Inclusive professional education of the disabled people: a social-philosophical aspect
T. N. Degtyaryova
Novosibirsk State Technical University, Pr. Karla Marksa, 20, Novosibirsk, Russia
Keywords: special education, disabled person, exclusion, inclusive form of education, integrated form of education, traditional models of disability, post-traditional models of disability, normative-interpretative paradigm
Abstract
The present article is devoted to the problems of disabled people. The interest in this topic is generated by the growth of disability in modern society and also the processes of development of destructive sociality, leading to social exclusion. It is worth mentioning that the analysis of such a complex phenomenon as social inclusion of the person in general and of the disabled person in particular is impossible without a concrete context. In the article the context is provided by educational environment of the disabled person in his/her professional development, in other words, his/her identity formation. However, it is increasingly becoming clear that the inclusive role of education (as well as other social institutions) is not only to give access to educational institutions. Education presents the young disabled person with an opportunity of social inclusion in educational system and other social subsystems. The necessity of identifying these opportunities urges that the goals and the role of social institutions as agents of social inclusion should be reconsidered. In addition, reconsideration of institution of professional education from the social-pedagogical and sociological perspective is required. The study of educational inclusion of a disabled person is oriented to the analysis of the problems of accessibility, inclusion, exclusion of such a person from this process thus defining the social essence of this institution as the institution of rehabilitation. In this regard, social-philosophical analysis is aimed at understanding the principles and regularities, conditions of existence and activity of this social institution, namely at understanding the essence of social processes and attitude to the disabled. So the aim of the present article is to analyze the scientific-based approaches which are applied in practice of inclusive and professional education for the disabled in Russia and abroad. The article addresses only fundamental social-philosophical theories, which are considered the methodology of organization and arrangement of education for the disabled. All these ideas are considered from the perspective of normative or interpretative paradigm. The normative-interpretative approach allows us to solve the problem of organization of inclusive education in an integrated manner. In practice this approach makes it possible to consider inclusive form of education as adaptive environment for all participants of the process. In this form of education the interests of the disabled, healthy students, teaching staff and parents are recognized. That is why the inclusive model of professional education is promising.
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