INTRODUCTION
Stages of practice development
Problems and prospects for the development of inclusive education in Russia
Experience of inclusive education abroad
CONCLUSION
Regulatory acts
BIBLIOGRAPHY
INTRODUCTION
Relevance of the topic. The modern education system accepts only those who meet its requirements - children who are able to study according to a general program and can show results that are normal for everyone. As a result, it often turns out that children with disabilities are isolated from healthy peers and drop out of the educational process, because To work with such children, teachers do not have the necessary knowledge in the field of special and correctional work. Every child has the right to receive a quality education with healthy peers. It is in the regular educational sphere that children with special educational needs will be able to receive, in addition to educational information, the opportunity to live a full life in society, i.e. socialize. Inclusive education solves these problems in modern schools.
The most important problem of education is accessibility for certain social groups that have unfavorable starting conditions. Children with disabilities occupy a special place among them. Numerous restrictions related to social inequality prevent these children from receiving a quality education. Sociological research conducted in the Russian Federation and the West since the 60s has shown that education tends to confirm and reflect existing social inequalities, which can help eliminate them. Since responsibility for learning outcomes rests with teachers, in the end most attention is paid to the most capable, best students, while children with disabilities find themselves at the bottom of the school hierarchy.
The reasons for the social disadvantage of this group of children are not limited to the school. In English studies of the 80s. findings regarding the factors of social inequality were confirmed, and questions were raised as to why educational institutions themselves tend to reproduce and perpetuate social inequality. Russian sociologists of our time are working in the same direction. They identified the transmission and continuity through the educational system of those social and class differences that exist outside the educational process. Judging by the studies that were carried out in the USA in the 60-70s, a great influence on the results schooling are influenced by family and social circumstances, which subsequently determine the level of income. The effectiveness of the learning process is influenced by the social background of schoolchildren. These studies gave rise to a discussion about the need to introduce inclusive education for children from various social strata and groups, including children with disabilities.
Social aspects of inclusive education were studied by Shinkareva E.Yu., Malofeev N.N., Kantor V.Z., Zhavoronkov R., Romanov P., Zaitsev D.V., Antipyeva N.V., Akatov L.I. and etc.
The purpose of the course work is to consider the problem of inclusive education in the Russian Federation, taking into account experience foreign countries.
Object - history, realities and prospects for the development of inclusive education in Russia and abroad.
Subject: the problem of inclusive education in the Russian Federation and abroad.
The objectives of the course work were:
1.Disclosure of the concept and essence of inclusive education. 2.Analysis of the experience of foreign countries in the problem of inclusive education. .Consideration of problems and prospects for the development of inclusive education in the Russian Federation. Research methods: analysis of literary sources, generalization of scientific material and practical experience. 1. Stages of practice development
The history of the development of children with special educational needs is conventionally divided into 3 stages: .Beginning of the twentieth century - mid-60s - “medical model” → segregation 2.Mid-60s - mid-80s - "normalization model" → integration .Mid-80s - present - "inclusion model" → inclusion. “Full participation” in the concept of “inclusion” is learning and collaborating with other participants, gaining shared experience. This is the active involvement of each child in the learning process. Moreover, it implies that the student is accepted and valued for who he is. The development of “inclusion” in school implies a rejection of the practice of using methods aimed at excluding a child from the educational process, or so-called “exclusionary” methods. However, the transition of schools to using inclusive approaches in education can be quite painful, since they have to consider their own discriminatory actions against certain social minorities. An important impetus for the development of inclusive education was given by the World Conference on Education for Children with Special Needs: Access and Quality, which took place in Salamanca (Spain) in June 1994. More than 300 participants representing 92 governments and 25 international organizations considered major policy changes necessary to promote the concept of inclusive education and thereby ensure that schools serve the interests of all children, including those with special educational needs. Although the main focus of the Salamanca Conference was on special educational needs, the conclusions of the conference were that “special needs education is an issue that concerns countries of the North and South alike, and that these countries cannot move forward while isolated from each other. This kind of education should be an integral part of the overall educational strategy and, indeed, be the object of a new socio-economic policy. This requires major reform of the regular school system." Regular schools will become inclusive, in other words, if they become better at teaching all children living in their communities. The Salaman Conference declared that “regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, as they create a favorable social environment, build an inclusive society and provide education for all; In addition, they provide an effective education to the majority of children and improve the efficiency and, ultimately, cost-effectiveness of the entire education system." This vision was confirmed by participants in the World Education Forum in Dakar in April 2000, Modern researchers note that currently among the countries with the most advanced legislation are Canada, Denmark, Iceland, Spain, Sweden, the USA and the UK. In Italy, legislation has supported inclusive education since the 1970s. In 1977, the first regulations regulating inclusive education were adopted. The maximum number of children in a class was 20 people, children with disabilities - 2 students out of the total number. The classes that existed before were closed for children with disabilities, and special education teachers teamed up with regular teachers and interacted with all students in the class. All specialized institutions were closed throughout the country, children with special needs were included in the life of society. But according to experts, the quality of their education has suffered. In 1992, a new law was adopted, according to which not only socialization, but also the education of special children was placed at the forefront. By 2005, more than 90% of Italian children with disabilities were educated in regular schools. In the UK, inclusive education became part of the national education program in 1978. Then the phrase “special educational needs” was introduced and it was recognized at the state level that these “needs” could be implemented in most cases on the basis of a general education school. In 1981, the Education of Persons with Special Educational Needs and Disabilities Act was passed. By 2008, more than 1.2 million children with special educational needs are successfully educated in mainstream schools, while a system of specialized schools also exists. Inclusive education in Spain dates back more than 40 years; in 1940, the term “special education” was first officially enshrined in the General Law on Education; in 1975, an independent institution, the National Institute of Special Education, was created. In 1978, the Spanish Constitution states: “The executive authorities will implement a policy of prevention, treatment, rehabilitation and integration of disabled people with physical, sensory and mental illnesses who require special attention and will be specially protected so that they can enjoy their rights that the constitution grants to everyone citizens." In our country, the first inclusive educational institutions appeared at the turn of 1980-1990. In Moscow in 1991, on the initiative of the Moscow Center for Curative Pedagogy and the parent public organization, the school of inclusive education "Ark" (No. 1321) appeared. Since the fall of 1992, the implementation of the project “Integration of Persons with Disabilities” began in Russia. As a result, experimental sites for teaching children with disabilities were created in 11 regions. Based on the results of the experiment, two international conferences were held (1995, 1998). On January 31, 2001, the participants of the International Scientific and Practical Conference on the Problems of Integrated Education adopted the Concept of Integrated Education for Persons with Disabilities, which was sent to the educational authorities of the constituent entities of the Russian Federation by the Ministry of Education of the Russian Federation on April 16, 2001. In order to prepare teachers to work with children with disabilities, the board of the Ministry of Education of the Russian Federation decided to introduce pedagogical universities from September 1, 1996, courses “Fundamentals of special (correctional) pedagogy” and “Peculiarities of psychology of children with disabilities”. Immediately, recommendations appeared for institutions of additional professional education for teachers to introduce these courses into their plans for advanced training of teachers in secondary schools. In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article Twenty-four of the Convention states that in order to realize the right to education, States Parties must ensure inclusive education at all levels and lifelong learning. Our country has accumulated little experience in inclusion technologies. In recent years, the values of inclusive education have been updated in Russian education. Sorokoumova S.N. (2010) defines inclusive education in their study. Inclusive education is a process of development of general education, implying the availability of education for all, in terms of adaptation to the different needs of children. This ensures that children with special needs have access to education. Inclusive education develops an approach to learning and teaching. This approach will be more flexible to meet the different needs of raising and educating children. Inclusive education assumes that a continuum of services must correspond to the diversity of needs of schoolchildren, as well as educational environment which is most favorable for them. The basis of the practice of inclusive education is the acceptance of the characteristics of each student and. Naturally, education and upbringing should be organized in such a way as to satisfy the special needs of any child. Sabelnikova S.I. (2010) believes that today the Bologna Agreement, in the field of inclusion as a reform that welcomes and supports the characteristics and differences of any student (individual abilities and capabilities, religion, nationality, social class, culture, race, gender), begins their first steps in the Russian Federation. Inclusion is often seen as educating children with disabilities in general schools together with their non-disabled peers. Inclusive education enables students to develop social relationships through direct experience. The basis of the practice of inclusive education is the idea of accepting the characteristics of any student and, naturally, education should be organized in such a way as to meet the needs of any child. The principle of inclusive education is that teachers and administration of regular schools accept children regardless of their intellectual, emotional, physical development, social status and create conditions for them based on pedagogical and psychological techniques that are focused on the needs of children. With an inclusive approach, the educational process allows schoolchildren to acquire the necessary competencies according to educational standards. The main subject of inclusive education is a child with disabilities. In the field of education, the concept of a child with disabilities characterizes children who, due to mental, mental, and physical disabilities, cannot master the regular school curriculum and need specially developed content, methods, and educational standards. The term disabled child was borrowed from foreign experience and became stronger in the practice of Russian scientists in the 90s. XX century. In Russian pedagogy, many different terms are used that are covered by the concept of “child with limited abilities”: pedagogically neglected children, children with developmental disabilities, children with developmental disorders. Shipitsina L.M. noted that, given the variability individual development schoolchildren, the educational institution provides models of joint education while maintaining the necessary specialized pedagogical and psychological assistance. Thus, for the development of inclusive education, it is necessary to form a model of pedagogical and psychological support and subjective educational routes for children, in which the necessary assistance was provided by specialists of institutions at each educational level. The main task is to discover individual positive characteristics in any schoolchild, record learning skills that have been acquired over time, outline the prospects and the immediate zone for improving the acquired skills and abilities, and expand the student’s functional capabilities as much as possible. An important condition that ensures successful inclusion is an accurate differential psychological diagnosis of any child. This can be done with the help of a qualified diagnostic service. This service must not only establish a diagnosis, but also provide a conclusion for the educational institution where the child is sent in accordance with the diagnosis, which contains recommendations for a subjective educational plan. A difficult aspect is the methodological inconsistency of diagnostic studies, which are carried out by specialists of different profiles: medical workers, psychologists, teachers. The complexity of the work collides with the unpreparedness of specialists for dialogue based on the diagnostic results that are available. One more important aspect Education is considered to be the development of a support system that is experiencing problems in the methodological lack of diagnostic support. A more important issue is the diagnosis of design factors that make it possible to find a solution. The diagnostic tools used by specialists are focused not on finding ways out of the problem, but on ascertaining the unfavorable background of the problem. The meaning of the support system for inclusive education is related to teaching children methods independent decision and searching for your development problems. This gives rise to the task of diagnostic assessment of the effectiveness of support. In this area, an approach that focuses the psychologist not so much on the study of the inner world of children as on the analysis of external characteristics and the way they interact with children is considered more promising. external environment. In the preschool period of children's lives, inclusion is considered more fruitful and has the greatest effect. First of all, in children preschool age there is no prejudice against peers with disabilities. They easily develop an attitude towards mental and physical disabilities as the same subjective characteristics of another person, such as voice, hair and eye color. American scientists believe that by starting inclusion in the educational environment at preschool age, we are raising a generation with a humane attitude towards other people, including people who have developmental disabilities. In addition, a component of the successful inclusion and integration of children with disabilities into the environment of healthy peers is considered to be the preparation of the environment for such processes through training programs for advanced training for specialists in correctional (special) and mass programs and institutions for improving the competence of parents. Teachers working in inclusive education classes need special support. A psychologist helps overcome anxiety and fear, which is associated with finding the right approaches in interacting with schoolchildren with special needs in education and upbringing. Parents of children with developmental disabilities insist on their inclusion in the regular community of children. First of all, this is due to the fact that in the system of special (correctional) education with a well-developed methodology for teaching children with developmental disabilities, the social adaptation of these children in the real world is poorly developed - the child is isolated from society. Naturally, children with developmental disabilities adapt to life in general educational institutions (EI) better than in specialized institutions (SI). The difference is more noticeable in the acquisition of social experience. Healthy children improve their learning abilities, develop independence, activity and tolerance. However, the question of shaping the learning and development process of children with developmental disabilities in public schools is still open. This is due to a lack of specialists, untrained personnel, specific methods, etc. The administration and teachers of educational institutions who have accepted the idea of inclusive education are in dire need of help in developing a mechanism of interaction between participants in the educational process and the formation pedagogical process, where the main figure is the child. A space of inclusion implies accessibility and openness for both children and adults. The more partners the educational institution has, the more successful the student will be. The range of partners is very wide: public and parent organizations, centers for pedagogical and psychological rehabilitation and correction, special (correctional), general education and preschool institutions, professional centers and higher educational institutions of advanced training, methodological centers, education department, Department of Education. Teachers are not ready to work with students who have limited developmental opportunities. There are gaps both in the quality of training of specialists and in the unwillingness of institutions to accept such students. The idea of inclusive education places special demands on the personal and professional training of specialists with basic special education and teachers with a special component professional qualifications and with a basic level of knowledge. The basic component is professional pedagogical training (skills and abilities, methodological, pedagogical, psychological, subject knowledge), and the special component is pedagogical and psychological knowledge: The ability to implement different methods of pedagogical interaction between subjects of the educational environment (with management, specialists, fellow teachers, parents, with students in a group and individually). Knowledge of methods of didactic and psychological design of the learning process. Knowledge of the psychological characteristics and patterns of personal and age-related development of children in an inclusive educational environment. Understanding and presenting what inclusive education is and how it differs from traditional education. The issue of understanding the scale of inclusion, which is based on the content of the school model and education, is the same for all schoolchildren, regardless of their differences (students must adapt to the rules, regime and norms of the education system). Or, on the contrary, it involves the use and conceptualization of a wide range of educational strategies that respond to the diversity of schoolchildren (the educational system must respond to the needs and expectations of youth and children). It is necessary to sufficiently assess the significance of inclusion for the development of not only children with mental disabilities, but also society as a whole. integrated general education inclusive education 2. Problems and prospects for the development of inclusive education in Russia
Legislation of the Russian Federation in education in accordance with international standards, provides guarantees of various rights to education for persons with disabilities. Today in the Russian Federation, 3 approaches are used in the education of children with disabilities: Inclusive education, in which children with disabilities are taught together with ordinary children. Integrated education of children in special groups (classes) in schools. Differential education of children with disabilities in correctional (special) institutions of types I-VIII. Currently, the education system for children with special educational needs is on the verge of change. In reality, in the Russian Federation, educational integration is implemented by the method of extrapolation, that is, experimental adaptation and transfer to domestic conditions, modification of forms of educational integration that have proven positive abroad. At the same time, today the organization of their upbringing and education together with healthy children is considered as a priority direction for the development of education for disabled children. The implementation of inclusive education in the Russian Federation raises the question for the country of the need to change the methods of introducing integration innovations in education. The main task in this direction was formulated by D.A. Medvedev: “We are obliged to create a normal education system for disabled children, so that they can study among healthy peers in regular schools, so that from early childhood they do not feel isolated from society.” To expand access to education for such children, the Russian Federation is developing Remote education these children. For its implementation, funds in the amount of 1 billion rubles were allocated from the federal budget in 2009, in 2010-2012. the volume of annual funding amounted to 2.5 billion rubles. Today, more than three thousand children are studying distance learning. According to the results of the National Project in 2012, about 30 thousand children had the opportunity to study at home. The systematic implementation of inclusive education practices in the Russian Federation is happening unevenly and slowly. In some regions (Arkhangelsk, Samara, Moscow) these processes have advanced in their development, in other regions this practice is just beginning to take shape. Basically, this is a generalization of pedagogical experience that has been developed in Russian schools and includes inclusive approaches, an analysis of the latest approaches that are emerging in the financing and management of the education process for children with disabilities. According to the Ministry of Science and Education of the Russian Federation, in 2008-2010, the inclusive education model is being introduced as an experiment in schools of various types in a number of constituent entities of the Russian Federation, among them: republics of the North Caucasus; Khabarovsk; Saint Petersburg; Republic of Karelia; The Republic of Buryatia; Samara Region; Arkhangelsk; The development of inclusive education in the Russian Federation is carried out in partnership between non-governmental organizations and government agencies. The initiators of the inclusion of disabled children in the learning process are associations of parents of such children, organizations that defend the interests and rights of people with disabilities, educational institutions and professional communities that work in project and experimental mode. Today, the attitude towards disabled children has changed: almost no one objects that education should be accessible to all children; the main question is how to ensure that a disabled child receives both rich social experience and his educational processes are implemented. Consequently, issues from the ideological plane have moved to research, methodological and organizational planes. In the Russian Federation, with a developed and established system of special education, the educational needs of such children were met in terms of providing social and medical-psychological assistance, but this system limited graduates in terms of further life chances and social integration. In addition, the priority of developing joint education of healthy children and disabled children does not mean a rejection of the achievements of the Russian special education system. It is necessary to improve and maintain the network of correctional institutions. At the same time, for some children it is more appropriate to study in a correctional institution. These institutions currently perform the functions of educational and methodological centers that provide assistance in developing methods to school teachers and psychological, as well as pedagogical assistance to parents and children. Reforming the social system involves developing a regulatory framework for implementing this process. Currently, inclusive education on the territory of the Russian Federation is regulated by Protocol No. 1 of the European Convention for the Protection of Fundamental Freedoms and Human Rights, the Convention on the Rights of the Child, the federal law “On the social protection of persons with disabilities in the Russian Federation”, the federal law “On Education”, and the Constitution of the Russian Federation. In 2008, the Russian Federation signed the UN Convention on the Rights of Persons with Disabilities. In modern legislation, when fixing the principles of the right to education, the mechanism for creating specialized conditions for children with disabilities in school is not reflected. Today a draft of a new Law on Education is being prepared; it should reflect the principles of inclusion in modern school. The main task is to create conditions in schools for unhindered access for children with disabilities. To solve this problem, the Ministry of Health of Social Development of the Russian Federation has developed a draft concept for the federal target program “Accessible Environment” for 2011-2015. The “Accessible Environment” program includes not only adaptation of the physical environment, but also changes in the procedure and principles of certification and assessment of students, providing disabled children with the opportunity to study according to individual plans, changing the system for providing additional and individual support, and training teachers. Currently, the biggest challenges to promoting inclusion remain: failure to take into account the different levels of needs and requirements of children with disabilities depending on the level of disability for the formation of supportive services and an accessible environment when organizing targeted funding; lack of focus of education standards on teaching disabled children. The implementation of inclusive education is associated with the presence in the country of a system of early comprehensive assistance. The model of inclusion at the preschool level is more promising and not controversial, because focused on children's development goals. At the school level, it is difficult to overcome the orientation towards qualified education. Therefore, teachers have difficulties issuing certificates. An analysis of the state of higher education for people with disabilities in the Russian Federation shows that there is a need for changes in its content and organization, which is caused by the formation of the latest holistic and semantic characteristics of vocational education and a number of stable trends in social policy. In the Russian Federation, only a limited number of universities are focused on teaching people with disabilities. More than 24 thousand disabled people study in state universities, 14 thousand - in secondary schools, 20 thousand disabled people - in primary schools. Recently, distance forms of education have been introduced. The main problem is also the employment of people with disabilities. According to statistics, approximately 10 million disabled people live in the Russian Federation, and only about 15% of them have a permanent job. At the same time, disabled people who have completed higher integrated education programs have employment that does not exceed 60%. The implementation of inclusive education may be threatened by the adoption of a number of legal acts that regulate the functioning and organization of links in the educational vertical, as well as the mechanisms of their interaction. Particular attention should be paid to the legal regulation of “transitional” links: from school education to vocational, secondary education; from preschool education to school education. One of the conditions for the implementation of inclusion is the training of personnel for inclusive education. Today, the solution to this issue is less secure, both methodologically and organizationally. Within the framework of the pedagogical and psychological direction of the Federal State Educational Standard of Higher Professional Education of the third generation, a vocational education program “Pedagogy and psychology of inclusive education” has been developed, which is focused on the preparation of masters and bachelors, and also advanced training programs for specialists, managers and teachers of educational institutions have been developed, a master’s program “Organization of inclusive education” has been opened in MGPPU. One can also highlight the practical absence of didactic and educational tools that make it possible to implement diverse education for children in inclusive classes and groups. The teacher turns out to be unarmed; he does not have didactic and methodological developments, pedagogical technologies, which are adequate to the tasks of inclusive education. The process of inclusion of disabled children itself is very complex, both in the content component and in the organizational component. That is why it is important to develop specific technologies and adequate models of pedagogical and psychological support for inclusion in the educational process. These technologies and models make the process as flexible and adaptive as possible. The difficulties of organizing inclusive education in a modern school are due to the fact that the school is focused on healthy children, for whom standard methods are considered sufficient pedagogical work. The most important things for the development of inclusive education are: Involving public organizations, professionals from the special education system, parent groups and other interested participants in the process of developing inclusive education. Development of pedagogical and psychological support technologies. Formation of a tolerant attitude and positive opinion of society is the preparation of all participants in the school community. Professional retraining of teachers, formation of resource centers to support inclusive learning using the experience of special education. Creation of a regulatory framework for the development of inclusive education and development of public policy. Development of inclusive education in Moscow In accordance with Art. 18 of the Moscow Law No. 16 of April 28, 2010 “On the education of disabled children in Moscow”, financing of state educational institutions in which disabled persons study is carried out at the expense of the Moscow city budget on the basis of an individual staffing table in agreement with financial cost figures for the next financial year. In the system of the Moscow Department of Education there are 4,607 buildings (3,992 institutions), of which 925 buildings have been adapted. As part of the Target Program “Social Integration of Disabled People in Moscow 2011-2013,” all social institutions for disabled people were adapted. 1,180,000 thousand rubles were spent on this, including: thousand roubles. - 2011; thousand roubles. - year 2012; thousand roubles. - year 2013. In 2013, taking into account the purchased equipment, 38% of educational institutions in Moscow became accessible. Today, 25.6 thousand disabled children under the age of 18 live in Moscow, of which 74%, in accordance with the wishes of the parents and the profile of the disease, are brought up and studied in various educational institutions of the city, in particular: 1% in institutions of primary and secondary vocational education; 6% in preschool educational institutions; 8% in correctional (special) schools, home-schooling schools and boarding schools; 5% in secondary schools. The Moscow Government Strategy defines our priorities for the implementation of the state policy in the interests of children “Moscow Children” for 2013 - 2017: A new value system with a focus on tolerance and political correctness. Inclusive (integration) processes. Individualization of education. The earliest possible inclusion of disabled children and their families in the educational process. Coverage of all disabled children with education, taking into account territorial accessibility. Today, everyone understands that inclusive education will not survive without financial support. The principle “money follows the student” does not yet have specific mechanisms for its own implementation. Funding is calculated not per child, but per type of educational institution. In a regular school, inclusive education of children with disabilities requires additional financial investments. In 2010, the standard financial costs for the maintenance of one student studying in public schools in the Department of Education system was: in correctional (specialized) schools - 157,831 rubles (the standard was exceeded 2.5 times); in secondary schools - 63,112 rubles. Currently, in all districts of Moscow, educational schools that carry out inclusive practices have been identified. As of September 2010, there were 186 educational schools. The Institute for Problems of Inclusive Education has developed advanced training programs for support specialists, coordinators, managers and teachers, as well as within the framework of the third generation Federal State Educational Standard, the Main Educational Program “Psychology and Pedagogy of Inclusive Education” for the preparation of masters and bachelors. 3. Experience of inclusive education abroad Inclusive education assumes that the diversity of needs of children with disabilities should be met by a continuum of services, primarily an educational environment that is most favorable for such children. This principle means that all children are required to be included in the social and educational life of the school in their place of residence. The goal of an inclusive school in the West is to build a system that meets the needs of every child. In Western inclusive schools, all children are provided with support that allows them to feel safe, achieve success, and feel the value of being together in society. Inclusive schools aim for different educational achievements than regular schools abroad. The goal of an inclusive school is to provide all schoolchildren (regardless of their mental and physical condition) with the opportunity to have a full social life, active participation in the team, society, thus providing children with full interaction and assistance. This value imperative shows that all participants in the school community, as well as society, are connected to each other and that schoolchildren not only interact in the learning process, but also develop while making joint decisions. Foreign teachers who have experience in inclusive education have developed ways to include children: Involve schoolchildren in group problem solving and collective forms of learning. Include children in the same types of activities, but set different tasks. Treat disabled children the same as healthy children. Use other strategies for group participation: field and laboratory research, joint projects, games, etc. In foreign practice, inclusive schools largely change the role of the teacher, who is involved in various integrations with students. In the 90s, a number of publications were published that were devoted to the problem of self-organization of parents of disabled children, social activity of adult disabled people, as well as those who oppose the narrow medical approach to social rehabilitation and protection, for expanding the life chances of disabled people and in defense of their rights. These publications played the role of a catalyst for public debate on the rights of children with disabilities to education in conditions conducive to their maximum social inclusion. In addition, inclusive education in the West is also studied from the point of view of effectiveness - the results of academic performance and economic costs are examined. These works date back to 1980-1990 and show the benefits of integrated learning in terms of achievement, benefit and benefit. It should be noted that schools abroad receive funding for disabled children, so they are interested in increasing the number of such students. Having analyzed foreign experience in the education of children with disabilities, it can be noted that in several countries a certain consensus has emerged regarding the importance of the integration of such children. The principles of inclusive education are set out not only in monographs and scientific journals, but also in practical guides for politicians, managers, doctors, social workers and teachers, as well as on the pages of textbooks. Available developments, which are based on a generalization of pedagogical experience and empirical research, lead to the understanding that organizational and methodological changes that are carried out in the interests of a specific category of children with learning problems, under certain conditions, can benefit all children. Practice also shows that the inclusion of disabled children in general education schools becomes a catalyst for transformations that lead to improved learning conditions for all children. CONCLUSION
The bill “On the Education of Persons with Disabilities (Special Education)”, submitted to the State Duma of the Russian Federation, establishes the possibility of educating disabled children in a public school, and the report of the State Council of the Russian Federation “Educational Policy of Russia at the Present Stage” (2001) emphasizes: “Children with health problems (disabled people) must be provided by the state with medical and psychological support and special conditions for education, primarily in a comprehensive school at their place of residence and only in exceptional cases - in special boarding schools.” Inclusive education today can rightfully be considered one of the priorities of the state educational policy of Russia. The transition to it is predetermined by the fact that our country has ratified the UN Conventions in the field of children's rights and the rights of persons with disabilities. However, for such a transition to take place, not only appropriate legal acts are needed, but also the necessary conditions and favorable public opinion. In this course work, we examined the problems of inclusive education in the Russian Federation, taking into account the experience of foreign countries. The concepts and principles of inclusive education discussed above, in our opinion, can be useful in the domestic practice of educational integration. One can also hope that the analysis of available data from sociological surveys will help guide the subjects of the education system in their work to overcome the difficulties of teaching disabled children in secondary schools. Unfortunately, the issue of inclusive education is not yet discussed enough. Some educational institutions are acting proactively, anticipating centralized reforms that may be just around the corner. However, unified standards for organizing educational and rehabilitation processes, as well as mechanisms for their material, technical, social, psychological, pedagogical, personnel and rehabilitation support have not yet been developed. It is necessary to approve the state standard for professional rehabilitation of people with disabilities and organize a system of special training and retraining, advanced training for teachers - specialists in inclusive education. Such measures can help expand access to education for children with disabilities. This will create more favorable conditions for social mobility of people from the least affluent strata of modern Russian society. Practical significance of the study. The results of the study are of practical interest for government agencies coordinating solutions to problems in the development of inclusive education, administration, school teachers, and parents. Regulatory acts
1.Decree of the Government of the Russian Federation dated March 12, 1997 No. 288 (as amended on March 10, 2009) “On approval Model provision on a special (correctional) educational institution for students and pupils with disabilities" // SPS Consultant Plus 2.Letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06 “On creating conditions for children with disabilities and disabled children to receive education” // SPS Consultant Plus .Letter of the Ministry of Defense of the Russian Federation dated June 27, 2003 No. 28-51-513/16 “Methodological recommendations for psychological and pedagogical support of students in the educational process in the conditions of modernization of education” // SPS Consultant Plus BIBLIOGRAPHY
1.Agavona E.L., Alekseeva M.N., Alekhina S.V. Teachers’ readiness as the main factor in the success of the inclusive process in education // Psychological science and education No. 1: Inclusive approach and family support in modern education. M., 2011. - P.302 2.Alyokhina S.V. Inclusive education in the Russian Federation // Report by S.V. Alyokhina, presented on December 7, 2010 as part of the International Symposium “Investment in Education - Contribution to the Future.” - P.102 .Almanac psychological tests. - M.: KSP, 2006. - P. 400 .Bibliographic description: K.A. Mikhalchenko Inclusive education - problems and solutions / Mikhalchenko K.A. // Theory and practice of education in modern world: - St. Petersburg: Renome, 2012. - P. 206 .Inclusive education. Issue No. 1 / Fadina A.K., Semago N.Ya., Alekhina S.V. - M.: School Book Center, 2010. - P.132 .Nikishina, V.B. Practical psychology in working with children with mental retardation: a manual for psychologists and teachers. - M.: VLADOS, 2004. - P. 126 .Teaching children with special needs using integrated learning technology with internal differentiation in the general education classroom: methodological recommendations / comp. L.E. Shevchuk, E.V. Reznikova. - Chelyabinsk: IUMTs "Education" - 2006. - P. 223 .General psychology: Textbook for students of pedagogical institutes Petrovsky A.V. - M.: Education, 2012. - P. 465 .Penin G.N. Inclusive education as a new paradigm of state policy // Bulletin of Herzen University. - 2010 - No. 9(83). - P.47. .Sabelnikova S.I. Development of inclusive education. Directory of the head of an educational institution. - 2009 -No. 1. - P.54. 11.Semago, N.Ya. The role of the school psychologist initial stages organization of inclusive education at school / N.Ya. Semago / Ways to develop inclusive education in the Central District: collection. articles // under general ed. N.Ya. Semago. - M.: TsAO, 2009. - P. 56. 12.Semago, N.Ya. System of training and advanced training of specialists from educational institutions implementing inclusive education / N.Ya. Semago // Supplement to the magazine Striving for an Inclusive Life. - No. 3. - 2009. - P. 12. .Sergeeva K.A. Adaptation of children with disabilities in the conditions of inclusive education // Materials of the Russian forum “Pediatrics of St. Petersburg: experience, innovations, achievements” September 20-21, 2010 - St. Petersburg, 2010. - P. 200 .Sorokoumova S.N. Psychological features of inclusive education. // News of the Samara Scientific Center Russian Academy Sciences, vol. 12. - No. 3. - 2010. - P.136. 15.Sorokoumova S.N. Psychological features of inclusive education. // News of the Samara Scientific Center of the Russian Academy of Sciences, vol. 12. - No. 3. - 2010 - P. 136. 16.Triger R.D. Psychological features of socialization of children with mental retardation. - St. Petersburg: Peter, 2008. - P. 192 17.Usanova O.N. Special psychology. - St. Petersburg: Peter, 2006. - P. 400 18.Chuprov L.F. Psychodiagnostic triad of techniques for studying the structure intellectual development junior schoolchildren. - Chernogorsk-Moscow: SMOPO, 2009. - P. 80 19.Shinkareva E.Yu. The right to education of a child with disabilities in the Russian Federation and abroad: monograph / Shinkareva E.Yu. 2007 - Arkhangelsk. - P. 96 20.Shipitsina L.M. Integration and inclusion: problems and prospects // Materials of the Russian forum “Pediatrics of St. Petersburg: experience, innovation, achievements” September 20-21, 2010 - St. Petersburg, 2010. - P. 200 .UNESCO, Salamanca Declaration and Framework for Action on Special Needs Education. Paris, Unesco/Ministry of Education, Spain // 1994Similar works to - Inclusive education in the Russian Federation
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1 MOSCOW PUBLIC SCIENTIFIC FOUNDATION CENTER FOR SOCIAL POLICY AND GENDER STUDIES INCLUSION AS A PRINCIPLE OF MODERN SOCIAL POLICY IN THE FIELD OF EDUCATION: IMPLEMENTATION MECHANISMS Moscow 2008
2 UDC 376.2/4 BBK 74.3 I 65 Editorial Board of the series “Independent Economic Analysis”: Ph.D. V.B. Benevolensky, Doctor of Economics L.I. Polishchuk, prof. Dan. L.I. Jacobson. And 65 Inclusion as a principle of modern social policy in the field of education: mechanisms of implementation / ed. P. Romanova, E. Yarskaya-Smirnova. Series “Scientific reports: independent economic analysis”, 205. Moscow, Moscow Public Science Foundation; Center for Social Policy and Gender Research, 2008, 224 pp. Authors P. Romanov (Introduction, Sections 1, 2, 3, Conclusion), E. Yarskaya-Smirnova (Introduction, Sections 1, 2, Conclusion), D. Zaitsev ( Introduction, Section 5, Conclusion), N. Lovtsova (Section 4), D. Bychkov (Sections 3, 4, Appendix 1), S. Kotova (Section 4), N. Borisova (Section 3), I. Kuznetsova-Morenko (Section 3, Appendix 1, 2), S. Fazulyanova (Section 3), V. Drapak (Section 3), A. Galakhova (Section 3, Conclusion, Appendix 1), V. Yarskaya (Introduction, Sections 1, 2, Conclusion), M. Aleshina (Sections 1, 2), I. Larikova (Appendix 2), R. Dimenshtein (Appendix 2), P. Kantor (Appendix 2). The publication presents the results of projects implemented by thematic associations under the leadership of the Center for Social Policy and Gender Research in the cities. under a grant from the Civil Society Dialogue Program of the American Council on international studies and exchanges and within the framework of the state contract for the implementation of research for the Department of Education and Science of Khanty-Mansiysk Autonomous Okrug Ugra. The book reveals methodological and theoretical approaches to research, the results of case studies of inclusive schools, an analysis of socio-economic factors and mechanisms of inclusion, and includes a model statement on the integration of children with disabilities into general education schools. The opinions expressed in the series of reports reflect exclusively the personal views of the authors and do not necessarily coincide with the positions of the Moscow Public Science Foundation. The book is distributed free of charge. ISBN Moscow Public Science Foundation, TsSPGI, 2008.
3 CONTENTS About the series “Independent Economic Analysis”...5 Introduction. Inclusion is a new principle of social policy...6 Section 1. Methodology for applied research in the development of inclusive education...12 Section 2. Educational integration of children with disabilities: a review of approaches...17 Section 3. Social aspects of the development of inclusive education...39 Moscow ...39 Case study of school 1321 "Ark"...39 Case study of school 142 named after. ON THE. Ostrovsky...54 Case study of school Samara region...65 Case study of school 69, Togliatti...65 Case study of school 11, Novokuybyshevsk...82 Komi Republic, Russian Federation...92 Case - study of school 16, Ukhta...92 Vladimir...97 Case study of school in Arkhangelsk Case study of school Republic of Armenia Case study of school 27, Yerevan Section 4. Economic aspects of the implementation of inclusive education Economic efficiency of education Calculation of the coefficient of increase in the cost of educational services Methodological approach to the development of a service standard and to evaluation economic efficiency and the effectiveness of providing services to children with disabilities...124
4 Efficiency and effectiveness of services: a methodological approach to developing indicators for evaluation educational services for children with disabilities Approximate indicators for assessing the quality of services Section 5. Basic principles and goals of state policy in the field of integrated education Directions for implementing state policy in the field of integrated education for children with disabilities Regulatory and legal framework for integrated education Organizational and managerial aspects of integrated education for children with disabilities health opportunities General provisions on a general educational institution of integrated education Participants in the educational process of an integrated type Content and methodological foundations integrated education of children with disabilities System of comprehensive support for integrated education of children with disabilities Financing programs for integrated education of children with disabilities Conclusions and recommendations Appendix 1. General information about the schools in which the study took place Appendix 2. Model regulations on the organization of integrated education Information about the authors Program to support independent economic think tanks in the Russian Federation
5 About the series “Independent Economic Analysis” Since 2003, the Moscow Public Science Foundation has been publishing the series “Independent Economic Analysis”. The publications in the series present the works of participants in the Program for Support of Independent Economic Analytical Centers in the Russian Federation. These publications introduce Russian and foreign readers to the scientific and analytical potential of the community of non-governmental non-profit centers for applied economic analysis. Publications in the series include both works of an applied nature (the genre of an analytical note of a narrow-profile thematic report is the main type of product of the centers of program participants), combined into thematic collections, and larger monographic works (works of this genre must convincingly demonstrate that professional competence centers of program participants stands on a solid scientific and methodological foundation). The public role of non-governmental non-profit centers for applied economic analysis is to expand the availability of professional economic expertise. Without replacing academic institutions in the field basic research or analytical structures of relevant ministries and departments in the development of specific economic action plans, a community of independent professional analysts is able to give an independent forecast of the consequences of certain decisions, recommend alternatives to interested departments, discern medium- and long-term development trends and draw public attention to the need for action. The community is a resource for political parties and social movements focused on reforms that society needs. In conditions of personnel shortage in the regions, non-profit centers for applied economic analysis are an effective tool for improving the quality of decisions made at the level of regions and municipalities. Publications in the series ensure wide dissemination of the results of the Program and stimulate discussion on almost the entire range of current problems of economic and social reforms in Russia. Full information information about published publications and the publications themselves can be obtained from the Moscow Public Science Foundation. For contact information, it is recommended to visit the foundation's website at: Editorial Board of the Independent Economic Analysis Series 5
6 Inclusion as a principle of modern social policy in the field of education Introduction. Inclusion is a new principle of social policy. The concept of inclusion in content means fundamentally democratic principles and actions to include an individual or group in the wider community, including persons with disabilities, in the general flow of the educational process, assistance in overcoming geographical disadvantages and economic differences. This includes overcoming discrimination based on gender, age, health, ethnicity and any other grounds. In other words, inclusion becomes a new code sign to denote the desire to overcome inequality, gain freedom and a new quality of life. The issues of inclusion increasingly discussed in our society contain not only the obvious discourse of citizenship, the civility of the state, but also a modern type of rationality. We are talking about the transition from the technocratism of culture to inclusion as a principle of the welfare state and civil society, and in the context of post-industrial society as the development of the service and information sector, new types of resources, and modification of the social structure. Only then can we talk about the complete compliance of domestic social policy with the world level and the principles of the welfare state. Inclusive education today can rightfully be considered one of the priorities of the state social policy of Russia: after all, the degree of social cohesion and the degree of citizenship in society largely depends on the extent to which adults and children are included in the practices of mutual assistance, overcoming stereotypes and protecting human dignity. Inclusion is a principle of social policy and a social value. Therefore, in a certain sense, we can talk about the completeness or incompleteness of compliance with the world level and the principles of the social state of domestic practices of inclusion, as well as curricula or the educational process in formal educational systems. 6
7 Introduction The development of school education today is increasingly focused on ensuring the right to education for all. Presenting their vision for Education for All, the World Education Forum in Dakar (2000) stated that inclusive education is vital to achieving this goal. As a result, everything larger number countries strives to help their schools become inclusive. International documents stipulate the right of children to study in secondary schools at their place of residence, despite their physical, intellectual and other characteristics. Educational integration of children with developmental disabilities is a process in which all highly developed countries of the world are involved. Abroad, for example, in England, Germany, Denmark, the problem of integrated education of children with developmental disabilities was considered already in the 40s. XX century Since the mid-60s. not only in Western Europe, but also in the United States, the first practices of joint education of children with different psychophysical and sociocultural status began to develop. A number of legislative acts were adopted that secured the right of persons with developmental disabilities to school integration (mainly these were laws on special education, which particularly emphasized not only the possibility, but also the need for joint education of children with different levels of psychophysical development). The need to include children with developmental disabilities among ordinary children was pointed out at the beginning of the twentieth century. L.S. Vygotsky: “It is extremely important from a psychological point of view not to confine abnormal children into special groups, but to practice their communication with other children as widely as possible”; and further: the rule according to which, for the sake of convenience, we select homogeneous groups of abnormal children is deeply anti-pedagogical. By doing this, we not only go against the natural tendency in the development of such children, but, what is much more important, we deprive the abnormal child of collective cooperation and communication with other children standing above him, we aggravate, and do not alleviate the immediate cause that determines the underdevelopment of his higher abilities. functions 1. The priority of the development of integrated education was discussed back in 2001 in the report of the State Council of the Russian Federation “Educational Policy of Russia at the Present Stage”: “Children with problems 1 Vygotsky L.S. Problems of defectology. M., p.52. 7
8 Inclusion as a principle of modern social policy in the field of education with health (disabled people) should be provided by the state with medical and psychological support and special conditions for education, mainly in a comprehensive school at the place of residence and only in exceptional cases in special boarding schools.” In addition, the possibility of joint education and upbringing of ordinary children and disabled children of preschool age in preschool institutions general type enshrined in the Law of the Russian Federation “On Social Protection of Disabled Persons in the Russian Federation” dated November 24, 1995 Federal Law. In 2002, the Ministry of Education of Russia, having actually recognized the need to implement the practices of integrated education and upbringing, distributed a Letter (in/23-03 dated), which indicated the need for the earliest possible “inclusion” of children with special needs into groups of ordinary peers and the possibility of organizing integrated training and education of special children in preschool and school educational institutions. The importance of integration processes in the country’s general education system is noted in the National Doctrine of Education of the Russian Federation until 2025, in the Concept of Modernization of Russian Education for the Period until 2010. The transition to inclusive education in the domestic context as a general vector of development is agreed upon by Russia September 26, 2008 signed the UN Convention on the Rights of Persons with Disabilities. Currently, basic legislative conditions have been created at the national level for the implementation of inclusive education programs within school and higher education institutions. And yet, the studies we regularly conduct record the continued low level of preparation of socially vulnerable groups, the low level of access to additional education for people with disabilities, their maladaptation and the weakness of their motivation to obtain higher education. The experience of implementing individual projects to create inclusive schools and programs in a number of Russian universities suggests that the educational system, in its main parameters, is ready for the development of such programs, however, there are certain institutional restrictions that need to be studied, clarified and purposeful work. In Russia integration processes to date, they have not acquired signs of a sustainable trend and are being implemented spontaneously. Beginning in the 1990s, parents of children with special needs, with the support of non-profit organizations, sometimes through grant-supported projects, initiated the first organized experiences in learning and recreation.
9 Introduction of nutrition for their children in general preschool and secondary education institutions. Often parents expressed an act of protest against the practice of placing children by psychological, medical and pedagogical commissions (PMPC) in correctional schools and boarding schools. Thanks to the fact that the Federal Law “On Education” was adopted in 1992, parents received the right to decide which educational institution is best for their child to study in, and some children with developmental disabilities ended up in public schools. To ensure the development of inclusive education, it is often necessary to change educational management systems. The process of change requires calculation and the availability of financial, human and intellectual resources. As an analysis of the situation shows, many social programs implemented at the local level are often characterized by inflated specific (including administrative) costs per recipient, and at the same time cover a small proportion of potential consumers of services from among the socially vulnerable group. They are not sufficiently interconnected, there are no unified databases on the needs of children with disabilities in inclusive education, registration of recipients of this service does not reflect the full picture in the region, there is no targeted monitoring and evaluation of the effectiveness of social programs aimed at developing mechanisms for the social inclusion of children with disabilities. Foreign economists, teachers and sociologists have proven the higher social and economic efficiency of inclusive education: the budget of a special educational institution is several times higher than the cost of educating a child with a disability in a mainstream school, even taking into account the costs of retraining teachers, introducing additional staff of specialists and re-equipping schools; The high social effect from joint education of children is also calculated. Private schools and kindergartens could make a significant contribution to the development of the ideology and practice of inclusive education in Russia, but the lack of formation of quasi-markets for social and educational services in Russia is due to the insufficient participation of private and non-profit organizations in this area of activity, with the exception of a few initiators of inclusive education, for example, ROOI "Perspective" and its Moscow and regional partners, as well as RBOO "Center for Curative Pedagogy". To formulate such an agenda, it is important to accumulate the efforts of citizens, experts and authorities. 9
10 Inclusion as a principle of modern social policy in the field of education The current issues of social policy within the framework of the research area are the following: what are the mechanisms of educational integration of children with disabilities in the context of the new educational policy and taking into account specific financial, organizational and political resources at the regional level, how can analyze the situation and who should participate in this process? What hinders the mechanisms of educational inclusion and how can they be debugged? In particular, what legislative obstacles stand in the way of the development of inclusive education, to what extent do existing administrative structures create obstacles to the development of inclusive education, and what changes need to be made to these structures? What local initiatives are already underway and how can they be used as a basis for further development and how effective, efficient and effective are existing models of inclusive education? How can public opinion be mobilized in support of inclusive education? What role can and should civil society institutions play to intensify discussion and develop timely solutions on the problem of inclusive education of children and youth with disabilities, in particular, what are the prospects for cross-sector cooperation to solve this social problem, what might be the barriers to the implementation of these prospects, and also ways to overcome them? What resources are available to provide support? transition process Who are the key stakeholders and what partnerships can be established to support the changes needed? The main recipients of the project are children with disabilities and their parents, as well as youth with disabilities. In Russia, 650 thousand children have disabilities, and 170 thousand of them do not study anywhere, either in a regular school, or in a special school, or at home. However, our target audience primarily includes decision makers (employees of executive bodies of ministries and city education committees), teachers, teachers of pedagogical universities and institutes for further training of education workers, members of public associations and employees of NGOs for disabled people, journalists, parents of disabled children and, importantly, schoolchildren who will have to implement inclusion in practice. Inclusion is not limited to opening school doors to children with disabilities. This is serious intellectual, organizational and emotional work that requires real dedication - 10
11 Introduction of chi from all subjects of the educational process, and above all, schoolchildren, teachers and parents. Planning in social policy involves the use of research procedures. Policymakers need research data to help resolve uncertainty and implement change. This monograph publishes the results of applied research carried out within the framework of the analytical direction of the project “Right to Life in Society: Mechanisms for the Educational Integration of Children with Disabilities”, supported by the Dialogue program in 2007, as well as within the framework of the state contract for the implementation of scientific research. research work for the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug of Ugra in 2008. The book presents methodological and theoretical approaches to research, the results of case studies of inclusive educational institutions, analysis of socio-economic factors and mechanisms of inclusion, research tools and provisions on integrated education. L. Cheglakova, S. Alasheev, E. Reprintseva, M. Vorona took part in the development of research tools and testing of the provisions. eleven
12 Inclusion as a principle of modern social policy in the field of education Section 1. Methodology for applied research on the development of inclusive education A number of organizations representing the non-governmental sector in Russia are already actively working to change the situation in the system of providing educational services for socially vulnerable groups of the population, in particular promoting the ideas of inclusive education. The regional public organization of disabled people “Perspective” (Moscow) actively cooperates with Moscow secondary schools, where, together with the directors, it is trying to transfer disabled children from home education to joint education. Currently, this organization is implementing a project to regionalize the experience of inclusive educational programs in 12 regions of Russia, where agreements have been reached with education committees, trainings are being conducted not only for teachers, but also for schoolchildren in order to achieve the fullest participation in the processes of inclusion of children themselves. According to the head of Perspectives Denis Rosa, the following areas of activity are currently becoming most relevant: a) reflection and dissemination of Perspectives’ experience in the form of seminars, trainings, conferences, publications; b) economic calculations of not abstract, but specific models and experimental sites, providing for local specifics, suitable for implementation in certain conditions of Russian regions; c) comparative analysis of inclusive educational programs and institutions due to the lack of a unified model and unsystematic development of a network of inclusive schools. Another active agent in promoting the ideas of inclusive education and an important partner in organizing events dedicated to the problems of access to education for children with disabilities is the integrated school “Kovcheg” (Moscow), which is implementing a number of projects in the field of inclusive education, the experience of which needs to be disseminated to the regions. Work is underway to develop inclusive preschool education; resource 12 has been brought in to coordinate the work
13 Section 1 rehabilitation and correction center, the model includes three schools and a kindergarten. A similar model can be implemented in the regions. The novelty of this project consisted in the choice of the subject of research into the practices of developing an inclusive school, taking into account the analysis of factors of social, organizational and economic efficiency of the new form of education. This made it possible to formulate recommendations for expanding the life chances of the most vulnerable groups of the population through the development and implementation of mechanisms for the educational integration of children with disabilities, together with key actors in socio-economic policy at the local level, to develop draft regulations and standards for the provision of educational services to children with disabilities, technology for assessing quality and effectiveness , to convey information about the potential and ways of developing inclusive education to teachers and administrators of educational institutions, officials of local and regional educational authorities and journalists, to influence the decision-making on the development of reference experimental sites for inclusive education in the regions, and to disseminate best practices. To ensure the principle of continuity and sustainability, work on training personnel for inclusive education should be carried out at all levels of education: kindergarten, school, university, pedagogical college and institutes for advanced training of education workers. The research, aimed at collecting materials to prepare an analytical model of a Russian inclusive school, took place in several stages. At the first stage, with the help of experts and representatives of education workers, a search was carried out for schools that had already implemented in one form or another a model of inclusive education, suitable for analysis and possible use of accumulated experience. Those schools were selected in which the proportion of students with disabilities was significant and whose administration took conscious steps to develop inclusive education in their educational institution. In total, it was possible to find about 10 schools that met these conditions, and almost all of them were included in the study, with the exception of one school in Severobaikalsk, Buryatia, access to which was difficult for researchers from the European part of Russia. Additionally, a decision was made on a research trip to Yerevan, which is associated with the significant successes of the Armenian public education system, which has created the most advanced model of inclusive education among the countries of the former USSR. 13
14 Inclusion as a principle of modern social policy in the field of education At the second stage, regional-level statistics related to the education of children with disabilities were collected in the regions in which the research was conducted, i.e. across five Russian regions. A toolkit of instructions, questionnaires and interview guides was also developed, discussed and pilot tested, and later used in field work by all members of the research team. At the third stage, research visits were made to selected schools, during which participant observations and interviews were conducted with key informants competent in discussing problems related to inclusion in a given educational institution (as a rule, these were head teachers, teachers, and caretakers). On average, five interviews were collected at the school level. In addition, at the municipal or regional level, contacts were established and interviews were taken with the administrator of public education who directly supervises a particular project. As a result of the completion of the data collection phase, nine case studies were conducted by June 2007. Within this strategy, the purpose of collecting various data (interviews, quantitative data, documents, observations) was to create the most full description any specific aspect of the object being studied (case). The case in this study is a school in which the transition to inclusive education is/is being carried out, the studied aspect of the features, conditions, characteristics of the process of the school’s transition to an inclusive model of the educational process. The school may be located different stages this transition both in relation to the restructuring of the physical environment and administrative conditions and the pedagogical process. The main criteria for selecting schools for the study were: (1) the presence of any special status of an educational institution related to inclusion (an experimental site, for example); this is related to the task of describing changes in administrative procedures and regulatory documents; (2) the presence of a significant group of children with disabilities, no less than children, a significant part of whom are taught directly on the school premises, together with other children, and not in home education or isolated in any way. The employees who took part in the project are familiar with data collection methods using semi-structured interviews and are aware of 14
15 Section 1 goals and objectives of the research. Because of this, the data collection guides using the semi-structured interview method (interview guide with an administrator, teacher, representative of the municipal education authority) were only the direction of the conversation and determined the minimum tasks for collecting information. Obtaining any additional information, documents, materials, incl. visual, were welcomed, as well as motivated deviations from the structure of the guide; clarifying questions were encouraged during the interview and in connection with the informant’s answers. Formulas of politeness and formal presentation were determined according to circumstances by the interviewer himself, taking into account the context and rules of etiquette. All semi-structured interviews were audio-recorded and transcribed verbatim into transcripts. The main criteria for selecting informants were (1) their awareness of the problems of implementing inclusive education, (2) their personal participation in the implementation of this project. For the selection of administrators, accountants, and representatives of the municipal education authority, the most important was the first criterion, and for the selection of teachers the second. The interview with a representative of the municipal education authority was mainly conducted with an administrator who is actively involved in the implementation of inclusion programs and provides their administrative support “from above”; the key role was given to issues in the context of decisions made in relation to specific educational institutions (or one institution) included into the study as a case. At the next stage in 2008, the development of draft regulations on integrated education was carried out. The provisions develop the basic principles of social and educational policy in Russia, which are defined, first of all, in the Constitution of the Russian Federation, in the Law of the Russian Federation “On Education”, the Federal Law “On Social Protection of Disabled Persons in the Russian Federation”, the draft Federal Law “On Special Education” and disclosed in the National Doctrine of Education in the Russian Federation until 2025, as well as the Federal Program for the Development of Education for the years to come. The provisions were developed taking into account: international and domestic experience in integrated education for children with disabilities; variety of ontogenetic development disorders of children with disabilities, features of their sociocultural status; content of the activities of the main institutions of society for social and educational integration and adaptation of children with disabilities 15
16 Inclusion as a principle of modern social policy in the field of education; health opportunities; the results of a comparative analysis of foreign and domestic government policies on their social and educational integration; proposals and recommendations from ministries, departments, research centers and public organizations on organizing integrated education for children with disabilities; innovative educational and social technologies. The provisions contain the main strategies and mechanisms for the development of integrated education for children with disabilities based on improving the mechanisms for realizing their constitutional rights, attracting external and internal resources and services. The provisions are based on the transition from the traditions of a paternalistic, protective attitude of the state towards persons with disabilities to new strategies of active social policy, a resource-based personal approach, principles of normalization, and sociocultural inclusion. Based on the results of testing the developed provisions in general education institutions of the Khanty-Mansiysk Autonomous Okrug of Ugra, as well as the examination, comments and recommendations were received, according to which clarifications and corrections were made to the provisions. According to the conclusions of experts from the Center for Curative Pedagogy (Moscow), the provisions developed within the framework of the project already make it possible to partially solve the problems of certain categories of children (with disorders of the musculoskeletal system, speech, hearing, vision, and mental retardation). Possible limitations of the provisions, in particular, include the following issues: on regulating the decision on integrated education when the opinions of parents and the PMPK differ; on financial support for integration; about the flexibility of the educational program and its relationship with the educational standard, as well as the very principle of creating various nosologically determined provisions for integration different groups children (differentiation by type of disability). In this regard, the next stage of developing a comprehensive model provision is necessary, which could already take into account these issues and more flexibly meet the interests of other categories of children. The Appendix provides a draft model provision for integrated education. 16
17 Section 2 Section 2. Educational integration of disabled children: review of approaches In the context of socio-economic transformations in Russia, the processes of social stratification are deepening, indicators of poverty and polarization of population groups in the social structure of society by income level, as well as by orientation towards various life support strategies, are growing, in including the choice of higher education as a necessary condition for the development and social mobility of citizens. At the same time, the alienation of a number of social groups from opportunities for obtaining higher education is increasing due to unfavorable starting conditions, often determined not by learning abilities and individual efforts to master knowledge, but by multiple factors of social deprivation. Among such social groups, a special place is occupied by people with disabilities, in particular, boarding school students. Analyzing the accessibility of education for representatives of this group is an important task in the institutional regulation of social policy. In this chapter, we will outline prospects for studying factors of access to education, consider arguments in favor of integrated education, reveal the basic concepts and principles of educational integration, and also present some data from sociological surveys on the problem of educating children with disabilities in general education schools. The problem of access to education for children with disabilities in the context of research on social inequality Analysis of disability in the context of education allows us to problematize social inequality in a new way, despite the fact that education has been viewed as a means of achieving equality since the Enlightenment. D.L. Konstantinovsky believes that the myth of equality of opportunity is one of the most attractive for a socialist state, representing an important part of the ideology Soviet period up to a certain point, until it started 17
18 Inclusion as a principle of modern social policy in the field of education has been refuted by sociologists 2. Indeed, on the one hand, the understanding of education as a public good is characteristic of the concept of a social state, which should provide its citizens with equal opportunities to access social values. By equipping people with knowledge, education helps them take their rightful place in society, thereby helping to mitigate social inequality. On the other hand, sociological research conducted in the West and in Russia since the 1960s has shown that education tends to reflect and confirm existing inequalities rather than help eliminate them. In the 60s, a study was conducted by V.N. Shubkin, which demonstrated that Soviet society is by no means free from inequality in the education system, transmission of statuses, and other phenomena of this kind, characteristic of other societies." social and family circumstances influence school learning outcomes; this subsequently determines the level of income 5. The effectiveness of the educational process is influenced, as it has been proven, by the social background of students, which determines “the inequality in which children are placed by their home, their neighborhood, their environment” 6. These studies gave rise to a discussion about the need for integrated education of children from different racial groups and social classes. Some modern Russian sociologists are also working in the same direction, emphasizing the continuity and transmission through the educational system of those social and class differences. Dynamics of inequality. Russian youth in a changing society: orientations and paths in the field of education (from the 1960s to 2000) / Ed. V.N. Shubkina. M.: Editorial URSS, S Ibid. With Giddens E. Sociology / Transl. from English; edited by V.A. Yadova. M.: Editorial URSS, C Ashline N.F., Pezzullo T.R., Norris C.I. (Eds). Education, Inequality & National Policy. Lexington, MA, 1976; Coleman J. S. et al. Equality of Educational Opportunity. Washington, 1966; Jenks C. et al. Inequality: A Reassessment of the Effects of Family and School in America. New York, Giddens E. Sociology / Transl. from English; edited by V.A. Yadova. M.: Editorial URSS, S
19 Section 2 people that exist outside of education 7. At the same time, an indicator of social inequality is, in particular, the likelihood of school graduates receiving higher education. British research in the 1980s confirmed findings regarding factors of social inequality outside the school, and also asked why schools themselves tend to perpetuate and reproduce inequality. 8 Yet improving the quality of teaching, creating a healthy social climate in schools and practical the focus of school education, as the researchers believed, could help children from poor families, as well as improve their academic performance for graduates of boarding schools. The work of P. Bourdieu has had a great influence on understanding the reproduction of inequality in education. 9 According to Bourdieu, education is an instrument of symbolic violence that takes the form of classification conflicts in which warring groups try to impose their view of the world, their classification schemes, their the idea of “who (and for what reasons) is considered to be who.” In this and his later works, Bourdieu proposes to look for an answer to the classic question of sociology about the reproduction of social inequality in the education system and in other cultural institutions. Schools and universities relay inherently unequal socioeconomic conditions into varying degrees of talent; therefore, only those with certain habitus who have acquired the necessary social and cultural dispositions actually get into universities, which are nominally open to everyone. Since about the mid-1960s, it has become clear to sociologists that disabled children, especially graduates of boarding schools, join the least qualified socio-professional groups in the education system, occupying low-status positions that do not require quality training or ability, bring low income and 7 Konstantinovsky D.L. Dynamics of inequality. Russian youth in a changing society: orientations and paths in the field of education (from the 1960s to 2000) / Ed. V.N. Shubkina. M.: Editorial URSS, With Bloom B.S. All Our Children Learning: A Primer for Parents, Teachers and Other Educators. New York: McGraw-Hill, Bourdieu P. and Passeron J.-C. Reproduction in Education, Society and Culture. Translated from French by Nice R. London: Sage,
Essi Kesälahti, Sai Väyrynen Putting the ideas of inclusive education into practice: the experience of neighboring countries School for all Development of inclusive education The report was prepared as part of the project “School for All Development”
Department of Education of the City of Moscow Moscow City Psychological and Pedagogical University Institute of Problems of Integrative (Inclusive) Education Secondary School 305 Organization
The Bologna process and its significance for Russia Integration of higher education in Europe The Bologna process and its significance for Russia Integration of higher education in Europe Ed. K. Pursiainen and S.A. Medvedev
Education Department of the Kopeisk City District Municipal Educational Institution "Center" methodological support educational institutions" MOU "Interschool Information and Methodological Center" MOU "Information for All"
The problem of contextualizing educational results: schools, social composition students and the level of deprivation of territories G. A. Yastrebov, A. R. Bessudnov, M. A. Pinskaya, S. G. Kosaretsky Article received
International Federation of Library Associations and Institutions (IFLA) IFLA/UNESCO GUIDELINES FOR SCHOOL LIBRARIES http://www.ifla.org/vii/s11/pubs/school-guidelines.htm Introduction “The IFLA/UNESCO Manifesto”
Department of Education and Science of the Tambov Region Tambov Regional Institute for Advanced Training of Education Workers ACTIVITIES OF STUDENT SELF-GOVERNMENT BODIES IN AN EDUCATIONAL INSTITUTION
Inclusive education, the purpose of which is to ensure equal rights and access to education for children with disabilities, experiences all the contradictory influences of liberalization processes in the social sphere and in the field of education, as its integral part. The article analyzes the impact of liberalization processes on the development of inclusive education in countries with a liberal model of welfare, as well as the process of development of integrated education in Russia and the problems that exist along its path.
Introduction
Social development in many countries in recent decades is closely connected with the processes of liberalization of social policy and ensuring social rights. Inclusive education, aimed at expanding the accessibility of education for all groups of society, inevitably faces liberalization processes in the education system as a whole. The contradictory influence of these processes is intended to be clarified in this work, especially since the Russian experience of inclusive education is formed largely on the basis of international experience, acquiring, of course, its own specific features.
Inclusive education as an integral part of social policy
Policy in the field of inclusive education is undoubtedly part of a more general educational policy, which, in turn, correlates with the main directions of social development of the state. The vector of social development of a state is determined by the type or model of social policy, which is usually viewed as “embedded in a complete, internally coherent national welfare state system [Manning, 2001].
The welfare state “manifests itself” through employment policy, interaction between the state and the family, the nature of social security and such social guarantees, which include, among other things, education.
Esping-Andersen identifies three models of capitalist regime, or welfare state: conservative (corporatist); liberal; social democratic.
At the heart of this typology, as defined by Menning [Menning, 2001. P. 8], are such attributes as the nature of government intervention, the stratification of social groups and the nature of the relationship between the market and bureaucratic distribution in the process of decommodification. Let us note that Esping-Andersen did not consider educational policy as part of social policy. According to Günter Hegi and Karl Hockenmeier, this is due to the fact that education (especially secondary and higher education) in any welfare state reduces the individual’s dependence on the market, is a source of social mobility and long-term social stability, that is, it is, in fact, social program states of any model. Nevertheless, the mentioned authors established a relationship between the type of state policy in the field of social insurance (as a significant “typological” factor for determining membership in a particular model) and the type of educational policy. Thus, educational policy, being part of the social policy pursued by the state, inevitably takes on its features, internal logic and direction of development.
Inclusive education, being part of the general social policy in the field of education, is not identical to it and has its own specifics, characteristic of each type of welfare state. Thus, inclusive education is dual in nature: on the one hand, it correlates with educational policy and social development of the state; on the other hand, it solves its own specific problems, without direct connection with the context of general educational policy. The origins of this duality lie, in our opinion, in the fact that the ideology of inclusion is part of the movement for civil rights of social minorities, ensuring equal rights and access to education and, thus, is essentially a political process that is embedded in the educational process. And at the same time, it is part of the educational process - with goals, objectives, technologies and learning outcomes, methods and problems of financing inclusive programs in secondary schools.
Let us consider the correspondence of the state typology in relation to educational policy and the nature of inclusive education:
A conservative welfare state regime is defined as having a high level of stratification by income level and social status. Direct state provision in countries with such a regime is insignificant and is not associated with the processes of redistribution and equalization of income. Ensuring social rights is quite strictly tied to the employer. The conservative regime of the welfare state is fixed in those countries where the influence of religious (Catholic) parties is strong, in general catholic church, and in countries with a historical experience of absolutism and authoritarianism. According to the Esping-Andersen classification, this type of state includes Austria, France, Germany, the Netherlands, Belgium and Italy.
The relationship between social policy and educational policy in states of this type can be presented as follows.
In states with a conservative model of social policy, inclusive education is often seen as access to education in general, without the widespread deployment of inclusion policies for people with special needs. In Germany, France, the Netherlands and Belgium, a network of specialized schools for children with special needs is widely developed, but legislation does not limit the possibilities of integrated education, and it develops in conditions of intensive interaction between special and general schools (Netherlands). In Italy, on the contrary, the processes of inclusive education for children with special needs in general education schools are very actively developing, and this has been legally ensured since 1971. Italy is considered a kind of “laboratory” of inclusive education; according to some data, in Italy, from 80% to 95% of children with special needs study in integrated schools (for comparison, in Greece less than 1%, in the USA - 45%, in the UK the situation varies greatly from county to county; the number of children with special needs integrated into mainstream schools in different parts of the country can differ by six times) [Groznaya, 2004]. Thus, in countries with a conservative model of social policy, integrated education may take on a form characteristic of countries with other welfare models.
A liberal welfare state regime is characterized by the dependence of social insurance on the market, with the state regulating the market rather than directly providing direct social security. This mode is quite different high level social stratification and differentiation in society, social benefits are quite limited and stigmatized, since it is believed that increasing the level of benefits reduces the incentive to work and enter the market. Examples of this model include countries such as the USA, Canada, Australia and the UK.
The relationship between liberal social policy and its corresponding educational policy is as follows.
If we compare the nature of inclusive education and the model of social policy, then in countries with a liberal model, inclusive education is mainly aimed at integrating children with developmental disabilities into the environment of healthy peers; for children with behavioral problems, special programs are implemented to prevent school departure or temporary placement in special educational institutions that provide specialized behavior correction programs, after which the child returns to mainstream school.
The social democratic regime, unlike the previous ones, is characterized by the principles of universalism and equality. The state takes upon itself the solution of many problems traditionally related to the “family sphere” (for example, caring for children and the elderly). Countries with such a regime include Sweden, Norway, Denmark and Finland. The relationship between social policy and educational policy in this case can be presented as follows.
In countries with a social democratic model of social security, inclusive education is successfully provided for all children at risk; children with special needs are mostly included in the learning process in public secondary schools.
It is undeniable that each welfare state may have features different from those identified by Esping-Andersen as typical for each model, or combine elements of all three regimes. The author himself pointed out this, saying that in reality there is not a single regime in its “pure form”. And yet, the type of social policy pursued by the state very clearly correlates with the strategy and main direction in “its” educational policy. It is obvious that state policy in the field of social insurance is directly related to the strategy in educational policy: in countries with a conservative regime, education should prepare a worker whose social rights are closely related to the workplace and the fact that they need to be “earned”. In countries with a liberal regime, education is a kind of “individual insurance” against life risks; In states with a social democratic regime, education ensures decommodification in ensuring social rights.
Inclusive education is provided in all types of welfare states and has features both common to education policy and specific. Moreover, this own specificity can manifest itself within one model (as happens in countries with a conservative regime), and we will try to identify the nature of these differences in countries with a liberal model in the next section.
The liberal model of educational policy and its impact on the process of inclusive education in the USA and Great Britain
Liberalization of the social sphere is not the prerogative of the social policy of two or several countries; in most developed countries this process occurs with varying degrees of intensity and duration. IN in a broad sense Privatization is the delegation of government functions to the private sector. In addition, liberal ideology is based on the ideas of “free choice”, “market freedom” and “individual rights”, and thus provides ideological support for the processes of privatization and the creation of quasi-markets not only in the economic, but also in the social and educational sphere.
Liberalization of education in the USA and its impact on inclusive education
According to researchers Margaret Gilberman and Vicki Lance, the driving force behind the privatization of education in the United States was: distrust and hostility towards government programs; a preference for “results-oriented” private markets; growing dissatisfaction with the education reform strategy.
In the US education sector, the main mechanism of liberalization was the system of educational vouchers. A voucher is a government financial instrument for a specified amount that a private individual can use to pay for social services (housing, health care, social services, food), and it is a mechanism for "transferring public funds directly to the consumer for the purchase of educational services on the free market." This program provides the child’s parents with the opportunity to freely choose a school, including a private one, which, in their opinion, better solves educational problems. The voucher covers a significant (but not all) part of the cost of education in a private school, in addition, it facilitates the opportunity to change the location of the school - to choose a public school located in a more “prosperous” area for education if it participates in the voucher program. The voucher program began in Milwaukee, Wisconsin, and Cleveland, Ohio, 13 years ago; in Maine and Vermont about 100 years ago, and now spans 11 states.
The program is aimed primarily at low-income ethnic minority families and provides children from these families with the opportunity to receive what is considered a better quality education in private schools. The system of using vouchers in education, however, differs from the use of similar mechanisms in other social services. The differences are that in the case of an education voucher, public funds are transferred directly to the consumer for school choice, while the purchased social and health services are provided through a contract with an “intermediate” management company (Medicare/Medicaid) or a non-profit organization.
Nevertheless, the introduction of a voucher system is not perceived unambiguously in society; there are both active supporters and opponents of this system. Among the most important arguments of defenders of the educational voucher system is that with their help they can solve the problem of the quality of education. This problem is very relevant for many public schools in the United States, especially for those located in areas inhabited by ethnic minorities (inner-city schools). According to the results of a study conducted by the University of Wisconsin [cit. from: CER Report, 2005. P. 9], African-American students who chose the voucher program in the cities of Dayton (Ohio), New York and Washington showed significantly better test scores after two years of study in a private school compared to public students schools. Opponents argue that these studies did not take into account family backgrounds, the overall “family mindset” toward learning, the students’ own motivation to learn, and their previous school performance. Another argument of opponents of the voucher program is that it will leave the poorest in the poorest schools, that is, it will have the effect of “poaching” students. And this argument is very closely related to the problem of the impact of the introduced voucher system on inclusive education.
Vouchers and inclusion
The US legislation on the education of persons with disabilities “Individuals with Disabilities Education Act” - IDEA (as amended in 2004), without directly using the term “inclusion”, provides for the necessary funding for special education in the local school system, the use of individualized educational plans and the provision, as needed, of students with disabilities. special educational needs special additional assistance in mainstream schools. However, parents can choose a special public or private school, where tuition is largely paid for at public expense. Such schools were intended mainly for children with severe and multiple developmental problems and behavioral disorders. Accordingly, parents of children with special educational needs studying in local comprehensive schools were given the opportunity, with the help of a basic and additional (special) voucher, to transfer their child to a private (non-special) school that provides better education and service.
Thus, the introduction of the voucher system stimulated the promotion of inclusive education in private schools, which were previously inaccessible to most children with developmental disabilities due to special admission standards and testing barriers.
However, according to Gilberman and Lens, “private schools, while opening their doors to children with special educational needs that were previously handled by public schools, did not have the experience to cope with them.” According to the authors, in 1997, only 24% of private schools provided special needs for students with special needs - compared with 90% of public schools.
The data obtained, on the one hand, indicate that the processes of liberalization of education have a significant impact on the promotion of inclusive education and the expansion of the network of schools that include children with special needs in society. On the other hand, liberalization does not automatically solve the problem of quality of education, and the “choice” provided may have little correlation with the expected “quality” result. In addition, it can be assumed that public schools participating in the voucher program may over time attract students from poor families and children with disabilities - such schools interested in the influx of vouchers are most often located in poor ethnic minority areas.
Liberalization and reforms of education in Great Britain,
their impact on the development of inclusive education
Reform of the national education system has been one of the main directions of social policy of the governments of both the Conservative and Labor parties in Great Britain over the past decades. The Education Act of 1988, adopted by Thatcher’s cabinet, largely reflected the general strategy of the Conservatives in reforming the social sphere, which “was determined primarily through the nature of the relationship between central and local authorities.” Another important aspect of the educational reform was the search for ways to increase the “efficiency” of education, solved in a completely liberal manner.
Reform of the traditional education system, according to this legislation, was carried out in four main directions:
- establishing national educational standards;
- decentralization of the administrative structure of education and reducing the dependence of schools on local educational authorities;
- increased competition between schools in the fight for funds that were directly linked to the effectiveness of the school (through the establishment of a school rating based on student testing results);
- establishing a procedure for assessing school activities every four years by special teams of independent inspectors.
The ability to choose a school, given to parents by this legislation, was intended to be an assessment tool and, therefore, a way to improve efficiency - the choice was made on the basis of the school's test rating of students aged seven, eleven and fourteen. M. Hill determines that this combination of “the possibility of choosing the social and educational appearance of the school and the possibility of schools ‘moving away’ from the influence of the local education committee creates the effect of recreating the selective system, which was previously greatly undermined by the development of general schools.”
Liberalization of the educational sphere is closely related to such principles of market relations as marketization and the managerialist approach. Schools are seen as “small enterprises (businesses)” competing with each other for student clients: “The new managerialism in education emphasizes an instrumental approach to schools - assessing quality by test scores, attendance and graduation rates. The most characteristic terms for this direction are initiative, excellence, quality and efficiency." Of course, with this approach, teachers, the school administration and board of trustees will be concerned about the performance of “their” school in order to receive additional allocations and rewards for their successes. In conditions of market relations, instead of the principles of cooperation and fairness, the principles of efficiency and competition begin to actively operate. And this cannot but have a serious impact on the processes of inclusion in education.
Liberalization of education and inclusion
Inclusive education in the UK exists in interaction with special education, which has a long history and tradition in this country. And although inclusive education is legally enshrined and is developing, special separate schools continue to function and are considered as part of the educational space for those children whose parents have chosen this path of education for them. The number of special schools in the country during the period 1986-1996 decreased by 15% (from 1,405 to 1,191 schools). The situation changes dramatically from one area to another. Thus, in the Newham district of London, where we were able to attend a seminar for Russian specialists on inclusive education in 2004, literally all special schools are closed; in England and Wales, only 1.2% of all school-age children attend special schools, but the difference between territories fluctuates between 0.32 and 2.6%. The decision to close a special school and transfer children to a mainstream school is made by the County Education Authority (LEA), and this process of closing special schools is the most sensitive to the overall process of liberalization of education.
Felicity Armstrong explored this process using an ethnographic case study method; she was directly involved in meetings, consultations and pedagogical meetings between teachers and local education officials following the decision to close one of the special schools and transfer all pupils to a mainstream school. This process, according to the author, revealed the contradictions of the new managerialist approach and inclusion, when the school must generate income and be effective, and in order to receive additional allocations, it must present evidence of its success. And then “the temptation to leave behind or scare away unproductive students is extremely strong. Excerpts from meetings of pedagogical councils are replete with arguments like: students with disabilities will lower the bar of standards, will not be able to keep up with normal ones, and will become a burden for teachers who are forced to spend extra time on them, cutting it off from other children. Education department officials and secondary school administrators used in their arguments for and against terms that relate only to the financial sphere of school activities, leaving aside the cultural and social context of inclusion.”
Armstrong sees the contradiction in the fact that inclusion, being a broader cultural change, comes to be seen only in terms of economic rationality, as something “deserving”, “non-destructive” and consistent with the “efficient use of resources”. The promotion of inclusion is counteracted not so much by the “direct” presence of social groups (politicians, professionals) interested in maintaining a segregated system of institutions, but by the values, attitudes and practices that create the segregated structure of education.
Thus, the influence of liberal processes in educational policy on the development of inclusive education in the UK increases the importance of the issue of professional self-determination of teachers participating in this process; teachers and school administrators ultimately become the direct implementers of any educational policy. The emerging contradiction between the demands to raise the bar of standards and the moral demand for cultural changes in education significantly complicates the process of democratization of education, and social integration as its integral part.
Inclusive education in Russia
Conclusion
The analysis showed that in countries where similar models of social policy have been adopted, the impact of liberalization on the development of inclusive education occurs differently, although its main vector remains the same. We are talking about the key concepts of “choice”, “market” and “efficiency” for the liberal model, which in the process of liberalization become decisive for education. Social inclusion as part of the educational process also comes into play in this field with the key concepts of “choice” and “market”, subject to their contradictory influences. This influence is determined by the chosen liberalization strategy.
In one case, in the USA, this is the direct provision of “choice” through a system of vouchers; they should contribute, according to reformers, to ensuring the availability of quality education through school choice, while two main players will participate in the competition: public and private educational institutions institutions. The results of this struggle will be an improvement in the quality of educational services on each “side”, and, accordingly, the efficiency of using public funds and the level of education will increase.
The impact of liberalization on the process of inclusive education has its strengths and weaknesses. On the one hand, liberalization, by providing parents with the right to “choose a school,” helps promote social integration, create new educational spaces and expand opportunities for access to education, both public and private. On the other hand, these processes strengthen the tendencies of exclusion of students with special educational needs - inclusive schools in such conditions can acquire features of a combination of poverty and disability, thereby increasing inequality.
In the UK, liberalization, while moving in the same direction of ensuring "choice", "market" and "efficiency", has a slightly different strategy. Although parents also make “school choice,” it is not defined as a choice between “public and private.” In these conditions, every market player becomes Public School- a sharp increase in the number of private schools in these new market conditions in the UK seems highly unlikely. And then the use of market mechanisms in an effort to “raise the bar” and make education more effective comes into conflict with the requirement of social integration, if it is understood as a cultural change in the educational space, and here a special policy is needed, including legislation, which would minimize the impact of liberalization to finance and organize this process.
Russian realities are such that inclusive education is developing here, and for this purpose, strategies of international, in particular, American experience of social integration are actively used. These are UNESCO programs for the development of inclusive education in Russia and the CIS countries, and programs of the US Agency for International Development, and broad interregional projects of the Russian Educational Institution “Perspective” (“Education is a right for all”, “Ensuring accessibility in education”), supported by the World Institute Disability (USA). American organizations in this case are very influential in determining the priorities and directions of this activity not only on a Russian, but also on an international scale.
These strategies are based on liberal ideology, which is gradually beginning to dominate in this direction. Promotion of social inclusion is carried out through ensuring access to education for children with disabilities, in line with the fight for the civil rights of people with disabilities, through updating activities to change legislation, with an emphasis on deinstitutionalization, in combination with activities to change public opinion. In this, by the way, one can see the difference in the strategy for promoting social integration, which is carried out by Russian regional projects supported by donor organizations of countries with a social democratic and conservative model (including charitable organizations of the Evangelical Church of Germany, the French international humanitarian organization Handicap Internasional). In these projects, the main task, as a rule, is to create a specific service (the cities of St. Petersburg, Pskov, the Republic of Karelia), to directly train specialists and parents through the transfer of their own pedagogical experience and technologies.
And here the main task of Russian specialists is to learn to see in the promotion of social integration a broad civil, cultural and ethical process, without reducing everything only to the “effective” and “rational” use of resources, especially since the legislative mechanism for the redistribution of resources for inclusive education in Russia is still so and not created. The strengthening of liberalization processes in Russian education without the formation of legislative mechanisms that ensure the process of social integration not only economically, but also “politically” makes the prospects for the development of inclusive education in Russia in the coming years very unclear.
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Natalya Vladimirovna Borisova Deputy Director of School with integrated education No. 1321 “Ark”, Moscow, student of the Faculty of Social Management and Social Work of the Moscow Higher School of Economics and Social Sciences
Implementation of the principles of inclusive learning in the modern educational environment.
One of the priority tasks of our country’s modern educational policy is to ensure state guarantees of access to quality education throughout life ( continuing education) and equal opportunities to receive it. Among the conditions that ensure the effectiveness of lifelong education, the leading place is occupied by the implementation of the principles of inclusive education.
“Education of children with special needs is one of the main tasks for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel involved and relevant for their actions. We are obliged to give every child, regardless of his needs and other circumstances, the opportunity to fully realize his potential, benefit society and become a full member of it.”
David Blanket
Inclusive education (or included) is a term used to describe the process of teaching children with special needs in mainstream schools. Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs.
Education of children with special needs in educational institutions allows healthy children to develop tolerance and responsibility.
The principle of inclusive educationmeans: all children should be included from the very beginning in the educational and social life of the school in their place of residence; the task of an inclusive school is to build a system that meets the needs of everyone; In inclusive schools, all children, not just those with disabilities, are provided with support that allows them to achieve success, feel safe, and feel the value of being together in a team. Inclusive schools aim in many ways at different educational achievements than those most often recognized as mainstream education.The purpose of such a school– to give all students the opportunity to have the most fulfilling social life, the most active participation in the team, the local community, thereby ensuring the most complete interaction and assistance to each other as members of the community.
Principles of inclusive education:
- accept students with disabilities like any other child in the classroom;
- include them in the same types of activities, but set different tasks;
- involve students in collective forms of learning and group problem solving;
- use other strategies for collective participation - games, joint projects, laboratory, field research, etc.
Children with disabilities include:
- disabled children;
- children diagnosed with mental retardation;
- children with hearing impairment, vision impairment, speech underdevelopment;
- children with autism;
- children with combined developmental disorders.
The bill “On the education of persons with disabilities (special education)”, submitted to the State Duma of the Russian Federation, establishes the possibility of educating disabled children in a public school, and in the report of the State Council of the Russian Federation “Educational Policy of Russia at the Present Stage” (2001) emphasizes: “children with health problems should be provided by the state with medical and psychological support and special conditions for education, primarily in a comprehensive school at their place of residence and only in exceptional cases - in special boarding schools.”
Inclusive education today can rightfully be considered one of the priorities of the state educational policy of Russia. The transition to it is predetermined by the fact that our country has ratified the UN conventions in the field of children's rights and the rights of people with disabilities. It is no coincidence that 2009 was declared the Year of Equal Opportunities.
The State Education Standard provides for a program of correctional work, which should be aimed at ensuring deficiencies in physical and mental development and helping children master the basic educational program.
To develop the potential of students with disabilities, individual educational plans are developed together with parents. The implementation of plans is carried out with the support of tutors, psychologists, and pediatricians.
For each student, you need to create a situation of success every day, celebrate each achievement, based on his individual level of development.
The knowledge gained helps the child feel confident and strong. Which means being happy.
Objective: to ensure that every child receives knowledge.
Techniques for working with disabled children:
1.– (therapeutic pedagogy of A. A. Dubrovsky) distracting the child from going into illness;
Gymnastics classes, movements;
Involvement in work - care, work - joy (planting trees, growing flowers);
Entering the game;
Help with creative activities;
Psychotherapy classes
2. Orthodox conversations.
3. Taking into account age-related psychological characteristics
4. Diagnosis of individual characteristics.
5. Reflection. Individual achievement cards. Portfolio
6. Interesting, accessible, personal and practice-oriented content of the training program.
7. Technical training aids.
8. Use of various types of visualization, support diagrams, manuals.
9. Physical education and exercises for the development of finger motor skills.
World practice of inclusive education
Abroad, since the 1970s, a package of regulations has been being developed and implemented to promote the expansion of educational opportunities for people with disabilities. In modern educational policy in the USA and Europe, several approaches have been developed, including: widening participation, mainstreaming, integration, inclusion, i.e. inclusion. Mainstreaming assumes that students with disabilities communicate with peers on holidays and in various leisure programs. Integration means bringing the needs of children with mental and physical disabilities into line with an education system that remains largely unchanged and is not tailored to them. Inclusion, or inclusion, school reform and redevelopment classrooms so that they meet the needs and requirements of all children without exception.
In the 1990s. In the USA and European countries, a number of publications were published on the problem of self-organization of parents of disabled children, social activism of adults with disabilities and defenders of their rights, which contributed to the popularization of the ideas of inclusive education.
Studies on the cost-effectiveness of inclusive education conducted in the 1980s and 1990s. and demonstrate the benefits of integrated education in terms of benefits, benefits, achievements.
Today, in most Western countries, there is some consensus regarding the importance of the inclusion of children with disabilities. State and municipal schools receive budget funding for children with special needs, and, accordingly, are interested in increasing the number of students officially registered as disabled.
Provisions on inclusive education are included in the UN Convention on the Rights of Persons with Disabilities, approved by the UN General Assembly on December 13, 2006.
The situation with inclusive education in Russia
The first inclusive educational institutions appeared in our country at the turn of 1980 - 1990. In Moscow in 1991, on the initiative of the Moscow Center for Curative Pedagogy and the parent public organization, the school of inclusive education "Ark" (No. 1321) appeared.
Since the fall of 1992, the implementation of the project “Integration of Persons with Disabilities” began in Russia. As a result, experimental sites for integrated education of children with disabilities were created in 11 regions. Based on the results of the experiment, two international conferences were held (1995, 1998). On January 31, 2001, the participants of the International Scientific and Practical Conference on the Problems of Integrated Education adopted the Concept of Integrated Education for Persons with Disabilities, which was sent to the educational authorities of the constituent entities of the Russian Federation by the Ministry of Education of the Russian Federation on April 16, 2001. In order to prepare teachers to work with children with disabilities, the board of the Ministry of Education of the Russian Federation decided to introduce into the curricula of pedagogical universities from September 1, 1996 the courses “Fundamentals of Special (Correctional) Pedagogy” and “Peculiarities of the Psychology of Children with Disabilities.” Immediately, recommendations appeared for institutions of additional professional education for teachers to introduce these courses into their plans for advanced training of teachers in secondary schools.
Today, inclusive education on the territory of the Russian Federation is regulated by the Constitution of the Russian Federation, the federal law “On Education”, the federal law “On Social Protection of Persons with Disabilities in the Russian Federation”, as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.
In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article Twenty-four of the Convention states that in order to realize the right to education, States Parties must ensure inclusive education at all levels and lifelong learning.
Other educational options for children with disabilities
In addition to inclusive education, in Russia there are other options for educating children with disabilities:
Special schools and boarding schools are educational institutions with round-the-clock attendance of students, created to assist families in raising children, developing their independent living skills, social protection and comprehensive development creativity children.
Correctional classes in general education schools are a form of differentiation of education that allows solving the problems of timely active assistance to children with disabilities. A positive factor in this case is that children with disabilities have the opportunity to participate in many school activities on an equal basis with their peers from other classes, as well as the fact that children study closer to home and are raised in a family.
Home schooling- an option for teaching disabled children, in which teachers of an educational institution visit the child in an organized manner and conduct classes with him directly at his place of residence. In this case, as a rule, training is carried out by teachers of the nearest educational institution, but in Russia there are also specialized schools for home education of children with disabilities. Home schooling can be carried out according to a general or auxiliary program, built taking into account the student’s capabilities. Upon completion of training, the child is issued a general school leaving certificate indicating the program in which he was trained.
Distance learning is a set of educational services provided to disabled children using a specialized information and educational environment based on exchange media educational information at a distance (satellite television, radio, computer communications, etc.). To implement distance learning, you need multimedia equipment (computer, printer, scanner, webcam, etc.), which will help maintain the child’s connection with the distance learning center. During the educational process, both the teacher communicates with the child online and the student completes assignments sent to him electronically, followed by sending the results to the distance learning center.
At the present stage of development of Western and domestic social pedagogy, a new social and pedagogical meaning of the process of integration of children with disabilities is beginning to emerge - inclusion, i.e. social acceptance special children, their inclusion at all stages in the life of society. The concept of “inclusion” is opposed to the concept of “exclusion”, i.e. exclusion from society.
The terms “integrated education” and “inclusive education” are often used interchangeably by teachers and specialists. However, in philosophy there is a huge difference between these concepts. Understanding the differences between them will allow teaching staff to determine the purpose of educational institutions and their goals in teaching children with disabilities.
In integrated education, children with disabilities attend a general education school and the issue of attendance is at the center. A child with special educational needs becomes a problem for the traditionally organized educational process. Therefore, the child needs to be changed, rehabilitated so that he fits into school or society.
Inclusive education involves changing the educational system, the school, and not the child himself. When including children with disabilities in a single educational space of a lesson, activity, or event, the attention of teachers is focused on the opportunities and strengths in the development of the child.
All people need each other. True learning can only take place in the context of real relationships. All people need the support and friendship of peers. For all learners, making progress is more about what they can do than what they can't do. Diversity enhances all aspects of a person's life. All learners should be successful.
The teacher's attention is focused on the child's capabilities and strengths.
During the design work, a model of an educational space was developed that ensures the successful inclusion of primary schoolchildren with disabilities in the conditions of mass education.
It is assumed that the objectives of the inclusion process can be solved by ensuring the movement of children with disabilities according to individual educational routes, which will allow them to master the Standard of primary general education, will contribute to their socialization and the realization of their individual abilities. To do this, they propose to build the educational space accordingly.
The personal-activity approach is the basis for organizing the educational space. And all the principles, techniques and methods of the student-centered approach, with which everyone is familiar, work when organizing inclusive education.
It is also necessary to provide:
- individual educational routes;
- grade-free assessment for all 4 years;
- a combination of the zone of proximal and actual development of the child;
- interpenetration of environments (learning, training, socialization) in the educational space;
Forms of inclusive education:
- school for future first-graders;
- full integration class (out of 20 students, 3-4 children with disabilities);
- special (correctional) class of partial integration;
- homeschooling school;
- family education, external studies;
Pedagogical means of including children with different abilities in the educational space of the lesson include creating conditions for organizing the processes of reflection, planning, children's cooperation, observation, modeling, and including children in various types of activities accompanied by defectologists and psychologists. The techniques of the Elkonin-Davydov developmental education system and the theory of the formation of educational action by P.Ya. Galperin are used.
Thus, it should be noted that, unfortunately, inclusive education is no cheaper than special (differentiated) education, since it still requires the creation special conditions for a special child.
According to N.N. Malofeeva (Nikolai Nikolaevich Malofeev - corresponding member of the Russian Academy of Education, professor, director of the Institute of Correctional Pedagogy of the Russian Academy of Education), the integration of “problem” children into general education institutions is a natural stage in the development of the special education system in any country in the world, a process in which all highly developed countries are involved, including Russia.
The basic principle of inclusive education is the education of children with special educational needs in regular educational institutions, provided that these educational institutions have all the conditions to meet special needs. educational needs such persons.
The need to create classes for children with mental retardation
We consider the main goal of organizing correction classes in a general education institution to be the creation of an integral system that ensures optimal pedagogical conditions for children with mental retardation in accordance with their age and individual psychological characteristics, state of somatic and neuropsychic health.
Goals of correctional work.
In the system of functions performed by the school, the most important role belongs to the correctional one, which involves paying special attention to the work of overcoming the backlog of students, poor performance, as well as deviations in behavior and eliminating defects and anomalies.
The goal of this work is to create optimal psychological and pedagogical conditions for the development and self-realization of the individual abilities of each student.
The result of such work should be the complete elimination of the detected difficulties.
Goals of educational and correctional work:
Optimization of the emotional and personal sphere of the child.
Development of the cognitive sphere, formation of higher mental functions.
Adaptation of the child to the world around him and his integration into school society.
Objectives of educational and correctional work:
When working with children:
Diagnostics and correction of the cognitive sphere;
Diagnosis and correction personal characteristics child;
Correction of shortcomings in the emotional-volitional, moral sphere;
Involving the child in active activities based on the use of his positive interests and inclinations;
Organizing the child's success;
Formation of communication skills;
When working with parents:
Improving the pedagogical literacy of parents, the culture of relationships;
Active inclusion of parents in the educational process;
Helping parents raise their children;
Monitoring the organization of the child’s normal daily routine, eliminating his neglect;
Optimization of the communication process in the family;
Restoring family potential;
Organization of educational work in ordinary general education classes for children with mental retardation is carried out in the main areas:
Management activities;
Psychological and speech therapy support;
Medical support;
Social adaptation;
Working with parents.
The family is the first institution of human interaction with society. From early childhood she directs his consciousness, will and feelings. The place a child with disabilities occupies in it determines his life experience, basic knowledge and ideas about the world around him, skills and abilities to interact with society. Therefore, it is important that the family has a positive influence on him social development, and parents understood the importance of properly raising a child. Based on this, the main task of family socialization is to develop in the child the ability of joint, collective activities and to prepare the child with disabilities for future life in various groups and teams.
Therefore, in the context of inclusive education, the relationship between the family and the educational institution plays an important role. The scientific, methodological, experimental, and educational activities of educational institutions contribute to solving problems related to the quality and accessibility of lifelong education for children with disabilities.
UDC 371.311: 159.97 (061) + 342.5 (061)
IMPLEMENTATION OF THE STATE POLICY OF THE RUSSIAN FEDERATION IN THE FIELD OF INCLUSIVE EDUCATION
Tokarskaya Lyudmila Valerievna,
Ural Federal University, Associate Professor of the Department of Developmental Psychology and Educational Psychology, Candidate of Psychological Sciences, Associate Professor, Yekaterinburg, Russia. E-mail.ru: [email protected]
Zhukova Inga Valerievna,
Ural Institute management - branch of RANEPA, associate professor of the department of public administration and political technologies, candidate of historical sciences, associate professor, Ekaterinburg, Russia. E-mail.ru: [email protected]
annotation
The article is devoted to the analysis of the implementation of state policy in the field of inclusive education in Russia. The work uses a systematic approach and applies methods for analyzing statistical and regulatory documents. The main problems of policy implementation are identified and recommendations for their minimization and elimination are proposed.
Key concepts: education system, state policy in the field of education,
inclusive education, limited health opportunities.
In recent years, our country has undergone major changes in the education system, and one of the current areas of state policy in this area is the development of inclusive education. the federal law“On Education in the Russian Federation”1 determines that “in order to realize the right of every person to education... the necessary conditions are created for persons with disabilities to receive high-quality education without discrimination ... including through the organization of inclusive education "(Article 5, paragraph 5).
Despite the fact that the world began to deal with the problem of “inclusive education” more than 40 years ago, in our country only in recent years have laws and other regulations began to appear regulating the specifics of its implementation, and in practice there is still a large number of difficulties associated with the peculiarities of understanding and implementing this process both on the part of heads of bodies local government, educational authorities, educational institutions, as well as from the parents of healthy students and society as a whole. Almost every week in the media, at conferences, and forums, the problem of inclusive education is discussed by representatives of government and society, but there is no unity in approaches to understanding and solving it yet.
Definition of inclusive education as one of priority areas state policy is due to the fact that:
According to Rosstat data in Russia in 2013, 2.1% (579,574 people)2 of the child population (under 18 years of age) were recognized as disabled. “The number of children in need of special education increases annually by 4-5%...” ;
Children with disabilities, having received an education in a special (correctional) school (SCS), are not socialized to the proper extent, which would allow them to continue their studies at a university (in the absence of intellectual disabilities) or an institution of primary vocational education.
1 On education in the Russian Federation: Federal Law of December 29, 2012 No. 273-FZ (as amended on July 13, 2015). The document was not published in this form. Access from the reference and legal system “Consultant Plus”.
2 According to the Federal State Statistics Service. i^:1Shr://shshsh.dk5.sh/shr5/shs1G|/ connect/rosstat_main/rosstat/ru/statistics/population/motherhood/# (date accessed 07/10/2015)
education, find a feasible job, fully integrate into the life of society;
Many parents do not want to send their children to special (correctional) schools, since they are far from home, and the children are forced to live in a boarding school; In addition, society has created a rather negative image of a correctional institution.
Society itself does not have a sufficient degree of tolerance and does not accept people with disabilities into its environment, although it is the education of children with disabilities together with other schoolchildren that contributes to the formation of “normatively developing” students’ tolerance for the characteristics of their classmates, develops a sense of mutual assistance and the desire for cooperation, and enriches the inner spiritual world, improves communication skills.
However, despite the unconditional importance of developing an inclusive education system, it is important not to harm or lose the vast experience accumulated by the special (correctional) education system. Thus, after the proclamation of inclusion at the federal level, secondary schools and classes began to be closed in many regions, and “in the last few years, in the constituent entities of the Russian Federation there has been a reduction of 5 percent in secondary schools, while at the same time an increase of 2 percent in the number of students and children being raised in them”3, and from 2016 it is planned to abolish the status of “ correctional school" There are no obvious grounds for such actions yet, and, in addition, “for children whose level of development does not allow them to master educational material in the same conditions as normally developing students, training in a special (correctional) class may be more preferable,” and the number of children with disabilities studying in a regular class, “as a rule, should not exceed 3-4 people”4.
The reduction of the SKSH network is also taking place in connection with the cost optimization policy. Although, it is obvious that creating all the conditions for admitting children with disabilities in every public school will require much
greater investment in creating an accessible environment, purchasing special technical equipment for children with various types of disabilities; adapted methodological and teaching aids; training of teaching staff; staff expansion; increasing wages for teaching and medical workers.
Of course, the best option may be to “preserve and improve the existing network of secondary schools with the parallel development of inclusive education. At the same time, correctional institutions can perform the functions of educational and methodological centers that provide methodological assistance to teaching staff of general educational institutions, advisory and psychological-pedagogical assistance to students and their parents5. The center will be able to accompany children with disabilities and their families, helping to develop individual programs, conducting correctional classes with children and consultations with teachers, etc. Such Centers can be created as separate organizations with their own funding and permanent staff or through expanding the staff of existing SCS.
State policy in the field of inclusive education involves, first of all, regulatory and legal support for the system, logistics, personnel, educational, methodological and information support.
In preparing the education system for the introduction of inclusive trends, a special place is occupied by the creation of a regulatory framework. In recent years, the Russian Federation has adopted a number of documents emphasizing the right of children with disabilities to education in conditions of inclusion at their place of residence, as well as the right of parents to choose an educational institution and form of education for the child (State Program of the Russian Federation “Development of Education for 2013-2020 years"6, National Strategy of Action for Children for 2012-20177, etc.). Developed and approved
3 About correctional and inclusive education of children:<Письмо>Ministry of Education and Science of Russia dated 06/07/2013 No. IR-535/07. The document was not published. Access from the reference and legal system “Consultant Plus”.
6 On approval of the state program of the Russian Federation “Development of Education” for 2013-2020: Decree of the Government of the Russian Federation of April 15, 2014 No. 295. Access from the reference and legal system “Consultant Plus”.
7 National strategy of action in the interests of children for 2012-2017: Decree of the President of the Russian Federation of June 1, 2012 No. 761. Access from the reference and legal system “Consultant Plus”.
Federal state educational standard for students with disabilities8 and Projects of approximate basic general education programs for children with mental retardation, autism spectrum disorders and other disorders.
In the instructional letter, the Ministry of Education and Science explains its position regarding correctional and inclusive education of children9, and in the order of the Ministry of Education and Science10 it defines the features of the organization educational activities for persons with disabilities, naming the necessary equipment and infrastructure requirements for students with different types of disabilities. The letter also states that issues related to the activities of a general educational institution related to the organization of education and upbringing of children with disabilities should be regulated by the charter and local acts of the institution.
However, a number of aspects, in particular those related to financing, ensuring the activities of tutors, etc., are not sufficiently represented in regulatory documents at the federal level, and require serious study at the level of regions and municipalities, as well as in institutions, in addition, special The difficulty is not always correct and complete reading and execution of documents on the ground.
When determining funding standards, it is recommended to “take into account the need for additional costs when creating... conditions for the education and upbringing of children with disabilities, taking into account the specifics of this activity”11, and when an educational institution creates a general type of conditions for the education of children with disabilities, financing the education of such children are recommended to be carried out according to the norm-
tive established for a correctional institution of the appropriate type and type, which is not currently happening.
We can definitely say that at the stage of development of inclusive education, expenses can only increase many times over, and only by creating all the necessary conditions in all public schools will we subsequently be able to spend less money on the correctional education system. Although at present, “in the Russian version, the transition to inclusion seems to be associated exclusively with cost savings. 20 times more money is spent on supporting one child with disabilities than in a regular school. "Reform" is to just put him at a desk with everyone else and see what happens." Only an extremely gradual transition to inclusive education will allow this issue to be resolved, at least partially.
The logistics of inclusive education may be the biggest barrier for many educational organizations, although within the framework of the “Accessible Environment” Program12, for a number of schools, measures are being implemented to equip regular educational institutions with special equipment and devices for unhindered access of children with physical and mental disabilities to buildings and premises and the organization of their stay and training in this organization (including ramps, special elevators, equipped training places, specialized educational, rehabilitation, medical equipment, and so on). The creation of such conditions is also provided for in Article 15 of the Federal Law “On Social Protection of Disabled Persons in the Russian Federation”13 and
8 On approval of the federal state educational standard for primary general education of students with disabilities: Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598. Official Internet portal of legal information http://www.pravo.gov.ru, 02/06/2015
9 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>
10 On approval of the Procedure for organizing and implementing educational activities in the main general education programs- educational programs of primary general, basic general and secondary general education: Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1015. Access from the reference and legal system “Consultant Plus”.
11 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.
12 On approval of the state program of the Russian Federation “Accessible Environment” for 2011-2015: Decree of the Government of the Russian Federation dated April 15, 2014 No. 297 (as amended on February 19, 2015). Access from the reference and legal system “Consultant Plus”.
13 On social protection of disabled people in the Russian Federation: Federal Law of November 24, 1995 No. 181-FZ (as amended on June 29, 2015). The document was not published in this form. Access from the reference and legal system “Consultant Plus”.
must be provided without fail, both during the construction of new general educational institutions, and during reconstruction and major repairs of existing institutions14. But by 2015, such conditions will only be able to be created in 20 percent of the total number of secondary schools15, thus, most schools will not yet be ready to accept children with disabilities.
The leadership of the municipality and school leaders need to jointly participate in the preparation of activities for the implementation of this program. A serious analysis of the existing capabilities of the municipality is required. According to preliminary estimates (based on the experience of schools in the Khanty-Mansi Autonomous Okrug and the Sverdlovsk region), a budget of 6 million 392 thousand rubles is required to equip one educational institution to accept students with only three types of impairments - hearing, vision, musculoskeletal system. (at 2014 prices). For many territories, this amount may become unaffordable. There is a danger of simulating an “accessible environment” solely for reporting purposes, since “3 billion rubles” allocated from the federal budget. for 3.1 thousand Russian schools - this is less than a million rubles per school” is clearly not enough to implement the ideas of inclusive education.
At the initial stages, it is worth using the opportunities of social partnership and networking. Until it is possible to equip each school with everything necessary for each type of disability, you can organize an exchange of equipment (or a “social” rental point) between schools, if one of them has children with certain types of disabilities, and the other does not yet (no longer) . It is also necessary to consider the possibility of uniting nearby schools into certain groups, within which specialization will be introduced by type of violation. For example, one school will be equipped with an accessible environment, infrastructure, educational and methodological complex for children with disabilities.
problems of the musculoskeletal system, the other - for children with visual or hearing impairments. This network interaction can also reduce the costs of special education teachers, tutors and medical personnel.
The specifics of the organization of educational, educational and correctional work with children with developmental disorders necessitate special training of the teaching staff of a general educational institution that provides inclusive education. Teachers who do not have the minimum special knowledge necessary to work with children with special needs of psychophysical development do not always take into account the capabilities and needs of such children, and use incorrect methods and methods of work. Inclusion in these cases takes on a formal character: students with disabilities do not receive the necessary pedagogical assistance, which negatively affects the quality of the education received both for the child with disabilities and for other children. The tolerance of other schoolchildren also greatly depends on the pedagogical skill of the teacher and the work of the entire staff of the institution.
Pedagogical workers of educational institutions must undergo training and regularly improve their qualifications in the field of organizing work with children with disabilities in conditions of inclusion16, which is currently being implemented on the basis of pedagogical universities and educational development institutes, as a rule, in the form of one-time and theoretical advanced training courses.
In order to ensure that children with disabilities fully master educational programs, as well as correct deficiencies in their physical and (or) mental development, the Ministry of Education and Science of the Russian Federation considers it advisable to introduce additional pedagogical positions into the staffing table of general educational institutions (speech pathologists, speech therapists, speech therapists, educational psychologists, social teachers, educators and others) and medical workers17. However, it is necessary
14 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.
15 On correctional and inclusive education of children: Instructive letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07.
16 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.
the large amount of funds required for this, as a rule, leads to the fact that new rates, despite the appearance of children with disabilities in schools, never appear, so the problem of individual support for children with disabilities in a public school is rather a matter of the distant future. A special problem is also the staffing of schools with tutors due to insufficient legal and regulatory recognition of their status and understanding of the significance of this position, although the Order of the Ministry of Education and Science determines the need to introduce such a staff unit “for every 1-6 students with disabilities”18, “in the vast majority of Russian schools have no tutors."
To preserve and strengthen human resources educational institutions providing education for children with disabilities, it is necessary to develop measures of material incentives for the activities of employees, including establishing the size and conditions of remuneration appropriate to the complexity of their work, providing them with social benefits and guarantees, as well as measures of moral encouragement19. It is necessary to improve the status of the teacher by attracting attention to his work, popularizing it, working with public opinion, however, this is not happening yet.
Education and correction of the development of children with disabilities, including in the context of inclusive education, requires serious educational and methodological support and should be carried out according to educational programs developed on the basis of basic general education programs, taking into account the psychophysical characteristics and capabilities of such students20. The order of the Ministry of Education and Science21 reveals the specifics of the content of these programs depending on the child’s impairment. There is a serious need for the development and dissemination of teaching aids and methodological recommendations on working with different categories of children in conditions of inclusion.
As an effective means of organizing the education of children with disabilities, especially children who have difficulty moving, it is advisable to consider the development remote forms training them using modern information and communication technologies22, although even the availability of the Internet remains a problem for many settlements.
To ensure the effective integration of children with disabilities, it is important to carry out information, educational and explanatory work on issues related to the characteristics of the educational process for this category of children, with all its participants - students (both with and without disabilities), their parents ( legal representatives) teaching staff and society as a whole23.
It is necessary to work with the media, compile and update data banks about children with disabilities, monitor the need to create conditions for them to receive education, etc.
Special attention is required to the information impact on society, aimed at creating a positive image of inclusion, developing a tolerant attitude towards children with disabilities, popularizing the ideas of promoting their education and their social integration.
Only if all conditions established by law are met, without unnecessary zeal in terms of accelerating the process of introducing inclusive education and saving on it, and only when creating the appropriate material base, special educational programs, preparing trained and motivated teaching staff, conducting explanatory work with students and their parents full inclusion of children with disabilities can be achieved. In addition, it will be possible to avoid possible
20 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.
21 On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of primary general, basic general and secondary general education: Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1015. Access from the reference and legal system “Consultant Plus” .
22 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.
23 On creating conditions for children with disabilities and disabled children to receive education:<Письмо>Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.
a significant deterioration in the quality of work of educational institutions with other students24 who do not have disabilities.
Thus, the problems of implementing state policy in the field of inclusive education identified in the article require the continuation of serious discussions, scientific and practical developments. The proposals contained in this article are formulated based on the results of work to support the process of implementation of the State Program of the Russian Federation “Accessible Environment” in educational institutions of Yekaterinburg. A number of provisions were developed as a result of discussion of this problem with the heads and teachers of schools who studied under the Presidential program at the Ural Institute of Management - a branch of RANEPA and took part in other events held with the participation of the authors of the article.
1. Zhukova, I.V. Creation of an inclusive education system in Russia [Text] / I.V. Zhukova, D.V. Fedeneva, T.A. Sandakova, I.M. Tarasova / State, politics, society; challenges and strategic development priorities. International scientific and practical conference. Ekaterinburg. November 27, 2014 Sat. articles. Ekaterinburg: Ural Institute of Management-branch of RANEPA, 2014. P. 103-104.
2. Correction of the mind // Newspaper “Arguments of the Week” dated 08/13/15, http://argumenti.ru/society/ P500/411368 (date of access: 08/15/2015).
3. Patrakov, E.V. Accessible educational environment as a factor of social responsibility of a university: monograph [Text] / E.V. Patrakov, L.V. Tokarskaya, O.V. Gushchin. - Ekaterinburg: UrFU, 2015. 184 p.
1. Zhukova, I.V., Fedeneva, D.V., Sandakova, T.A., Tarasova, I.M. (2014) Sozdanie sistemy inkljuzivnogo obrazovanija v Rossii / State, politika, society; vyzovy i strategicheskie priority razvitija. Mezhdunarodnaja scientific-prakticheskaja konferencija. Ekaterinburg. November 27, 2014 Sb. statej. Ekaterinburg: Ural"skij institute upravlenija -filial RANHiGS, pp. 103-104.
2. Korrekcija razuma. Gazeta “Argumenty nedeli” from 08/13/15, http://argumenti.ru/society/n500/411368.
3. Patrakov, Je.V., Tokarskaja, L.V., Gushhin, O.V. (2015) Dostupnaja obrazovatel"naja sreda kak factor social"noj otvetstvennosti vuza: monografija, Ekaterinburg: UrFU, 2015, 184 p. .
UDC 371.311: 159.97 (061) + 342.5 (061)
REALIZING THE STATE POLICY OF THE RUSSIAN FEDERATION IN THE SPHERE OF EXCLUSIVE EDUCATION
Tokarskaya Lyudmila Valeryevna,
Ural Federal University, Associate Professor of the Chair of Psychology of Development and Pedagogical Psychology, Candidate of Pedagogical Sciences, Associate Professor, Yekaterinburg, Russia. E-mail.ru: [email protected]
Zhukova Inga Valeryevna,
Urals Institute of Administration - branch of RANEPA,
Associate Professor of the Chair of State Administration and Political Technologies, Candidate of Historical Sciences, Associate Professor,
Yekaterinburg, Russia. E-mail.ru: [email protected]
The article is devoted to the analysis of how the state policy in the sphere of exclusive education in Russia is realizing. The author uses the system approach, methods of the analysis of statistical and regulatory documents. The author identifies the main problems of realizing the policy and suggests guidelines for their minimizing and eliminating.
system of education,
state policy in the sphere of education,
exclusive education
health limitations.
24 On correctional and inclusive education of children: Instructive letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07.
