Theoretical and methodological foundations of inclusive education. Features of teaching younger students in an inclusive educational environment. The concept of inclusive education

1. Regulatory framework for inclusive education of children with special educational needs (SEN) and handicapped health (HIA) 2. The essence and conceptual foundations of inclusive (integrated) education 3. The state and prospects of modeling and designing an inclusive educational environment in an educational institution (organization) 4. Problems of development and implementation of adapted general education programs

Literature 1. About education in Russian Federation. Federal Law No. 273. - M., 2013 2. Federal State Educational Standard of the Basic general education. - M., 2010 3. The professional standard of the teacher. - M., 2013 4. Topical issues of organizing the training of certain categories of children in educational institutions / edited by T. G. Zubareva. – Kursk, 2015 5. Butenko V. N., Interpersonal relations of children in inclusive groups kindergarten// Psychology of learning. - 2010, S. 46 -55 6. Vachkov I. V. Model of formation of a positive attitude towards younger schoolchildren with disabilities among their peers // psychological science and education. - 2011. No. 3. S. 59 -65

7. Dmitriev A. A., Dmitrieva S. A. Integrated education for children: pros and cons. // Social pedagogy. - 2011. No. 3. P. 57 -68 8. Zubareva T. G. Designing an inclusive educational environment: problems and solutions. - Kursk, 2010 9. Lubovsky VI Psychological and pedagogical problems of differentiated and integrated education // Special psychology. -2008. № 4. P. 11 -21 10. Nazarova NM On the problem of developing theoretical and methodological foundations of educational integration // Psychological science and education. - 2011. - No. 3. - P. 5 -9 11. Psychological and pedagogical counseling and support for the development of the child: A manual for a teacher of a defectologist / ed. L. M. Shipitsina. - M.: VLADOS, 2003 12. Khudin AN Modernization of special education in the region: experience and prospects // Education and training of children with developmental disorders. - 2012. No. 7 S. 3 -7

Integration is the process of reunification, combining into a whole previously disparate parts and elements; a process of development that results in the achievement of unity and integrity within a system based on interdependence individual elements

Integration is a form of coexistence ordinary people and people with disabilities of life, which is supported and developed by society

Integrated learning involves the adaptation of a child with SEN to the requirements of an educational organization; aligning the needs of children with disabilities with the requirements of the education system

English inclusion. inclusion - inclusion, addition, joining a term used to describe the process of teaching children with special educational needs in general education (mass) schools

Inclusion is based on the goals of a single educational space for heterogeneous (non-homogeneous) groups, in which there are different educational routes

Inclusive education is a broader integration process that implies the availability of education for all, the development of general education in terms of adapting it to the different needs of the child

Integration involves the adaptation of the child to the requirements of the education system, and inclusion - the adaptation of the system to the needs of all children

Evolution of views and approaches to the problem The concept of integrated education of people with disabilities (with special educational needs) Moscow (2001) / International scientific and practical conference

Evolution of views and approaches to the problem Lubovsky V. I. (Academician of the Russian Academy of Education) Psychological and pedagogical problems of differentiated and integrated education (Special psychology. - 2008. No. 4)

The evolution of views and approaches to the problem Dmitriev A. A., Dmitrieva S. A. (Tyumen, state university) Integrated education for children: “for” and “against” (Social Pedagogy. - 2011. No. 2)

Evolution of views and approaches to the problem Nazarova N. M. (Moscow City Pedagogical University) On the problem of developing the theoretical and methodological foundations of educational integration (Psychological science and education. - 2011. No. 3) / international Conference

The evolution of views and approaches to the problem Malofeev N. N. (Director of the Institute of Correctional Pedagogy) A eulogy of inclusion or a speech about protecting oneself (Education and education of children with developmental disabilities. - 2012. No. 1)

The evolution of views and approaches to the problem Smolin O. N. (Deputy Chairman of the Committee on Education of the State Duma - report) Exclusive on inclusion (Education and education of children with developmental disabilities. - 2012. No. 8). 12 offers

Evolution of views and approaches to the problem Semago N. Ya. , Semago M. L. (Moscow State Pedagogical University) Inclusive education: from methodological model to practice (a series of articles on the Internet) Zhigoreva M. V. (Moscow State University named after M. A. Sholokhov) Conceptual approaches to the implementation of integrated education and upbringing of children with disabilities ( correctional pedagogy: theory and practice. - 2013. No. 3) conference materials

Combined integration children with a level of psychophysical and speech development corresponding or close to the norm, one or two people are brought up on an equal footing in mass groups and classes, receiving constant corrective assistance from a defectologist teacher

Partial integration children with developmental problems are not yet able to master the educational standard on an equal footing with healthy peers, join mass groups and classes only for part of the day (for example, in its second half, for separate classes)

Temporal integration All pupils of a special group (class), regardless of the level of psycho-physical and speech development, unite with healthy children at least 1-2 times a month for various educational events (for example, holidays, competitions, individual classes, etc.). e.)

Full integration for children who, according to the level of psychophysical development, correspond to the norm and are psychologically prepared for joint learning with healthy peers. Such children, one or two, are included in the usual kindergarten groups and school classes (close to home). At the same time, as a rule, they receive correctional assistance not in the educational institution itself, but in the speech therapy center of the children's institution; in the group of short-term stay of special preschool educational institutions or average. schools; in various centers (surdological departments of polyclinics), rehabilitation centers

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Abstract on the topic

« Theoretical and methodological foundations of inclusive education»

Inclusive education on present stage development Russian society is an important condition for the realization of the right of a person with special needs to education, and subsequently, to professional activity. It should be noted that the analysis of scientific literature on the problem of inclusive education in a historical context allows us to see a gradually changing paradigm in the system of "atypical" person and social environment. Moreover, there are positive changes and attitudes in the public consciousness about the need to move from the social isolation of people with special needs (and in some cases, physical destruction) to their social inclusion.

Following the logic of scientific research, we believe that the development of the stated problem should be based on the analysis of the basic concept of the research work "inclusive education" and the conceptual approaches that we have taken as the basis for the development of an inclusive education system.

In the scientific space, the institutionalization of the term "inclusive education" is just beginning. The active use of this concept in the Russian scientific and practical space occurs only at the end of the 20th century. And early XXI Art. It is no coincidence that the introduction of the concept of inclusive education by the Salamanca Declaration of Persons with Special Needs (1994) and the adoption of the UNESCO Declaration on Cultural Diversity (2001) are close in time of their appearance: both of these documents express not only the recognition of the heterogeneity of society and its culture, but also changing attitudes in society towards this diversity - awareness of its value, awareness of the value of differences between people.

Inclusion in modern world acts as the leading social idea of Western countries, which is based on the struggle to eradicate discrimination based on the principle of individual differences. The human community is considered in all its diversity, assuming the coexistence of ordinary people and people with special needs.

In modern scientific literature and periodicals devoted to the education of people with special needs, the concept of "inclusion" began to gradually replace the previously used term "integration", claiming to be a more accurate semantic expression of the essence of understanding the practical realization of the rights of people with special needs.

In the scientific space, the term "inclusion" in translation from English means "inclusion". Inclusive or included education is a term used to describe the process of education of persons with disabilities, and as a result, with special educational needs in general educational institutions. It is based on an ideology that ensures equal treatment of all people, but, nevertheless, it provides for the adaptation of the environment and the creation of compensatory conditions.

It should be noted that at the present stage of development of society federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, the concept of “inclusive education” is legally formalized as ensuring equal access to education for all students, taking into account the diversity of their special educational needs and individual opportunities.

According to Chigrina A. Ya., inclusive education is a term used to describe the process of teaching children with disabilities, and as a result, with special educational needs in general education (mass) schools. The author emphasizes that inclusive education should represent a balance between whether the child will be able to master general program subject to additional conditions and individual program, and the importance of its social inclusion.

In turn, O.S. Kuzmina gives the following definition of "inclusive education" by which he understands "a socio-pedagogical phenomenon, which consists in building an educational process in which a child with disabilities studies together with healthy peers and receives specific pedagogical support and correctional assistance related to the satisfaction of his special educational needs .

For our study, the article by Yarskaya-Smirnova E.R. is of particular interest. and Loshakova I. I. “Inclusive education of children with disabilities”, in which the idea of introducing inclusive education suggests that a continuum of services, including an educational environment that is most favorable for them, should correspond to the diversity of needs of students with disabilities. The authors emphasize that 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, value being together in a team.

We share the opinion of A. V. Bakharev that the system of inclusive education includes educational institutions of secondary, vocational and higher education. Its goal is to create a barrier-free environment in learning and vocational training people with disabilities. This requires a set of measures, which includes both the technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at their work and the development of interaction with people with disabilities, the development of tolerance and changes in attitudes. In addition, the author believes that special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.

In the context of the stated problem, the views of S. O. Bryzgalova and G. G. Zak are important for us, who see that the concept of inclusive education requires fundamental changes in the system of not only secondary (as a “school for all”), but also professional and additional education(as "education for all"). Scientists consider the system of inclusive education itself as an effective mechanism for the development of an inclusive society, i.e. By developing an inclusive education system, we thereby contribute to the development of an inclusive society - a society for all, a society for everyone. In their opinion, this is the key value of inclusive education. Inclusive education - education that, despite the existing physical, intellectual, social, emotional, linguistic or other characteristics, provides everyone with the opportunity to be involved in the overall process of education and upbringing (development and socialization), which then allows the maturing person to become an equal member of society, reduces the risks of its segregation and isolation. Growing up together, children learn to accept their own characteristics and take into account the characteristics of other people. It is based on an ideology that ensures equal treatment of all people, but, nevertheless, it provides for the adaptation of the environment and the creation of compensatory conditions. For us, the ideas of continuity in inclusive education are valuable, starting from high school and ending with high school. Based on this, a person with special needs is constantly in the system social relations and ties that, as he socializes, will expand and deepen.

We have based the development of an inclusive education system on the following concepts and conceptual approaches:

1). An activity approach that considers a person as an active subject who cognizes and transforms the world and himself in the process of activity;

2) The student-centered approach is based on the humanistic principle of the relationship between the teacher and the student, taking into account the subjective experience of the child and providing him with pedagogical support for his individuality;

3) A systematic approach, considers inclusive education as a continuous process of interaction of a multidisciplinary team;

4) Competence-based approach considers a person as a carrier of certain competencies;

5) Acmeology of personal and professional development of the individual.

We propose to briefly consider their theoretical and methodological essence.

The activity approach considers a person as an active subject who cognizes and transforms the world and himself in the process of activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, etc.). The state social policy towards people with special needs has long been based on the medical model of disability. Within the framework of which a person with special needs was considered more from the position of an object of medical care, and not a subject of social relations. Unfortunately, even such an important moment as the development of an individual rehabilitation program for a child with special needs is very often carried out without the participation of parents, especially the child. This situation should be changed.

In our opinion, the activity approach should be based on the principle of participation, which involves the participation of young people in decision-making and processes that affect their lives, including the processes of information exchange, consultation, management, decision-making and action (R.A. Hart). Based on his book "Children's participation from tokenism to citizenship", we present only the most important provisions for our study. The scientist claims that participation young man provided through:

Confidential communication (informing on all issues that relate to a young person, support in formulating questions and sincerity in answers);

Joint decision-making (facilitating discussion, providing choice, empowering to implement the decision);

Initiative support ( active listening; recognition that young people have talents, strengths and weak sides, orientation to the future, gaining experience in the process of various activities).

We believe that the concept of inclusive education, based on this approach, should be based on the position of the active position of children and young people with special needs as subjects of activity. A person with special needs in the process of participating in various available types activity develops himself as a person and as a future professional.

Person-orientednnysuitabledrelies on the humanistic principle of the relationship between the teacher and the student, taking into account the subjective experience of the child and providing him with pedagogical support for his individuality(E. Bondarevskaya, E. Stepanov, S. Podmazin, etc.) .

Most scientists in the personality-oriented approach primarily see the process of subject-subject interaction between a teacher and a student, which is aimed at creating a friendly socio-cultural environment for self-development of the individual as a subject of active activity, capable of self-realization and self-improvement.

In the context of our study, it is important to determine the personal oriented approach, proposed by E. Stepanov, who considers it as "a methodological orientation in pedagogical activity, which makes it possible, by relying on a system of interrelated concepts, ideas and methods, to provide and support the processes of self-knowledge, self-building and self-realization of the child's personality, the development of his unique individuality" .

The person-centered approach considers the person in the context of his individual development and formation, based on the principles of humanism, natural conformity and cultural conformity.

The humanistic concept of inclusive education is based on the idea that a person is the highest value, regardless of what capabilities (intellectual, physical, etc.) he has. An interesting idea was expressed by E. Fromm that changes in the direction of humanization will be possible if people themselves change in the direction from the ideology of predation and possession to the ideology of humanity, mutual recognition and responsibility.

In this context, the problem of education for “atypical” children and young people acquires special meaning as a tool for their social inclusion. In general, the entire system of inclusive education is permeated with the ideas of humanism, which is the basis of a trusting and tolerant relationship between all participants in the educational process.

For our work, it seems interesting the data of a sociological study (Yarskaya-Smirnova E.R., Loshakova I.I.), obtained in the course of a study of the attitude of teachers, secondary school students and their parents to the possibility of joint education with disabled children who have difficulties with movement , hearing, speech or vision impairment, mental retardation. The analysis showed that the closest contacts are established between the students surveyed and children with disorders of the musculoskeletal system (12.4%), as well as with children experiencing deviations in mental development(12.9%). Our respondents were less likely to have contacts with those children who have speech, hearing or vision impairments (9.1%). And among those whom the respondents only saw on the street, there are more disabled children with outward signs of disability (40.5%).

Interestingly, the greatest tolerance for study in the same class, manifests itself in our respondents-students in relation to children with disorders of the musculoskeletal system. They are less tolerant of those who have hearing and vision impairments. Most low level tolerance was revealed in relation to children with intellectual disabilities - almost half of the students expressed the wish that they study in a separate school. Scientists conclude that about 70% of the respondents showed different awareness of the problem of disability in children, and also emphasize that in this case, a deeply rooted stereotype reveals itself, creating serious barriers to the integration of both children and adults into society.

The principle of conformity to nature (J. Comenius, J.-J. Rousseau, K. Ushinsky and others) assumes the unity of the natural and spiritual principles in a child as equivalent components of a holistic individuality, and their consideration in the process of development, education and training. For our work, this principle is of key importance, because children with special needs have various deviations in mental and/or physical development, which objectively affect the process of acquiring knowledge and acquiring skills.

The modern interpretation of this principle connects the social education of "atypical" children with the general laws of the development of nature, their individual and age characteristics, with the formation of responsibility for the development of oneself as an active subject of life. Moreover, it should be emphasized that the principle of natural conformity involves taking into account the sex of the child in the process of gender-role, labor and civil socialization.

A student-centered approach in inclusive education allows you to rely on the natural inclinations of a child with special needs, develop and improve only taking into account his natural abilities, which will make it possible to more fully use the individual inclinations of each child.

The principle of cultural conformity (D. Locke, K. Helvetius, A. Disterverg, etc.) involves building an inclusive education system based on the culture of society, traditions and customs of the people, norms and values, taking into account the cultural level of each individual. Special attention of scientists is paid to the problem of socio-cultural adaptation of children and youth with special needs.

An analysis of the scientific literature makes it possible to note the need for a comprehensive expert survey of cultural institutions to assess their accessibility for children and young people with special needs. It should be noted that non-formal education, which is more often implemented on the basis of cultural institutions, allows you to harmoniously combine the intellectual, emotional, aesthetic development of the individual through active participation in various types of amateur performances, interest clubs, circles, etc.

Modern studies of inclusive education are conducted on the basis of a student-centered approach, taking into account the unity of the value-semantic, motivational-need and operational spheres of educational, professional and proper professional activity. By participating first in educational and professional, and then in professional activities, a person not only acquires adequate ideas about his profession and about own capabilities but also actively develops them. Forming as a subject of professional activity and forming an attitude towards himself as a doer, he develops as a person (B. Ananiev, L. Vygotsky, A. Leontiev, S. Rubinshtein, etc.).

Systemican approach,considers inclusive education as a continuous process of interactionI am a multidisciplinary team.

Initially, the word "system" was associated with the forms of socio-historical being. Indeed, in the literature, a system is understood as a “complex of interacting elements” (L. Bertalanffy). Society as a social system includes education as a subsystem.

V. N. Spitsnadel, studying the theoretical foundations of system analysis, pays attention to education as an integral element of the system under consideration, the methodological approach to its essence and assessment should be equal in relation to other elements, i.e. systemic. The scientist emphasizes that being a long-range factor, education lays the foundation, generates the development of these elements, the growth of the productive forces of society. Moreover, a scientifically based education program is needed. It is implemented through the development of systemic knowledge, which is produced as a result of the interaction and synthesis of natural, technical and social sciences. The formation of such a system of knowledge, oriented to the world level of development of science, and its introduction into the educational process, is part of the content of the restructuring of higher education. A systematic approach here opens up a real opportunity to reduce the duration of training, increase the special scientific, technical and worldview level of education, and the general culture of future graduates. More specifically, this is done through highlighting general theories, generalized scientific principles and revealing deep interconnections.

A systematic approach in inclusive education allows you to see the integrity and versatility of the educational process, the relationship and interdependence of all elements of the learning environment, given the complexity of building and implementing this system in practice.

It is known that education is a harmonious unity of the process of development, upbringing and training of a person throughout his life. This is a creative process of personality formation, its self-development and self-actualization.

The idea of the continuity of the educational vertical is of fundamental importance in building an inclusive education system based on a systematic approach.

The majority of specialists who work with children and youth with special needs, and parents, advocate continuity in education: “primary - secondary - vocational - higher”, which is possible only if all educational institutions are able to put it into practice. systems approach to the issue of inclusion. Of particular relevance is the readiness of teachers from various institutions to work effectively in the system of inclusive education.

In this context, it represents scientific interest dissertation research by O.S. Kuznetsova, who proposed a model for preparing teachers to work in an inclusive education environment, includes content and organizational components. It is aimed at developing professional competence among teachers, acquiring the ability to solve professional problems:

Understand the philosophy of inclusive education, know the psychological and pedagogical patterns and features of the age and personal development of children with disabilities in an inclusive educational environment, and be able to identify these patterns and features;

To be able to select the best ways to organize inclusive education, design the educational process for joint education of children with normal and impaired development;

Apply various methods of pedagogical interaction between all subjects of the correctional and educational process, focused on the value attitude towards children with disabilities and inclusive education in general;

Create a correctional and developmental environment in an inclusive educational space and use the resources of an educational organization for the development of all children;

Realize professional self-education on joint education of children with normal and impaired development. inclusive education multidisciplinary humanistic

It should be noted that in her work, O. S. Kuznetsova substantiates the conditions for inclusive education under which the training of teachers will be effective, namely, if:

Will be organized as a personalized and continuous process joint activities a teacher (teaching) and teachers (students), aimed at developing professional competence and forming personal and professional attitudes towards inclusive education and is presented as a model;

The technology of teacher training will be based on the application of humanitarian technologies and will ensure the formation of motivational-value, operational-activity and reflective-evaluative readiness to work in an inclusive education.

Informative discussions of specialists of a multidisciplinary team (doctors, teachers, psychologists, lawyers, civil servants and public figures) are conducted around the practical implementation of the ideas of inclusive education, the difficulties of its implementation and the formation of a positive public opinion. This approach allows us to consider a person with special needs as an active subject of life, the importance of participating in all decisions that affect his life. In our opinion, the opinion of the child and his parents should be taken into account when organizing a compensatory educational environment that is comfortable for all participants in the training.

It is especially important to note the role of higher educational institutions in the process of social inclusion in the system of inclusive education. Higher education as a social institution, it has significant opportunities and resources for young people with special needs. During training in a higher educational institution, the acquisition of cultural resources of students occurs: the level of education of students in the process of educational and practical professional activities increases, leisure practices change

students in the direction of increasing the share of cultural forms of leisure, more active use of computers and the Internet, educational and social activity. Social relations and social connections are established, which act as a kind of social capital of young people with special needs, allow them to feel more confident in the implementation of their life plans and aspirations, contributing to their social inclusion.

Speaking about education from the point of view of system analysis, V. N. Spitsnadel argues that an educated person is an agent of culture (goodness, reason, conscience, responsibility, love, sympathy, support ...), defending the eternal values of life and forming new ones. The education of a person (etymologically) is the acceptance by a person of an image: the world, one's own personality, past and future, good and evil. To be educated means to understand others, oneself, the meaning of life, one's responsibility to life, to culture ... Culture is life, one thing, good and good, strength and energy, it is the eternal ideal of humanity.

Within the framework of the competency-based approach, two basic concepts of "competence" and "competence" are distinguished, the categorical and conceptual analysis of these terms allows us to note that at present there is no unambiguous understanding of their essence.

For us, the decisive factor is the opinion of A.V. Khutorsky, who under the concept of "competence" means "a set of interrelated qualities of a person (knowledge, skills, habits, methods of activity), are determined by a certain range of objects and processes, and necessary in order to act qualitatively and productively in relation to them"; and under the term "competence" - "a person's possession of the relevant competence, covers a personal attitude towards it and objects of activity" .

It is known that competence is a range of issues in which a person is well versed. At the present stage of development of school education in Russia, the ultimate goal of education is changing from “knowledge” to “competence”, because a situation is emerging in which students can master a set of theoretical knowledge well, but at the same time experience significant difficulties in activities that require the use of this knowledge to solve problems. tasks and problem situations. By developing competence, we thereby restore the balance between education and life.

Based on the selected A.V. Khutorsky the main educational competencies, we will supplement them in a meaningful way in the key of inclusive education:

1. Value-semantic compthosentions. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions. Children and young people with special needs see and interact with the world and people in a special way. For many people, it is difficult to determine the meaning of life, and people with special needs need to additionally look for inner strength in themselves for this. Understanding and accepting values allows you to better navigate when choosing your life path. A special role in this is played by the family raising a child with special needs.

2. General cultural competencies. The student must be well informed, have knowledge and experience in matters of national and universal culture, the spiritual and moral foundations of human and human life, the cultural foundations of family, social, social phenomena and traditions, everyday and cultural and leisure sphere. This also includes the student's experience of mastering the scientific picture of the world. In the process of inclusive education, it is necessary to take into account the socio-cultural conditions in which the socialization of children and youth with special needs takes place, so that the individual is prepared for life in these historical, cultural, socio-economic conditions.

3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In the course of organizing inclusive education, the psychophysiological characteristics of children should be taken into account in order to create the most comfortable conditions for the assimilation of knowledge, skills and abilities, supporting their motivation for learning.

4. Information competence. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, Email, media, Internet) the ability to independently search, analyze and select the necessary information, organize, transform, store and transmit it is formed. In our opinion, it is advisable to use the resource in inclusive education social networks popular among the youth. Mastering informational competencies by young people with special needs will significantly increase the level of their social capital, be more competitive in the labor market, including self-employment.

5. Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, teamwork skills, knowledge of various social roles a team. In inclusive education, the establishment of effective communication between all participants, the removal of barriers, the overcoming of stereotypes contribute to the harmonious development of all children.

6. Social and labor competencies means possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in matters of economics and law, in the field of professional self-determination. In the practice of inclusive education, specialists often use the method of occupational therapy with children and youth with special needs, aimed at mastering labor skills, contributing to their professional orientation and the choice of a future profession.

7. Competencespersonal self-improvement aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. These competencies include personal hygiene, self-care, sexual literacy, internal ecological culture. In the system of inclusive education, the idea of constant personal self-improvement should be traced, taking into account the feasible intellectual and physical activity.

The competency-based approach in the system of inclusive education considers a person as a carrier of certain competencies that are acquired in the process of playing, learning, communication, activities, and contribute to the personal and professional development of young people with special needs.

Acmeological approach(K. Abulkhanova-Slavskaya, V. Gordon, A. Derkach, V. Zazykin, E. Smirnov, P. Smirnov, etc.) within the framework of the problem this study seems to us the most appropriate, because acmeology, which arose at the junction of natural, social, technical and humanities, studies the patterns and mechanisms of human development at the stage of his maturity and, especially, when he reaches the most high level in this development. At the same time, it is fundamentally important to identify patterns, conditions and factors that ensure the possibility of reaching the highest point of human development, its acme, as well as identifying possible obstacles that arise along this path. In addition, it is acmeology that today achieves the most significant results in the study of the problems of the formation and development of a person as a professional in various fields of activity.

Given the speed of the changing social reality, the improvement of the system of inclusive education should be based on the acmeological approach, which is based on the idea of continuous improvement of a person, his professional skills in different socio-cultural conditions. Of course, it is necessary to realistically assess the possibilities and potential of the person with special needs, his ability to work on himself.

The joint efforts of scientists and practitioners who are developing the theoretical, methodological and practical-organizational foundations of inclusive education make it possible to identify, evaluate and solve emerging problems in its implementation in practice.

Conducted research allows us the following conclusions:

1). Inclusion is the leading trend of the current stage of development of the education system, based on the humanistic paradigm of perceiving the world in its diversity. Inclusive education at the present stage of development of Russian society is an important condition for the realization of the right of a person with special needs to education, and subsequently, to professional activity.

2). Inclusive education is a socio-pedagogical phenomenon, which consists in building an educational process in which a child with disabilities studies together with healthy peers and receives specific pedagogical support and correctional assistance related to meeting his special educational needs (O.S. Kuzmina).

3). We have based the development of an inclusive education system on the following concepts and conceptual approaches:

An activity approach that considers a person as an active subject who cognizes and transforms the world and himself in the process of activity;

The student-centered approach is based on the humanistic principle of the relationship between the teacher and the student, taking into account the subjective experience of the child and providing him with pedagogical support for his individuality;

A systematic approach considers inclusive education as a continuous process of interaction of a multidisciplinary team;

The competence-based approach considers a person as a carrier of certain competencies;

Acmeology of personal and professional development of personality.

4). Modern Russian system inclusive education should use the best international experience that enables children and young people with special needs to realize their right to education in any type of educational institution and receive the necessary specialized assistance.

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Introduction to the thesis (part of the abstract) on the topic "Education of moral relationships of younger students in inclusive education"

The relevance of research. The formation of an open democratic society in Russia, entry into the global socio-cultural space, recognition of the priority of individual rights and freedoms, led to a rethinking of the attitude towards the problems of people with disabilities, led to the realization of the need for their wider inclusion in various spheres of life, the most important of which is education. The inclusion of children with disabilities in the educational process of mass schools is a global trend.

At present the national educational policy in our country is aimed at creating optimal conditions for the inclusion of children with disabilities in general educational institutions, the development of inclusive education. This was reflected in the federal target program "Accessible Environment" (2011-2015); in the national strategy-initiative "Our New School", which orient the education system to ensure the successful socialization of children with disabilities.

The origin of the ideas of inclusive education in Russia can be seen in the Concept of Integrated Education of Persons with Disabilities (with Special Educational Needs), developed at the Institute of Correctional Pedagogy of the Russian Academy of Education. Russian scientists from the Institute for Problems of Integrative (Inclusive) Education at the Moscow City Psychological and Pedagogical University are conducting applied research in the field of inclusive educational practice. The implementation of a new approach to the education of children with disabilities is carried out carefully in our country.

Psychologists and educators have proven that the relationship and interaction of healthy children with peers with disabilities are the most important factor ensuring the success of inclusive education (S.V. Alekhina, J1.N. Davydova, Yu.M. Zabrodin, E.I. Leongard, D.M. Mallaev, N.N. Malofeev. H.H. Nazarova, JI.M. Shipitsyna, N.D. . Shmatko).

The theoretical analysis of the scientific literature has shown that the problem of relationships between younger schoolchildren and their peers attracts the attention of researchers and is considered in various aspects. The significance of educational and extracurricular interaction for the moral relationships of younger schoolchildren is revealed in the studies of A.K. Dusavitsky, V.A. Kirichok, S.O. Miltonyan, A.N. Nyudyurmagomedova, JI.B. Polyakova, M.E. Sachkova, S.T. Tuchalaeva, G.A. Zuckerman, L.G. Chebyki-noy, H.A. Shkuricheva and others.

In the scientific works of B.Sh. Aliyeva, S.Yu. Bakulina, Sh.A. Mirzoeva, N.V. Perchun, L.A. Satarova, S.Yu. The senator noted the positive role of the values of folk culture in the development of moral relationships among schoolchildren.

In the works of Sh.A. Amonashvili, S.P. Efimova, M.M. Bezrukikh, D.M. Mallaeva, T.D. Krasova, Z.Yu. Salimkhanova emphasizes that interaction during the game is a necessary condition for the development of not only gaming, but also real moral relationships. Game interaction contributes to a better understanding of the game participants.

The structure of the relationship of schoolchildren in small groups is substantiated by Ya.L. Kolominsky and his followers. The process of acquiring experience in the relationship of younger students in conflict situations was studied by Z.Sh. Magomedova, V.N. Pokusaeva, N.P. Andropova, Yu.S. Mitina, L.I. Stolyarchuk, in the manifestations of a caring attitude towards people, N.P. Tsareva.

It should be noted that the issues of relationships between younger schoolchildren in inclusive education were considered by specialists only in the context of creating special psychological and pedagogical conditions for children with disabilities, without taking into account the characteristics and psychological mechanisms of perception by healthy children of peers with disabilities (N.P. Artyushenko, A.V. Batova, S.O. Bryzgalova, Yu.A. Ilyin, JI.M. Kobrin, H.N. Sheshukova).

An analysis of theoretical research and practical experience in educating the moral relationships of younger students in inclusive education made it possible to identify the following contradictions between:

The potential of inclusive education and its lack of implementation in the process of educating the moral relationships of younger students;

The need of teachers of educational institutions to organize the process of educating the moral relationships of younger students in inclusive education and the existing difficulties in its organization;

The high social significance of educating the moral relationships of schoolchildren in inclusive education and the underdevelopment theoretical foundations this problem in science.

The research problem is to determine the essence and content of the process of educating the moral relationships of younger students in inclusive education, identifying pedagogical conditions that contribute to the effective organization of this process.

Conducted analysis scientific research, school practices, own observations and identified contradictions prove the relevance of the identified problem, which led to the choice of the research topic: "Education of moral relationships among younger students in inclusive education."

The object of research is the process of inclusive education.

The subject of the research is the upbringing of the moral relationships of younger schoolchildren in inclusive education.

The purpose of the study is to identify and scientifically substantiate the essence, content and pedagogical conditions for educating the moral relationships of younger students in inclusive education.

The hypothesis of the study was the assumption that the upbringing of the moral relationships of younger students in inclusive education will be more successful compared to the general mass practice if:

Goal-setting provides for the priority of educating the moral relationships of younger students in inclusive education;

The moral potential of inclusive education should be considered as a factor in nurturing relationships between younger students and their peers;

Criteria and levels of moral relationships to develop on the basis of the specific content of the components of the moral relationships of younger students in inclusive education;

The model of the process under study should be realized taking into account the interrelationships between the patterns of education of moral relationships among younger schoolchildren and the conditions of inclusive education.

The purpose and hypothesis put forward made it necessary to solve the following research problems:

1. Substantiate the moral potential of inclusive education.

2. To identify the relationship between the patterns of educating the moral relationships of younger students and the conditions of inclusive education.

3. Determine the criteria and levels of moral relationships among younger students in inclusive education.

4. Develop and test a model for educating the moral relationships of younger students in inclusive education.

5. Substantiate and experimentally test the pedagogical conditions for educating the moral relationships of younger students in inclusive education.

Methodological basis of the research: concepts of personality development (B.G. Ananiev, JI.C. Vygotsky, V.A. Ganzen, A.G. Kovalev, D.A. Leontiev, A. Maslow, B.C. Merlin, V.N. Myasishchev , G. Allport, K.K. Platonov, K. Rogers); activity approach to personality development (V.V. Rubtsov, I.A. Zimnyaya, A.N. Leontiev, S.L. Rubinshtein, D.I. Feldshtein); concepts of communication and interpersonal relations (A.A. Bodalev, A.V. Brushlinsky, A.A. Leontiev, M.I. Lisina); pedagogical technologies in education (V.P. Bespalko, G.M. Gadzhiev, I.A. Kolesnikova. V.M. Monakhov, A.N. Nyudyurmagomedov, S.T. Tuchalaev); humanization of general and special education (E.I. Leongard, V.V. Linkov, D.M. Mallaev, N.N. Malofeev, L.M. Shipitsyna);

Theoretical foundations of the study: theories of personality-oriented education (Sh.A. Amonashvili, E.V. Bondarevskaya, N.K. Sergeev, V.V. Serikov); educational and extracurricular interaction and the formation of interpersonal relations among schoolchildren (L.V. Baiborodova, L.I. Bozhovich, Ya.L. Kolominsky, A.A. Lyublinskaya, M.V. Matyukhina, V.I. Slobodchikov, G.A. Tsukerman); moral education of junior schoolchildren (M.N. Aliev, L.V. Vysotina, Z.T. Gasanov, E.V. Chekina, V.T. Chepikov, N.E. Shchurkova); developmental education in primary school(N.F. Vinogradova, V.V. Davydov, L.V. Zankov, N.B. Istomina, G.P. Maksimova, S.T. Tuchalaev, D.B. Elkonin); interpersonal perception in a group and co-education (V.S. Ageev, A.A. Bodalev, J. Bruner, A.I. Dontsov, V.K. Dyachenko, Ya.L. Kolominsky, IN. Minkova, A.V. Petrovsky, V.V. Rubtsov); inclusive education (O.A. Bazhukova, T. Booth, L.S. Volkova, L.M. Kobrina, D.M. Mallaev, N.N. Malofeev, D. Mitchell, N.M. Nazarova, T.V. Furyaeva, N.D. . Shmatko); theory of pedagogical diagnosis in education (B.P. Bitinas, N.K. Golubev, L.N. Davydova, V.G. Maksimov,

E.A. Mikhalichev, L.M. Friedman).

Research methods: theoretical (analysis of psychological, pedagogical literature; content analysis; modeling, generalization of research results); empirical (direct and participant observations, questioning, interviewing, conversations, peer review, analysis of pedagogical experience, pedagogical experiment); statistical (ranking, mathematical processing of the results).

The study was conducted on the basis of secondary school No. 19, 24, 59 in Astrakhan; MOU secondary school No. 1.6, Kotovo, Volgograd region, where 383 junior schoolchildren took part in the experiment.

Research stages:

The first stage is theoretical and organizational (2005-2006): determination of the research topic and theoretical analysis of the state of the problem based on the study of psychological and pedagogical literature. Formulation of goals, hypotheses, definition of research objectives.

The second stage is an experimental one (2006-2010): research planning, ascertaining and forming experiment, processing. analysis and systematization of the obtained data.

The third stage is analytical and generalizing (2010-2011): analysis of the results of experimental work, systematization and generalization of the results of the experiment, formulation of conclusions, design of the text of the dissertation research.

The reliability of the scientific results of the study is ensured by the methodological validity of the initial theoretical positions; correct organization of experimental work; combination of quantitative and qualitative analysis, objectivity of scientific methods adequate to the subject, purpose and objectives of the study; practical confirmation of the main provisions and mathematical processing of the results obtained during the experiment.

The novelty of the scientific results of the study lies in the fact that the results obtained in their totality contain a solution to the problem of educating the moral relationships of younger students in inclusive education:

For the first time, the moral potential of inclusive education has been scientifically substantiated as a factor in educating the moral relationships of younger students with their peers, including "place", "time", "situations" of interaction and communication of subjects of inclusive education;

The relationship between the patterns of education of moral relationships among younger schoolchildren and the conditions of inclusive education is revealed, which ensures the effectiveness of the education of moral relationships among younger students in inclusive education;

Supplemented with specific content, reflecting the characteristics of children with disabilities, the components of moral relationships (motivational-need, emotional-sensory, value-semantic, behavioral-volitional), on the basis of which the criteria are determined that form the basis for the qualitative characteristics of the levels of moral relationships of younger students in an inclusive education.

Pedagogical conditions that contribute to the successful upbringing of the moral relationships of younger schoolchildren in inclusive education have been identified and scientifically substantiated.

The theoretical significance of the results of the study lies in the fact that: new relationships have been established between the stages of development of moral relationships, justified by L.S. Kolominsky, and the psychological mechanisms of social perception (J. Bruner), sympathy, empathy, attraction, mutual understanding, the formation of moral attitudes, the unity of moral feelings, consciousness and behavior with the conditions of inclusive education, and the hierarchical structure of the components of moral relationships; a model was developed for educating the moral relationships of younger schoolchildren in inclusive education, which complements the theory of moral education of younger schoolchildren; new data were obtained on the features of the perception of the appearance and behavior of peers with disabilities by younger schoolchildren, which supplement the scientific provisions of the theory of interpersonal perception in a group and co-education A.A. Bodaleva, A.I. Dontsova, V.K. Dyachenko and other scientists.

Practical significance of the research results:

The developed set of criteria for evaluating the results of educating the moral relationships of younger students in inclusive education makes it possible to monitor the quality of the educational process in primary school;

The developed methodology for conducting lessons of familiarization with the outside world, extracurricular activities, using educational situations, interaction games, role playing, socially significant projects, paired, group forms of organizing activities, expands the methodological arsenal of the primary school teacher in the field of educating the moral relationships of younger students in inclusive education;

On the basis of the dissertation material, a special course "Education of moral relationships among junior schoolchildren in inclusive education" was developed for bachelor's and master's students of the direction 050100 "Pedagogical education", profile "Primary education"; direction 050400.68 "Psychological and pedagogical education", profile "Psychology and pedagogy of inclusive education".

The following provisions are put forward for defense:

1. The moral potential of inclusive education as a set of factors that determine the successful upbringing of moral relationships among younger students, including place - general educational institution, which allows organizing the interaction and communication of younger students with peers with disabilities in collective educational and extracurricular activities; a long time of interpersonal contacts, communication of younger students, providing mutual knowledge and understanding of the subjects of inclusive education; natural situations that contribute to the acquisition of vital (life) experience of moral relationships by younger students.

2. Criteria for the moral relationships of younger students in inclusive education, allowing to evaluate the results of this process: the motivational-need component is the moral orientation of relations, the desire to help a peer, moral needs, manifestations of love and care, the desire for friendship, communication, interaction with "special" peers ; emotional-sensual component - the ability to sympathize, empathize, the development of means of emotional response to problems, insults, physical pain of peers, a culture of expressing feelings and emotions, the ability to control one's emotions; value-semantic component - the depth of understanding and knowledge of moral norms and rules, the completeness and volume of moral ideas about relationships with peers; the ability to find acceptable ways out of situations of moral choice, awareness of the life and problems of people with disabilities, the need to help them; the behavioral-volitional component is the degree of formation of moral abilities, skills and habits of behavior, manifested in relationships with peers; social and moral activity and initiative, moral self-realization, behavior in difficult moral situations, stability of moral behavior in relations with peers with disabilities.

Changes in the indicators of the selected criteria characterize three levels of moral relationships among younger students in inclusive education: high, medium, low.

3. The model of education of moral relationships among younger students, developed on the basis of the mechanism of the relationship between the patterns of education of moral relationships with the conditions of inclusive education, is being implemented in stages. At the first stage, in the process of mutual perception, interaction and communication of younger schoolchildren with their peers with disabilities, the development of motivation for moral relationships takes place, moral feelings are manifested. The determining factor is the place - a general educational institution, the leading components - motivational-need and emotional-sensory. At stage II, in the process of establishing business and personal relationships, understanding moral norms and rules, a moral attitude towards peers is formed. The determining factor is natural situations, the leading component is value-semantic. At stage III, in the process of effective manifestation of a moral attitude towards peers in behavior and actions, moral relationships are formed among younger students in inclusive education. The determining factor is a long time of interpersonal contacts, the leading component is behavioral-volitional.

4. Pedagogical conditions that contribute to the effective education of the moral relationships of younger students in inclusive education: goal-setting, providing for the priority of educating the moral relationships of younger students; realization of the moral potential of inclusive education, activating the action of psychological mechanisms; creation of pedagogical situations that stimulate free moral choice based on sympathy, respect, striving for good, positive examples; the use of group forms of activity and team projects aimed at developing the ability to interact, cooperate in the process of joint activities, team building; organization of psychological and pedagogical support for children with disabilities, including correctional and developmental classes with specialists and the development of an individual educational route.

Testing and implementation of research results. The main provisions and results of the study were discussed at meetings of the Department of Pedagogy and Subject Technologies of the FSBEI HPE "Astrakhan State University”, methodological associations and seminars of primary school teachers in Astrakhan and Kotovo, Volgograd region, were reported and approved at international ones (Novosibirsk, 2011, Moscow 2011, Astrakhan 2009); All-Russian (Moscow 2011, St. Petersburg 2010, Yekaterinburg 2010, Krasnodar 2009) scientific and practical conferences and are presented in 17 publications, including 3 scientific journals recommended by the Higher Attestation Commission of the Russian Federation.

The structure and scope of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, and an appendix. The dissertation text is accompanied by 10 tables, 2 diagrams, 5 figures.

Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code

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Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Kolokoltseva, Marionella Alekseevna

Conclusions for Chapter II:

The presented results of experimental work aimed at educating the moral relationships of younger students in inclusive education give grounds for the following conclusions.

Taking into account the relationship between the patterns of educating moral relationships with the conditions of inclusive education in the simulated process of educating the moral relationships of younger students in inclusive education, we identified 3 stages and determined their content: at stage I, in the process of mutual perception, interaction and communication of younger students with peers with disabilities, development motivation for moral relationships, the manifestation of moral feelings is actualized, the leading components are motivational-need and emotional-sensory; at stage II, in the process of establishing business and personal relationships, understanding moral norms and rules, a moral attitude towards “special” peers is formed, the leading component is value-semantic; at stage III, on the basis of the syncretism of moral feelings and consciousness, the behavior and relationships of younger students acquire a moral character, and personal initiative increases, the leading component is behavioral-volitional.

The results of the experiment convince us that the education of moral relationships among younger students in inclusive education will be effective if the following pedagogical conditions are observed:

1. The goal-setting of inclusive education should provide for the priority of educating the moral relationships of younger students;

2. The realization of the moral potential of inclusive education, implicitly including "place", "time", "situations" activates the action of psychological mechanisms: empathy, sympathy, attraction, the formation of educational activities, the development of moral consciousness, the formation of a moral attitude towards a peer, the unity of moral feelings, consciousness and behaviour.

3. Creation of pedagogical situations that stimulate free moral choice based on sympathy, respect, striving for good, positive examples;

4. The use of group forms of activity and team projects aimed at developing the ability to interact in the process of joint activities, the formation of a team;

5. Organization of psychological and pedagogical support for children with disabilities, including correctional and developmental classes with specialists and the development of an individual educational route:

In our opinion, the most important in the method of organizing the process of educating the moral relationships of younger students in inclusive education is:

The use of group and pair forms of organization of educational and extracurricular activities, which ensures the formation of ways of peer interaction;

Inclusion in the course The world» additional content, illustrations, series of tasks; special topics of projects, classroom hours, which ensures the assimilation of knowledge by younger students about the features of the life of people with disabilities, their social, educational and personal needs, ways to help and assist them;

The use of special games and means of theatrical pedagogy aimed at forming a subjective attitude towards another, mastering non-verbal means of communication, joint emotional experience of game and role-playing situations, developing the ability to understand the mood and emotional state of another person, made it possible to create an atmosphere of mutual understanding and mutual support in the team.

As a result of approbation of the model and conditions for educating the moral relationships of younger students in inclusive education, a comparative analysis the results of I and IV "sections" in the EG and CG, which showed a more dynamic upbringing of moral relationships among younger schoolchildren in the EG. An analysis of the data of the IV section shows that in the EG, 50 students (98%) had a stable motivation for activities and behavior aimed at joint success, a result, there was a pronounced desire for cooperation, interaction and communication with "special" classmates in the process of educational and extracurricular activities. activities. In the CG, sustainable motivation for activity and behavior, aimed at joint success, was expressed only in 23 students (44.2%). Most of the junior schoolchildren of the CG communicated mainly with their friends, they could not be accepted into the group to complete the educational or creative task other children, including those with disabilities.

In the EG, 43 students (84.3%) included people with disabilities in the circle of people they are ready to help. In the CG, only 11 students (21.1%) expressed their desire to help people with disabilities. The rest of the students were still sent exclusively to help relatives, relatives and friends, they did not understand how they could help people with disabilities.

Thus, the data testify to the effectiveness of the proposed model and the pedagogical conditions for educating the moral relationships of younger students in inclusive education.

CONCLUSION

The purpose of our study was to identify and scientifically substantiate the pedagogical conditions for educating the moral relationships of younger students in inclusive education.

Based on the results of theoretical and experimental research, the following conclusions were drawn.

Modern trends in domestic education, related to the need to include children with disabilities in a public school, actualize the problem of educating the moral relationships of younger students in an inclusive education.

Summarizing the data of scientific literature showed that inclusive education has a set of new opportunities for the process of educating the moral relationships of younger students, which can be described as the moral potential of inclusive education, including "time", "place", "situations" of interaction and communication of subjects of inclusive education. Natural upbringing situations contribute to the acquisition by younger students of vital (life) experience of moral relationships in inclusive education. A long time of interpersonal contacts, communication of younger schoolchildren with peers with disabilities provides mutual knowledge and understanding of the subjects of inclusive education, contributing to the emergence of friendship. The place of interaction and communication is a general educational institution in which children act as subjects of collective educational and extra-curricular activities, which implies the manifestation of mutual responsibility and support.

In the course of a theoretical study, new knowledge was obtained about the relationship between the patterns of educating moral relationships among younger schoolchildren and the conditions of inclusive education, which can be seen in the following: first, on the basis of the mechanisms of social perception, empathy, the formation of collective educational and extra-curricular activities in the process of spatial, mental, social contacts, interaction and communication of younger schoolchildren with their peers with disabilities, moral feelings arise, moral motives and needs develop. Further, in the process of development of moral consciousness, a conscious moral attitude towards peers is formed, the experience of business and personal relationships in inclusive education is acquired. As a result of the action of the mechanism of the unity of moral feelings, consciousness and behavior, as a result, there are moral relationships between younger students and their peers with disabilities, which are manifested in moral deeds, care, mutual assistance on their own initiative.

The systematization of the well-known provisions of the theory of moral education in pedagogy and the theory of interpersonal relationships in psychology, made it possible to expand and fumble with specific content structural components moral relationships of younger schoolchildren in inclusive education. This made it possible to identify the criteria for the moral relationships of younger students in inclusive education: the moral orientation of relations, moral needs (motivational-need component); the ability to emotionally respond to problems, resentment, physical pain of subjects of inclusive education, the ability to manage their emotions (emotional-sensory component); depth of understanding and knowledge of moral norms and rules of relations with peers; the ability to find acceptable ways out of situations of moral choice, awareness about the life and problems of people with disabilities, the need to help them (value-semantic component); the degree of formation of moral abilities, skills and habits of behavior, manifested in relationships with peers; social and moral activity and initiative, moral self-realization, behavior in situations of moral conflicts, stability of moral behavior in relations with peers.

As a result of the study, it was possible, on the basis of the mechanism of the relationship between the patterns of education of moral relationships with the conditions of inclusive education, to develop and test a model for the education of moral relationships of younger schoolchildren. At each stage of the model, the goal, the leading psychological mechanisms, the sequence of occurrence of various types of contacts and relationships among younger students, the content, methods and forms of education are determined, the dominant components of moral relationships are distinguished in accordance with their hierarchy, the leading factors of the potential of inclusive education, the result is indicated.

In the course of the formative experiment, it was confirmed that the emergence of situations of the need to help a peer among younger students is accompanied by a struggle of motives, stimulates the implementation of a moral choice, is accompanied by experiencing the consequences of one's behavior (a sense of shame or pride in one's act); the joint stay of all children, both normally developing and those with disabilities, acts in inclusive education as a life reality and a moral norm on which moral relationships are brought up.

The formative experiment confirmed the effectiveness of the following pedagogical conditions: the priority of educating moral relationships in the goal-setting of inclusive education; realization of the moral potential of inclusive education, activating the action of psychological mechanisms; creation of pedagogical situations that stimulate free moral choice based on sympathy, respect, striving for good, positive examples; the use of group forms of activity and team projects aimed at developing the ability to interact, establish business and personal relationships; organization of psychological and pedagogical support for children with disabilities, including correctional and developmental classes with specialists and the development of an individual educational route.

In the course of the study, the features of the process of educating the moral relationships of younger schoolchildren in inclusive education at each stage were identified: Stage I - the dominance of the motivational-need and emotional-sensory component at the first stage ensures the formation of an attitude towards a peer, in which the subjective principle and emotional- a positive attitude towards interaction with peers, the leading factor is the place - a general educational institution that allows organizing interaction and communication of younger students with peers with disabilities; Stage II - the dominance of the value-semantic component of moral relationships At the second stage, it ensures the formation of a moral-value attitude towards peers, the leading factor is natural situations that allow younger students to acquire life experience caring attitude towards each other; Stage III - the dominance of the behavioral-volitional component of moral relationships at the third stage ensures the development of self-regulation of behavior and relationships with peers in inclusive education, the leading factor is a long time that unites younger students common goals activities, events, allowing personal relationships to move to the level of moral.

The significance of the results of the study was proved by a significant change not only in quantitative but also in qualitative indicators. The results of the formative experiment indicate a higher level of moral relationships in the EG. The younger students who took part in experimental work there was a pronounced desire for cooperation and interaction with "special" classmates. In relationships with their peers, they showed more emotional responsiveness and sensitivity than students from the CG. A significantly higher level of children's awareness of the life of their peers with disabilities was revealed in the EG. Students with disabilities from the EG have always felt support and understanding from their healthy peers.

Analysis of the results of the dissertation research suggests that the study confirmed the hypothesis put forward, made it possible to solve the tasks and achieve the goal of the study. However, it does not exhaust all aspects of the problem under consideration. The main prospects for further work, in our opinion, are connected with the study of the problem of continuity and continuity in the education of the moral relationships of children with "special" peers at the previous and subsequent stages of education.

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The main problem of modern inclusive pedagogy, which has not yet reached its proper development in Russia, is the insufficient development of the theoretical and methodological base of integrated and inclusive education. In this regard, the article is aimed at systematizing and generalizing the already established methodological positions of inclusion, identifying problem areas and proposing new solutions.

IN modern society the understanding of the significance of a person as the highest value is growing. However, in our country, more than 2 million children are classified as children with disabilities (8% of the entire child population). Children with disabilities make up about 700 thousand people. At the same time, there is an annual increase in the number of this category of children.

Although the new law “On Education in the Russian Federation” quite clearly defined inclusive education as “ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities” (Article 2, paragraph 27), in Russia the interpretation of inclusive education only as teaching disabled people in mixed or correctional groups of educational organizations. Documents of the United Nations (UN), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the practical experience of European countries, where inclusive education has reached a high level, allows us to formulate the concept of inclusive education more broadly. At the same time, the following groups of people related to inclusion are distinguished: disabled people, representatives of ethnic minorities, people of non-traditional sexual orientation, people held in penitentiary institutions, marginalized strata of society, including HIV-positive people, migrants, foreign students, people who find themselves in difficult life situation, gifted individuals, persons with various intellectual and physical disabilities, etc. Thus, we can talk about the understanding of inclusion, at least in two senses - narrow and broad. Let us give examples of the relevant definitions of inclusion (inclusive education). Note that in this case, the concepts of "inclusion" and "inclusive education", denoting processes, are considered as synonyms.

The “broad” meaning of inclusion (inclusive education):

Inclusive education is:

A more flexible approach to learning a unique process of accessible education for everyone, in which barriers are eliminated associated with the dissimilarity of trainees, and conditions for self-disclosure of potentials are created person; while all the children win.

The process of joint education of typical and Other / atypical learners, in which the methodology of an individual approach is implemented, taking into account the intellectual and personal potential that develops, is translated into a creative direction and is evaluated in a positive way.

Such a specific form of organization of the learning process, in which ALL children, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic and other characteristics, are included in common system education and are trained at the place of residence together with their peers without disabilities in the same mainstream schools that take into account their special educational needs and provide their students with the necessary special support. Inclusive education of children with developmental disabilities together with their peers is the education of different children in the same class, and not in a specially allocated group (class) at a general education school.

Inclusion is a process of increasing the degree of participation of each individual student in the academic and social life of the school, as well as a process of reducing the degree of isolation of students in all phenomena occurring within the school. Inclusion calls for a restructuring of the culture of the school, its rules and internal norms and practices to fully accept the diversity of students, with their personal characteristics and needs. It directly concerns all pupils of the school, and not only especially vulnerable categories, such as children with disabilities; is focused on improving the school not only for students, but also for teachers and its employees. Every child has the right to be educated at a school near their home. The diversity and dissimilarity of children to each other is not seen as a problem, but essential resource which can be used in the educational process. Inclusion implies the existence of close, close, friendship-based relationships between schools and society. Thus, inclusion- This the process of developing the most accessible education for everyone in accessible schools and educational institutions, the formation of learning processes with the setting of adequate goals for all students, the process of eliminating various barriers for the greatest support of each student and the maximum disclosure of his potential. Inclusion - the creation in a group of conditions that are dictated by the content and methods of teaching for the full inclusion of everyone; it is the ability of a team or community to take responsibility and contribute to solving problems arising from the characteristics of the student's input data.

Inclusion as a kind of philosophy satisfies the needs in education, reveals and develops individual abilities, maintains and gives confidence, promotes good adaptation, socialization, self-realization, and the acquisition of experience (communicative, social, psychological). The result is a harmoniously developed personality, not distancing itself from society and not feeling alienated, capable of an independent and full life in society.

The “narrow” meaning of inclusion (inclusive education):

- Inclusive education ( Inclusif- including, Include- conclude, include, involve) - one of the processes of transformation of education, based on the understanding that disabled people in modern society can (and should) be involved in society. This transformation is focused on the formation of conditions accessibility education for all, including providing access to education for children with special educational needs. . This first innovation in Russian educational practice, initiated by parents of children with disabilities and those teachers, psychologists who believe in its necessity not only for children with disabilities, but for all education in general. This is not just a fashion trend of our time, but a natural stage in the development of the world education system in general - and approaches to education special children with special educational needs due to limited health(OVZ). This is one of the main directions of reform and transformation of the system special education in many countries of the world, the purpose of which is the realization of the right to education without discrimination. .

Inclusion (from inclusion- inclusion) - the process of real inclusion of people with disabilities in active social life. Inclusion involves the development and application of concrete solutions that will allow each person to participate equally in public life.

Today in science there are concepts that are close in meaning to the concept of "inclusion" (inclusive education). These are the concepts of "integration", "adjusted learning". What exactly do the concepts of integration and adapted learning imply?

According to the Norwegian teacher G. Itterstad, the principle inclusions children with disabilities can be considered a continuation of the school reform of the 1970-80s, aimed at integration. The reform has become a set of measures aimed against established practices segregation(education of children with disabilities in closed institutions), when children who did not fit into the so-called normal class were educated outside of it. This practice neglected such values, such as equality and equivalence. concept integration is tied to a specific individual or group of individuals with special needs, which must adapt to the current system. Inclusion assumes that everyone takes an equal part in both educational and social communication. And now the system itself must change in order to adapt to the needs of the individual. Various sources claim that inclusion- This rather an ideological concept, so it reflects a certain position on this issue rather than describing the practice of its implementation. For a better assimilation of the difference in the content of the concepts of "inclusion" and "inclusive education", let's draw an analogy with the concepts of "differentiation" and "differentiated education", the content of which has already been more clearly worked out in pedagogy (table).

DIFFERENTIATION

ANALOGY

(methodological, more theorized,

ideological concept, position, reflects a multidimensional pedagogical phenomenon)

INCLUSION

Differentiated

an approach

methodological orientation a teacher (teacher or head of an organization), which encourages the use of a certain characteristic set of interrelated ideas, concepts and methods of pedagogical activity (G.K. Selevko).

Certain accent set of goals, content, methods, means and methods of activity used in pedagogical process and determined by technology (I.M. Osmolovskaya)

Inclusive

an approach

Differentiated

education

PRACTICE

IMPLEMENTATION OF IDEAS

Inclusive education

Differentiated

education

Inclusive

education

Naturally, for practical use, any concept should be operationalized. Considering what relations at the system level influence inclusion, Brahman and Hauge operationalized the concept of inclusion: a) increase cohesion- all students must be members of a class or group, they must constitute a close-knit class community and all take part in school social life; b) increase participation- all must contribute to the common unity to the best of their ability; c) raise democracy- everyone should be heard, and all students and their relatives should have the opportunity to speak out and influence the decision that affects their interests; d) increase return and performance- everyone should receive training at a high educational and social level.

Above are existing opinions that inclusion is a transformation of a) general education; b) special education. We fully agree with the well-known approach that in order to achieve inclusion, it is necessary to build a “bridge” between ordinary and special pedagogy in the form of adapted (inclusive) education. The term "accommodating learning" suggests that the school adapts to the student, and not vice versa.

Clarifying the conceptual apparatus of inclusive pedagogy, it is necessary to understand that it is based on philosophy, conceptual foundations, patterns and principles of general pedagogy, correctional pedagogy, general and special psychology, sociology, anthropology, medicine, physiology, etc. In addition to general laws and well-known pedagogical principles, inclusive education is subject to 8 specific principles. Thesaurus of Inclusion today is in its infancy, but is constantly evolving. The main concepts of inclusive pedagogy as a branch of scientific knowledge are the following concepts: inclusive pedagogy, correctional pedagogy, inclusive approach, inclusive educational environment, inclusion, inclusive education, inclusive education, a person with disabilities (HIA), a disabled child, a child with special needs in education, including education, adapted education, etc.

So, after analyzing the essence of the basic concepts that describe the phenomenon of inclusion, we present the author's view of the content of the methodology of this complex phenomenon with the allocation of well-known levels - philosophical, general scientific and particular scientific, coupled with technological.

- Axiology- the doctrine of values. It is the sphere of education that turns out to be that vast and fruitful field within which a personality is formed. Cultural activity itself involves the creation and transformation of a person himself, the formation of goals and objectives, a scale of priorities and values, in accordance with which he manifests himself in the world around him. Axiology deals with the study of values as the meaning-forming foundations of human existence, setting the direction and motivation of human life, activity and specific actions. The main task of axiology is to show what place value occupies in the structure of being and what are its relations to the facts of reality. Axiological ideas closely intersect with the ideas of existentialism. Existentialism- the search for meaning, the essence of human existence. The search for meanings is important for all subjects involved in the process of inclusion.

- The concept of an interconnected, interacting world. According to V.A. Slastenin and G.I. Chizhakova, this concept is at the center of axiological thinking. "She claims our world is the world whole person Therefore, it is important to learn to accept not only the general that unites humanity, but also the other, different, that characterizes each individual person. Therefore, the philosophical basis of inclusion is idea of integration coupled with the idea of the unity of the general, particular and special.

Ideas about creativity as a person higher activity. The application of this approach creates a commonality of the entire group in the process of joint socio-cultural activities. Man always decides the hardest task- find yourself, become and be yourself. Each person carries out his own creativity, showing the ability of productive self-awareness, the ability to maintain stability, maintaining the harmony of the soul and body, sensual and rational. Thanks to this, each person is capable of self-development and can realize all his potentialities, becoming true and full member society. It is creativity that can bring a person out of a state of inertia, crisis, pessimism, fear, etc. It simultaneously mobilizes and organizes emotions, mind and body, conscious, unconscious and subconscious in a person.

Ideas philosophical anthropology about a person as a spiritual being, aware, taking into account, overcoming the vital and social predestination, and therefore free, open to the world, development opportunities, capable of finding one’s calling, understanding one’s being, self-determination (individual choice), self-realization, are accepted today as the methodological basis of inclusive pedagogy.

Elements social constructivism as a philosophical trend (in the social model of inclusion, or the “inclusive society” model) allow criticizing society, changing it in a direction and actively influencing social state policy in the interests and in the direction of respecting the rights of people with disabilities.

general scientific methodological level inclusion is represented by a set of approaches.

Systems approach implies a successive, interconnected chain "inclusive school - professional educational institution - inclusive life". Each of the indicated components, of course, also appears as a complex system that obeys synergetic laws and principles. Hence, synergistic approach is also used as a general scientific basis for inclusion, continuing and developing the systemic one.

Synergistic features of inclusion are the following principles:

- the principle of subjectivity of the cognizing consciousness, the new place of the researcher, who is a personal system, within the observation system makes one rethink the status actors inclusive process, the student and the teacher are active subjects of inclusive education;

- complementarity principle, the meaning of which is that opposites as the basis of development are eliminated not through removal, but due to mutual complementation, compromise, combining the features of former opposites; for practice, this means that the monologue of the Other / the special according to the “with itself” scheme gives way to a semantic inclusive dialogue, interaction, partnership, orientations towards the real freedom of the developing personality; closely associated with the principle of inconsistency in the development process- self-organization is possible with the heterogeneity of the system, in the presence of non-equilibrium structures; development in synergetics is understood as self-actualization of the existing potentialities of the system, and not as putting things in order from the outside. And in this sense, the task of inclusion is to activate the inner potential of the individual;

- non-linearity principle personal development - the formation of personality takes place taking into account the multiplicity of options and development scenarios;

- the principle of recognizing the intrinsic value of each individual- from the standpoint of synergetics, personality is an open possibility;

- fluctuation (deviation) principle- any functioning system is not stable, deviations inevitably accumulate in it, which lead to chaos and may even cause its collapse; the process of self-awareness in an inclusive space leads to "order through fluctuation".

paradigm approach means that the target, content, procedural characteristics of inclusive processes should be developed in accordance with a holistic conceptual understanding of the essential features of the general scientific synergistic paradigm, as well as personality-oriented, systemic-activity learning and the humanistic paradigm, which means the orientation of all scientific research on a person.

Acmeological approach as a methodological basis of inclusion, it implies the achievement by each participant of the inclusive process of the highest "peak" in the development of their personal potential and self-actualization.

Specific scientific and technological levels of methodology inclusive pedagogy is also represented by a set of approaches.

Axiological approach acts as the foundation of inclusion and social integration in general. Pedagogical axiology, in turn, is an interdisciplinary field of knowledge that considers education, upbringing, training, and pedagogical activity as basic human values. This allows us to consider education as a socio-cultural phenomenon, which finds its expression in the main ideas: the universality and fundamental nature of humanistic values, the unity of goals and means, the priority of the idea of freedom. The most important value - the recognition of the right of every person to respect and acceptance of his individual characteristics - has found its embodiment in the real opportunity for people with disabilities to study in general education organizations. In the 60-70s. 20th century for the first time in the history of mankind, the status of people with disabilities and people with disabilities was equated to the status of healthy people. Ideas about the value of freedom, equal rights, recognition of human dignity are the axiological foundations of the theory and practice of inclusive education. Principles of inclusive education include in their content the core values that should guide the educational community: the uniqueness of each; the ability to feel and think; the right to communicate; real relationships; support and friendship of peers; progress, diversity.

Team approach focuses on the interaction of specialists with the family environment of atypical students. It is complemented conductive approach, connecting the family and its both positive and negative influence on the degree of inclusion of the atypical in the learning environment.

Environmental approach makes an analysis of the environment and its influence on what the atypical achieves in the learning process.

Individual approach for each participant of inclusion is provided by the personality of the teacher, who builds the methodology and strategy of progressive learning. The approach to trainees is based on taking into account their personal characteristics and knowledge of psychology. Closely associated with person-centered approach.

An individually flexible approach to the personality of the trainee is based on creativity. Creativity, interpreted as the process of creating something new, valuable, can be considered extremely broadly in relation to inclusive education. In this context, creativity is 1) a learning environment; 2) the process of combining the ability of thinking and activity; 3) the process of creating a person himself, thanks to which he is transformed, changed, creatively rebuilt, becomes different, gaining new opportunities for self-development; 4) the process of creating his own the spiritual world of values and worldviews that grow out of the kalokagatiya setting; 5) the process of discovering new meanings of being as a result of education. Consequently, creativity has an ontological and epistemological status associated with anthropological issues.

It is the personality of the teacher that sets the creative spirit of the students, which has lasting consequences in their life, serving as the basis for social innovation in the future. The teacher, introducing creative practices into the process of inclusion, should be guided by the principles of V. Siefer, set out in his book "The Genius in Me": 1) not be afraid of low IQ - it is not an indicator of the level of intelligence; 2) discard the prejudices that exist in society; 3) apply the strategy of small steps leading to great success; 4) know that strength comes from weakness; 5) remember that sport is good not only for the body, but also for the mind; 6) you need to get enough sleep.

Creative techniques introduced into the educational process of inclusive education help to overcome difficulties, allow you to quickly learn educational material are accompanied by various kinds of experiences, including ethical and aesthetic ones.

- Integration and inclusive approaches reflect the essence of the "medical" or "biological" model, and the "inclusive society" model.

Anthropological approach proceeds from the position that a person with disabilities needs education to a greater extent, which gives him an impetus to self-development, self-realization in terms of bodily and spiritual development. Inclusion promotes the student's socialization through dialogue and active interaction with the socio-cultural environment throughout life.

The mechanism for the implementation of philosophical and methodological ideas and legal norms of inclusive education in domestic practice will be the development of special standards for general education for people with disabilities. As a result, it is becoming increasingly important technological approach, which views inclusive education as a well-designed system of sequential operations leading to educational success.

A significant role in the methodological equipment of any branch of knowledge is played by principles, which act as connecting elements between patterns and practice, as regulatory norms of practice, reflected in the rules, instructions, orders that reveal the essence of the principles. In inclusive pedagogy, work has begun on the formulation of such principles. In particular, in connection with the consideration of the axiological foundations of inclusion, we have already talked about 8 generally accepted principles. In addition to the designated system, as well as to the set of principles of inclusion arising from its synergistic foundations, we also found opinions on the inclusion in the system of inclusive education of the principles for creating an appropriate educational space: the principle of adapted learning; principle of alterativity(from lat. Alterum- other, alien; grata- to greet); the principle of active involvement in inclusive education of all subjects of the educational process; P mobility principle(variations); the principle of an individual-personal approach to healthy and abnormal children; the principle of complexity, closely related to interdisciplinary approach to the development of strategies, tactics and dynamics of accompanying a special child.

As theoretical foundations of inclusion there are ideas of compromise; lack of discrimination on any basis in education; diversity as a resource for the development and improvement of education; formation and self-realization of each person; m model of "inclusive" society, or social model; model " medical", or " biological».

- Model of "inclusive" society, social model. Here, the dominant discourse in society is criticized: especially the ideology of the ruling class, the inequality in the distribution of means of production, studies of the "strange". M. Foucault believes that power manifests itself through indirect violence, imposing its ideology. People, in carrying out the process of entering the field of culture, uncritically assimilate what is imposed. At the same time, the concepts violations» ( impairement) And " inability» ( disability). The scientist believes that the first concept embodies the physical / mental characteristics inherent in a person, and the second - embodies a social construction that corresponds to the paradigm setting adopted in society. When this attitude is transferred to the individual, then everything that is associated with any deviations is called "inability" and leads to discrimination of everything that does not fit into the generally accepted standard. The medical/psychological descriptions of the atypical reflect their real problems and needs without being the result of a disability. In this regard, the discourse about the atypical is important for the new construction of social reality and its practices. In general, within this approach cultural difference perceived as condition for further development and interaction. As a result of the introduction of the methodology of social constructivism, the society itself and its institutions favorably meet the atypical, adequately including it in social functioning, thereby contributing to its growth, development and self-expression on an equal footing.

- « Medical", or " biological» model. It studies the process of formation, formation and development of a person within a certain cultural landscape, its socialization and development of ideas, norms and values inherent in society. As a result of the introduction of this model, special psychology and pedagogy appeared (for example, defectology, oligophreno- and typhlopedagogy). Within the framework of this approach, the problems associated with the division into norm and pathology, ability and inability became the topics of discussion. At the same time, we are talking about helping people with various disabilities, their possible correction during adaptation within the education system.

The concept of the Special Federal State Educational Standard, special educational standards are also considered as the theoretical foundations of inclusion in education. However, in the Concept (Section 2.3.), when highlighting 4 basic options for the standard (A, B, C, D), inclusive education is provided only for students according to standard A . For all other students with disabilities, according to the level of development, classified as receiving education according to standards B, C, D, it is envisaged to be “in an environment of peers with similar health limitations”.

In the context of determining the strategy and tactics for solving the identified problem - the insufficient development of the theoretical and methodological base of inclusive education - the task of all interested subjects of society today is to integrate efforts in the "hot spots" of the development of inclusive pedagogy, special psychology and other related sciences, as well as relevant educational practice .

Theoretical and methodological foundations of inclusive education. Features of teaching younger students in an inclusive educational environment. The concept of inclusive education

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