Inclusive education in school. Monitoring and evaluation of the results of mastering the module Social integration should be ensured

inclusive education as a pedagogical phenomenon

Chetverikova T.Yu.

Omsk State Pedagogical University, Omsk, Russia

The article reveals the concept of "inclusion". It is noted that inclusion as a pedagogical phenomenon is a special case of integration. Designated models of integrated learning. The principles of the domestic concept of inclusive education are presented.

Keywords: inclusion, inclusive education, special education, integration, child with disabilities, integrated learning models, socialization.

inclusive education as a pedagogical phenomenon

Chetverikova T. Yu.

OmGPU, Omsk, Russia

This article disclosed the concept of "Inclusion". It is noted that the inclusion as a pedagogical phenomenon is a special case of integration. Models of integrated education are identified. The principles of national inclusive education are presented.

Keywords: inclusion, an inclusive education, a special education, integration, a child with disabilities, models of integrated education, socialization.

At present, the issues of inclusive education are the subject of close attention of politicians, scientists, parents and teachers. Within the framework of this article, we consider it necessary to consider the specific features of inclusion that characterize it as a pedagogical phenomenon.

It should be noted that in most countries of the world inclusion is considered as a natural stage in the development of the education system. Thus, on December 13, 2006, the UN General Assembly approved the Convention on the Rights of Persons with Disabilities, aimed at protecting the rights and dignity of these persons. In the context of education, this international document fixed a new stage in the development of international law - from the statement in the Universal Declaration of Human Rights (1948) on the right of every person to education to the obligation of the UN member states to ensure the realization of this right for people with disabilities (HIA) including through inclusive education. The concept came into force on May 3, 2008. By 2011, 147 UN member states had signed it. At the same time, 99 countries have already ratified this international document. The Russian Federation signed the Convention on September 24, 2008. The President of the Russian Federation signed the Federal Law of May 3, 2012 No. 46 - FZ "On Ratification of the Convention on the Rights of Persons with Disabilities".

In various regions of our country, there is already a certain experience of joint education of children with normal and impaired development. In some cases, this process is strictly controlled, receiving support from qualified specialists; in others, it proceeds spontaneously.

We consider it necessary to reveal the essential meaning of the central concept of our article. The analysis of scientific and methodological literature, pedagogical practice, as well as the content of journalistic publications and modern television programs, allows us to point out the presence of contradictory, and sometimes, in our opinion, illegal interpretations of the term "inclusion", its replacement by the concept of "integration" as equivalent, synonymous.

Inclusion (from the English inclusion - “inclusion”) implies the joint education and upbringing of children with disabilities with their normally developing peers - according to the same programs, textbooks, using common criteria for assessing knowledge. Most often, such training is organized in kindergartens and general schools. However, it may be different: separate (so-called “inclusive”) classes and groups are opened in a special institution, in which the majority of children do not have developmental disorders, and some have disabilities. The second case is much less common.

Inclusion is a special case of integration. Accordingly, the concept of "integration" (connection) is much broader than "inclusion" (inclusion).

In Russia, the first experimental experience of joint education of children with normal and impaired development appears in the 90s. the last century. This experimental work involved children of preschool age with a violation of the auditory analyzer.

In modern special pedagogy, basic models of integrated education for children with disabilities have been developed (N.N. Malofeev, N.D. Shmatko). Among them are permanent complete, permanent incomplete, permanent partial, temporary partial and episodic. Scientists have identified and described the general parameters of the proposed models:

Which children can benefit from this model;

How is the integration time dosed;

How is the joint activity of children regulated;

In what educational institutions can this or that model be implemented, what are the rules for recruiting groups and classes in which children with disabilities are educated and brought up;

Which specialists are involved in the process of inclusive education;

What is the mechanism of interaction between teachers of special (correctional) institutions and institutions of a general type.

In addition, indications and contraindications for inclusive education have been developed in domestic science (N.N. Malofeev, N.D. Shmatko). The indications are clearly visible through the principles of the domestic concept of integrated (inclusive) education: integration through early correction; integration through compulsory correctional assistance to each integrated child; integration through reasonable selection of children for integrated education.

In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the state educational standard on a par with normally developing peers. As a rule, this is feasible for children with a high level of psychophysical development, close to normal.

Here are some examples to illustrate the indications and contraindications for inclusive education.

In the first case, we are talking about a hearing-impaired child, correctional work with which was started early - from the moment a developmental disorder was detected. The level of general and speech development of the child is close to normal. This is manifested in high cognitive activity, free establishment of contacts with adults and normally developing peers due to verbal speech. Parents are ready to take an active part in accompanying the process of inclusive education of their child. In this case, there are no contraindications to inclusion.

In the second case, the child has mental retardation. His speech and general development is significantly behind the norm. Mastering the qualification level of education is impossible. In such a situation, it is recommended to study in a correctional institution according to special programs, that is, the most acceptable is not educational, but social integration.

Note that the differentiation of integration into educational and social is conditional. This is explained by the fact that with educational integration (inclusion), the socialization of a child with disabilities is inevitable. In addition, the most favorable conditions are created for it in educational institutions of a general type, which was noted in the report of Professor O.N. Smolin at the IV Pedagogical Readings, held in 2010 in Moscow, as well as in some other messages and works of this scientist and politician.

It should be emphasized that leading domestic scientists in the field of special pedagogy not only do not deny the possibility of inclusive education, but also recognize its necessity for some children with disabilities. At the same time, the authors warn against its total implementation, note the danger of tracing a foreign model, making quick decisions, implementing a “revolutionary approach” that provides for the mass nature of inclusion and a complete rejection of the system of special education.

At the parliamentary hearings on the topic "Inclusive education for persons with disabilities in the Russian Federation: problems of the industry and society", held on April 12, 2012, the following was noted. Inclusive education for many children with disabilities makes it possible to avoid their long-term stay in boarding schools, provides them with the opportunity to live and raise them in a family, and constantly communicate with peers in a regular school. In most cases, this contributes both to a more effective solution of the problems of social adaptation and integration of children with disabilities into society, and to the formation of a tolerant attitude of other schoolchildren and their parents towards the problems of persons with developmental disabilities. At the same time, the development of inclusive approaches does not imply the abandonment of special education.

One cannot but agree with the statement that although inclusive approaches in education are not new for our country, their practical implementation encounters a number of serious obstacles, among which the following should be especially noted:

Imperfection of the regulatory legal framework governing the protection of the rights of children with disabilities, including the right to education;

Unsatisfactory financial support for both families with children with disabilities and organizations that support them;

Insufficient understanding by the state and society of the essence of the problem of childhood disability and the importance of the full integration of this category of Russian citizens into society, etc.

The indicated obstacles should be considered as tasks facing the state and society, and requiring immediate elaboration.

Bibliography

CHETVERIKOVA T.Yu. - 2015

Features of the organization of teacher training for work in the context of inclusive education

O.S. Kuzmina - 2013

FINAL TEST

1. Joint education and upbringing of children with disabilities with their normally developing peers implies:

a) inclusion

b) interaction

c) individualization

2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012 No. 273-FZ), is:

a) creating optimal conditions for socialization for children with disabilities and disabilities

b) creation of optimal conditions for the moral development of normally developing children

c) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities

3. Inclusion is:

a) form of cooperation

b) a special case of integration

b) style of behavior

4. What rights of parents are provided by the Federal Law “On Education in the Russian Federation” (dated December 29, 2012, No. 273)?

a) the right to choose a program of study

b) the right to determine teaching methods

c) free textbooks

d) to participate in the management of an educational institution

5. There are two types of integration:

a) internal and external

b) passive and creative

c) educational and social

a) psychological-medical-pedagogical commission

b) defectologist

c) medical and social expertise

7. Inclusion - education, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers - this is:

a) group integration

b) educational integration

c) communication

8. The main setting of a teacher implementing an inclusive practice is:

a) every child is able to learn under the creation of certain special conditions

b) children with disabilities should study in specialized schools

c) some children are not capable of learning

9. Social inclusion must be ensured:

a) to all children with developmental disabilities without exception

b) only for children with developmental disorders at primary school age

b) children studying only in special institutions

10. The status of a student with disabilities is established:

a) PMPK

b) medical commission

c) ITU

11. For the first time, the theoretical justification for integrated learning was in the works of a domestic scientist:

a) A.N. Leontief

b) S.L. Rubinstein

pm. Vygotsky

12. The state guarantees free of charge for persons with disabilities:

a) food

b) sign language interpreter services

c) textbooks

13. The first country in the field of introducing Inte (inclusive) education into pedagogical practice was:

a) Great Britain

b) Russia

c) France

14. Within the framework of inclusive education, educational services may be provided to students with the following health limitations:

a) hearing impairment (deaf)

b) hearing impairment (hard of hearing and late deaf)

c) visual impairment (blind)

d) visual impairment (visually impaired)

e) severe speech disorders

f) disorders of the musculoskeletal system

g) mental retardation

h) mentally retarded

i) autism spectrum disorders

j) complex defect (two or more violations)

k) restrictions associated with somatic diseases

m) all answers are correct

15. In the 70s. 20th century in the countries of Western and Eastern Europe, there are precedents for the closure of correctional institutions, due to:

A) absence of children with disabilities

B) transfer of children with disabilities to kindergartens and general schools

B) teaching children with disabilities at home

16. What is the fundamental philosophical principle of inclusion:

a) freedom of movement

b) the right to live among equals

c) freedom of choice

17. In Russia, the first experimental experience of joint education of children and impaired development appears in:

a) 60s 20th century

b) 90s XX

c) 70s 20th century

18. In Russia, in the first experimental experience of joint education of children with normal and impaired development, preschool children with a violation took part:

a) visual analyzer

b) intelligence

c) auditory analyzer

19. Special educational conditions for all categories of children with disabilities and disabilities include:

a) creation of a barrier-free environment in educational institutions

b) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and educational process, psychological and pedagogical support for children with disabilities and disabilities

c) an individual educational route for a child with disabilities and disabilities

d) ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment

20. In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:

a) inclusion cannot be massive

b) inclusion should be massive

21. Tutor is:

a) the teacher, at the first stages of education, acts as a conductor of the child in the educational space of the school

b) PMPK activity coordinator

c) assistant to the head of an educational institution

22. In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most appropriate for:

a) children with disorders of the musculoskeletal system,

b) children with intellectual disabilities,

c) children with disabilities, with whom correctional and pedagogical work was started early.

23. An individual educational route is built taking into account:

a) individual characteristics of a student with disabilities, disabilities

b) the level of training of teachers

c) parents' employment

24. Which of the following principles does not apply to the principles of domestic inclusive education:

a) integration through early correction

b) integration through mandatory correctional assistance to each integrated child

c) integration through reasonable selection of children for integrated education

d) diagnostic information should be presented visually, in the form of graphs, drawings

25. Building between educational institutions of different levels, types and options for interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical support for the education of a child and his family, is called:

a) inclusive educational vertical

b) inclusive educational horizontal

c) inclusive educational parallel

26. The relationship between a teacher and a student with disabilities and disabilities should be built:

a) based on cooperation and empathy

b) on the principle of protection

c) taking into account age characteristics

27. At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:

a) general secondary school

b) preschool institutions

c) families

28. The final level of the inclusive vertical is the stage:

a) vocational guidance for graduates of schools with disabilities in the field of the emergence of professional interests and elections

b) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers

c) early integration of children with developmental disabilities in preschool institutions

29. The key competencies of a graduate with disabilities and disabilities do not include:

a) communication

b) the ability to perform operations with numbers

c) teamwork skills

d) compliance

30. Creation of a system of polysubject interaction involves the creation of:

a) inclusive horizontal

b) inclusive vertical

31. The development of a child with disabilities and disabilities follows the same patterns as:

a) an adult

b) a normally developing child

c) a mentally retarded child

32. The period becomes the initial level of the inclusive vertical:

a) youth

b) early childhood

c) primary school age

33. The principle of choosing parents as a principle of inclusive education:

a) means that parents can choose what and how to teach their children with disabilities

b) the right of parents to choose a teacher and a program of study

c) means that parents are given the right to choose the place, method and language of education for their children with disabilities

34. The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:

a) complexity continuity

b) walking distance

c) unity, goals

35. What are the names of children for whose education it is necessary to create special conditions in Russian legislation?

a) children with disabilities

b) children with developmental disabilities

c) children with special educational needs

36. Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each stage of the educational vertical will be recorded in his individual card (“development card”).

A) succession

B) professional competence

B) walking distance

37. Which of the specialists of psychological and pedagogical support is involved in the development of an adapted basic educational program in accordance with the recommendations of the PMPK:

a) only the teaching staff

b) teachers and specialized specialists (members of the PMPK)

c) all escort specialists and parents of a child with disabilities

38. The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:

A) expanding access to education

B) integration

B) mainstreaming

39. Methods of pedagogical study of children with disabilities and disabilities do not include:

a) job analysis

b) conversation

c) encephalography

d) pedagogical observation

40. According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation in the present and future:

a) component of "life competence"

b) "academic" component

41. Educational areas are allocated in the SFES:

a) 4

b) 6

at 8

42. What is not obliged to provide an educational institution for a child with disabilities included in the environment:

a) the implementation of special conditions for obtaining education recommended by the PMPK

b) provide psychological and pedagogical support in terms of social adaptation

c) full assimilation of the educational program implemented by the educational institution

43. Determine which of the educational areas of the SFGOS we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:

a) natural science

b) art

c) social science

d) physical culture

44. An individual educational route for children with disabilities and disabilities involves:

a) creation of special conditions

b) development of special teaching methods and programs

c) special selection of teachers

“The 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 the involvement and relevance of their actions. We have an obligation to enable every child, regardless of their needs and other circumstances, to realize their full potential, contribute to society and become a full member of it.”

David Blanket

At present, the issues of inclusive education are the subject of close attention of politicians, scientists, parents and teachers. Let us consider the most specific features of inclusion that characterize it as a pedagogical and sociocultural phenomenon.

It is not by chance that we presented these data. They set guidelines for the modernization of the system of general and special education. At the same time, it is possible to state that in the state educational policy of Russia, inclusion is considered as the most important line of social development. As emphasized by N.N. Malofeev, "the system of special education is one of the institutions of the state, and the choice of the path of its development will always depend on value orientations, political attitudes, economic opportunities of the state and accepted cultural norms" .

We consider it necessary to reveal the essential meaning of the central concept of our article. Analysis of scientific and methodological literature (L.V. Andreeva, A.M. Zotova, E.D. Kesarev, V.V. Kolkov, E.I. Leonhard, etc.), pedagogical practice, as well as the content of journalistic publications and modern television programs of an educational nature allow us to point out the presence of contradictory, and sometimes, in our opinion, unlawful interpretations of the term "inclusion", its substitution by the concept of "integration" as an equivalent, synonymous one. At the same time, speaking, in fact, about the same phenomenon, it is often invested with a different essential meaning.

Inclusion (from English inclusion - “inclusion”) implies joint education and upbringing of children with disabilities with their normally developing peers - according to the same programs, textbooks, using common criteria for assessing knowledge. Most often, such training is organized in kindergartens and general schools. However, it can be otherwise: in a special (correctional) educational institution, separate (so-called "inclusive") classes and groups are opened in which the majority of children do not have developmental disorders, and some have disabilities. The second case is much less common.

Inclusion is a special case of integration. Accordingly, the concept of "integration" (connection) is much broader than "inclusion" (inclusion).

Two types of integration should be distinguished: educational and social. Educational integration is inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers. Social integration involves the inclusion of the child in society, that is, his socialization. Social integration should be provided to all children with developmental disabilities without exception, regardless of the nature and structure of the disorder, special educational needs, age, and the type of institution in which they study.

For the first time, the theoretical justification for integrated learning was laid down in the works of the outstanding Russian scientist L.S. Vygotsky. He noted that a child studying in a boarding school is isolated from normally developing peers, family, and society as a whole. L.S. Vygotsky emphasized that it was necessary to “break down” the walls of a special school, ensure the cultural and historical development of a special child, and create conditions for him to “grow” into society.

The United Kingdom has become a pioneer in the field of introducing integrated (inclusive) education into pedagogical practice. In the 70s. In the twentieth century, first in this country, and then in other countries of Western and Eastern Europe, the first precedents for the closure of correctional institutions and the transfer of children with disabilities to kindergartens and general schools are noted.

In modern special pedagogy, basic models of integrated education for children with disabilities have been developed (N.N. Malofeev N.D. Shmatko). Among them are permanent full, permanent incomplete, permanent partial, temporary partial and episodic. Scientists have identified and described the general parameters of the proposed models:

Which children can benefit from this model;

How is the integration time dosed;

How is the joint activity of children regulated;

In what educational institutions this or that model can be implemented;

What are the rules for recruiting groups and classes in which children with disabilities are educated and brought up;

Which specialists are involved in the process of inclusive education;

Where and by whom special assistance is provided;

What is the mechanism of interaction between teachers of special (correctional) institutions and institutions of a general type.

Exercise . Answer the question. In your opinion, for which children permanent full integration (i.e. inclusion) can be effective?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Integration through early correction;

Integration through compulsory correctional assistance to each integrated child;

Integration through reasonable selection of children for integrated education.

In accordance with these principles, it can be argued that inclusive education is most appropriate for children with disabilities, with whom correctional and pedagogical work was started early (from the moment a developmental disorder was detected, from birth). In addition, a child with developmental disabilities, studying together with normally developing peers, does not cease to need to satisfy his special educational needs from speech pathologists and must remain under the patronage of the special education system. And, finally, inclusion cannot be of a mass nature, since in the conditions of "inclusive education" a child with disabilities is faced with the need to master the state educational standard on a par with normally developing peers. As a rule, this is feasible for children with a high level of psychophysical development, close to normal.

Here are some examples to illustrate the indications and contraindications for inclusive education.

Imperfection of the regulatory legal framework governing the protection of the rights of children with disabilities, including the right to education;

Unsatisfactory financial support for both families with children with disabilities and organizations and institutions that provide services and support to them;

Insufficient understanding by the state and society of the essence of the problem of childhood disability and the importance of the full integration of this category of Russian citizens into society;

Inertia of thinking of teachers and parents;

Improper implementation of the current Russian legislation by state bodies and officials.

The indicated obstacles should be considered as tasks facing the state and society, and requiring immediate elaboration.

So, the concept of "inclusion" was formed from the belief that education is one of the basic human rights. This right creates the basis for the development of society as a just, humane, tolerant one.

Exercise. Familiarize yourself with the organizational environment in which children learn. Indicate in which case we are talking about social integration (socialization), and in which case - about educational integration (inclusion).

1. Children (12 people) study in the 3rd grade of the VIII type, which is located in the structure of a general education school of a general type _____________________________________________

2. Children (12 people) study in grade 6 VII (for students with mental retardation), which is located in the structure of a general education school of a general type _____________________

3. Visually impaired children (2 people), who systematically use spectacle correction, study in the general education 7th grade of a mass school ______________

4. Children of preschool age with hearing impairment (2 people) attend kindergarten of type V _____________________________________________________________

5. Children (8 people) with a mild degree of mental retardation study in an ungraded class (grades 1, 2, 3) of the VIII type, which is located in the structure of a general education school ______________________________________________

6. Children (4 people) with a mild degree of mental retardation study in a small class (6, 8, grades) of type VIII, which is located in the structure of a general education school of a general type. At the same time, these students attend physical education and vocational training classes together with schoolchildren with intact intelligence _____________________________________________________________

7. Children of preschool age with mental retardation (2 people) attend a group together with normally developing peers in a combined kindergarten. However, these preschoolers daily attend classes of a teacher-defectologist in a special group together with peers with the same developmental disorder _____________________________________________________________________________

8. Children with a mild degree of mental retardation study at a school of the VIII type, but 2 times a month, together with normally developing peers, participate in sports events ____________________________________________________________

9. A joint stay (in the same group) of teenagers with mental retardation, speech disorders, musculoskeletal system and visually impaired teenagers is organized in the summer recreation camp. Children are together around the clock, jointly participate in all activities.

_____________________________________________________________________________

According to many researchers (S.V. Alekhina, O.S. Nikolskaya, M.L. Semenovich, N.Ya. Semago, M.M. Semago, A.S. Sirotyuk, E.A. Strebeleva, etc.) inclusive education of children with disabilities should include an inclusive vertical and an inclusive horizontal.

INCLUSIVE EDUCATIONAL VERTICAL - building between educational institutions of different levels, types and types of interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical support for the education of a child and his family (from birth to professional self-determination ) .

The continuous vertical of inclusive education is implemented in accordance with the following conditions:

Complexity/continuity - a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up;

Walking distance - in each district of the district, an inclusive educational vertical "Kindergarten - School - Center" should be built;

Unity of purpose - all inclusive institutions should have a common development strategy and adequate, matched by levels, methodological support;

Continuity - all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each stage of the educational vertical will be recorded in his individual card (“development card”).

Professional competence - an effective mechanism for training, retraining and methodological support of all teachers and specialists involved in inclusive education should be worked out.

The initial level of the inclusive vertical is the period of early childhood, when comprehensive assistance to a child with disabilities and his family as a single subject of inclusion will allow the latter to adapt:

In the legal field;

In the field of specific forms of assistance from the social protection authorities;

Areas of medical care and support measures for a child with disabilities;

In the psychological and pedagogical field of problems faced by the family of a child with disabilities.

A productive result of the subject of inclusion passing this level of the inclusive vertical is a unique opportunity for the early integration of children with developmental disabilities into preschool institutions that maximize their socialization and development, as well as an organized system of support for their families.

The issue of choosing an educational and rehabilitation route for a child with disabilities, including determining the form and degree of his integration into the educational environment, should be decided based on the needs and characteristics of the development and capabilities of the child with the direct participation of his parents (legal representatives).

At the second stage of the inclusive vertical, the upbringing and socialization of a child with disabilities is carried out within the framework of preschool institutions, where they are accompanied by comprehensive psychological and pedagogical diagnostics and correctional assistance for adaptation among healthy peers. This makes it possible to reasonably and differentiatedly determine possible variable individual strategies for the further education of a child with disabilities in a mass general education school.

The third step of the inclusive vertical – general secondary school - includes, as a variety of opportunities for inclusive education, both full and partial or temporary, models of integration into the educational process, taking into account the greatest correspondence to the level of development and capabilities of each child (N.N. Malofeev and others).

The final level of the inclusive vertical is the stage of career guidance for graduates of schools with disabilities in the field of possible professional interests and choices, as well as the trajectories of subsequent professional education.

In addition to constant psychological, medical and pedagogical support at all levels of the inclusive educational vertical, it is necessary to provide a set of measures, including:

Technical equipment of educational institutions to create a barrier-free environment, depending on the structure and degree of impairment in children with disabilities (ramps, lifts, specially equipped toilets, physical therapy rooms, psychomotor correction rooms, rooms for speech therapy and correctional classes with defectologists and psychologists, a medical office, gym, etc.);

Creation of a favorable medical, psychological and pedagogical environment for the adaptation of students with disabilities in educational institutions;

Organization of professional training in universities for specialists for the system of inclusive education or professional retraining of teachers already working in the context of inclusion;

Scientific and methodological support for teachers in organizing inclusive education;

Development of adapted educational programs for children with disabilities, individual lesson plans for children with disabilities, developed jointly with parents;

Financial and legal support of the educational process regulated by legal documents.

At each level of the inclusive educational vertical, it is necessary to create an inclusive horizontal, which, first of all, involves the creation of a system of polysubject interaction: children with disabilities and their parents, legal and social protection authorities, medical and psychological centers, teaching staff of educational institutions, the media, employers and etc. .

Such an organization inclusive vertical and horizontal will provide constant comprehensive psychological and pedagogical support for a child with disabilities throughout the entire period of his education and will allow him to gradually socialize.

Exercise. Present in the table an inclusive educational vertical and an inclusive horizontal characterizing the model of inclusive education on the territory of the Russian Federation

The results of the development of the module

The result of mastering the training module is to increase the professional level of students in the following professional competencies

Professional competencies	Learning outcomes (learned skills, acquired knowledge)	Forms and methods of control/evaluation
Knowledge of the psychological and pedagogical features of interaction with students with special educational needs	Know the types of students with special educational needs: students with disabilities and developmental problems; gifted children; deviant students; students for whom Russian is not their native language.	Testing (pass-fail)
Know the psychological and pedagogical foundations of supporting the educational activities of students with special educational needs.
Possession of the skills of organizing inclusive education	To be able to apply in educational activities the methods and techniques of working with students with special educational needs based on the principles of individualization and differentiation.
Be able to develop individual educational trajectories for students with special educational needs.
Be able to integrate students with special educational needs into the social and educational space of an educational organization.

Materials for certification

4.2.1. Test "Actual issues of education of students with special educational needs"

1. Inclusion is:

a) the form of cooperation;

b) a special case of integration;

c) style of behavior.

2. There are two types of integration:

a) educational and social,

b) passive and creative,

c) internal and external.

3. Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:

a) group integration,

b) group therapy,

c) communication,

d) educational integration.

4. Social inclusion must be ensured:

a) only children with developmental disabilities in primary school age,

b) to all children with developmental disabilities without exception,

c) children studying only in special institutions.

5. For the first time, the theoretical justification for integrated learning was in the works of a domestic scientist:

a) A.N., Leontieva,

b) L.S. Vygotsky,

c) S.L. Rubinshtein.

6. The first country in the field of introducing inclusive education into pedagogical practice was:

b) Germany,

c) Russia,

d) France,

e) United Kingdom.

7. In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the GEF on a par with normally developing therefore:

a) inclusion cannot be massive,

b) inclusion can only be implemented at the pre-school level,

c) inclusion can only be realized at the primary level

d) inclusion should be massive.

8. In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most appropriate for:

a) children with disorders of the musculoskeletal system,

b) children with disabilities and developmental problems; gifted children; deviant students; students for whom Russian is not their native language

c) children with intellectual disabilities,

d) children with disabilities, with whom correctional and pedagogical work was started early.

9. Which of the following principles does not apply to the principles of inclusive education:

a) diagnostic information should be presented visually, in the form of graphs, drawings;

b) integration through early correction;

c) integration through compulsory correctional assistance to each integrated child;

d) integration through reasonable selection of children for integrated learning.

10. Creation of a system of polysubject interaction involves the creation of:

a) inclusive horizontal,

b) interaction of social partners and educational organizations,

c) an inclusive vertical.

11. The period becomes the initial level of the inclusive vertical:

a) youth,

b) early childhood,

c) primary school age.

Key to the test

Test scoring system

Determination of the effectiveness of assimilation according to the test results can be made on the basis of the dependence established by V.P. Bespalko, to calculate the coefficient of assimilation: K=m/n, where n is the number of significant operations, m is the number of operations correctly performed by the student. In tasks of the closed and open form, each correct answer is estimated at 1 point, incorrect - 0 points. In tasks for distinguishing and establishing correspondence, the number of essential operations (the number n) is equal to the number of initially correct answers - standards, and the number m is equal to the number of differences or correspondences correctly established by the student. Activity is considered learned at K³ 0.7.

The maximum score for this test is 11 points.

The following correspondence is established between the assimilation coefficient and the mark: less than 6 - "2", 6-7 - "3", 8-9 - "4", more than 10 - "5".