidence, emotional and motivational readiness to work in an inclusive environment largely depends on the help of specialists and school administration. Correctly structured work to prepare the school for the implementation of the inclusive process.

It is necessary to develop an individual adaptive program, a set of monitoring studies related to the dynamic assessment of the psychological parameters of the inclusion process in a general educational institution and in the system as a whole.

An inclusive education teacher sees, hears, perceives children with disabilities. Also finds a way out of any uncertain situation. Show interest in the subject area of ​​the field of knowledge in which he works.

One of the most alarming trends of the 21st century has been the steadily increasing number of children with health problems, including children with disabilities. The problems of education of these children in our country are very relevant. Currently, the leading direction in the training and education of children with disabilities is inclusive education. The inclusive education model involves creating a barrier-free learning environment for children with special needs, adapting the educational environment to their needs and providing the necessary support in the process of joint learning with healthy peers.

Inclusive (French Inclusive - including, from Latin Include - I conclude) or included education is a term used to describe the process of teaching children with disabilities in general education (mass) schools. The concept of “inclusive education” is a form of education in which students with special needs:

a) attend the same schools as their brothers, sisters and neighbors;
b) are in classes with children of the same age as them;
c) have individual educational goals that correspond to their needs and capabilities;
d) are provided with the necessary support.

There are eight principles of inclusive education:

1. A person's value does not depend on his abilities and achievements.
2. Every person is capable of feeling and thinking.
3. Every person has the right to communicate and to be heard.
4. All people need each other.
5. True education can only take place in the context of real relationships.
6. All people need the support and friendship of their peers.
7. For all learners, making progress may be more about what they can do than what they can't do.
8. Variety enhances all aspects of a person's life.

Foreign experience and Russian practice recent years convincing evidence of the effectiveness of joint education of children with disabilities, children with disabilities and healthy children, however, today a number of problems of inclusive education can be identified:

1. Lack of regulatory documents regulating inclusive education. The legal basis for inclusive education are documents that define international standards in the field of education for children with disabilities, such as the Convention on the Rights of the Child (1989), the World Declaration on the Survival, Protection and Development of Children (1990), and the Standard Rules to create equal opportunities for people with disabilities" (1993), "Declaration on the Development of Inclusive Education" (1994) and others. However, at the federal level, the law “On the Education of Persons with Disabilities” has not yet been adopted, and there is no provision on inclusive education that would define the rights and responsibilities of the educational institution and parents.

2. Insufficient preparedness of teaching staff working according to the inclusive education model. Teachers in public schools who have never encountered the peculiarities of teaching children with various health problems often do not possess the necessary knowledge, techniques and methods of the special educational process, even though they have completed advanced training courses. Teachers do not have the necessary qualifications both to correct the child’s existing disorders and to involve him in the educational process. In addition, some teachers are opponents of inclusion because it gives them additional difficulties, but does not bring significant financial rewards. Therefore, inclusive education must be accompanied by special support for teachers, which can be provided both within the school itself and outside it. It can be organized:

Tutors on inclusive education (a teacher with special education who is exempt from lessons);
- organizing professional dialogue between specialists with special knowledge and teachers working with children with disabilities;
- holding pedagogical councils;
- consulting external specialists (from rehabilitation centers, speech therapy services, special schools, etc.);
- advanced training of teachers (conducting lectures, seminars, trainings, conferences, etc.).

3. Unpreparedness of society to accept children with disabilities, manifested in the presence of negative social attitudes towards children with developmental problems. In particular, in the reluctance of parents of healthy children to educate them together with children with disabilities. In addition, parents of healthy children have concerns that inclusion will reduce the quality of education for their children and that care for children with disabilities will be carried out to the detriment of care for other children. All this indicates the need for medical, psychological and pedagogical education of the entire population and special training for parents, healthy schoolchildren, and teachers, aimed at changing stereotypes towards children with disabilities among all participants in the educational process of schools.

4. Insufficient funding for inclusive educational institutions. There are not enough special technical teaching aids for children with special educational needs. When including children with disabilities in an educational institution, it is necessary to provide special technical means and equipment, in particular, deaf and hard of hearing children - high-quality electro-acoustic equipment; children with musculoskeletal disorders - wheelchairs, ramps, elevators; children with visual impairments - special innovative technical means.

It is necessary to equip medical rooms, a physical therapy room, sensory rooms, rooms for speech therapy and correctional classes with defectologists and psychologists working on the model of inclusive education.

5. Lack of a system of medical, psychological, pedagogical and social support for children with disabilities at school. The inclusion of a child with disabilities in general educational institutions requires constant support of the educational process in conditions of inclusion. This means that without special teachers working directly in a mass school, inclusion is impossible. The educational process with children with disabilities requires constant and targeted support by psychologists, social educators, speech therapists, and speech pathologists, taking into account the individual characteristics of the child. This support includes not only special correctional and developmental work with children in individual and group form, but also work with the administration of the educational institution, teaching and children's staff, and parents.

To solve the indicated current problems development of inclusive education requires adoption comprehensive program on the development of inclusive education in Russia. The further development of inclusive education is associated with the improvement of the regulatory framework, financial, logistical and personnel support for this process. The effectiveness of inclusive education depends on the child’s capabilities, the desire and help of parents, as well as the availability of qualified psychological, pedagogical and medical-social support at all stages of education.

1. Special pedagogy: textbook. aid for students higher textbook institutions / ed. Nazarova. -M. : Publishing center "Academy", 2009. -359 p.
2. Rud N. N. Inclusive education: problems, searches, solutions. Methodical manual. - M.: TC "PERSPECTIVE", 2011.- P. 4.
3. Kuchmaeva O. V., Sabitova G. V., Petryakova O. L. Problems of development of inclusive education in the capital // Education of schoolchildren. - 2013. - No. 4. - P. 3 - 11.