REVISITING THE PROBLEM INCLUSIVE EDUCATION MODELS
M.R. Arpentieva1,2, E.A. Bogomolova1, M.A. Spizhenkova1
1Tsiolkovskiy Kaluga State University, Kaluga, the Russian Federation
2Ugra State University, Khanty-Mansiysk, the Russian Federation
Keywords: инклюзия, педагоги, студенты, психологи, понятие инвалидности, инклюзия, inclusion, teachers, students, the concept of disability, the category of disabled people, psychological inclusion
Abstract
The purpose of the article is to realize the possibilities and functions of inclusive education, to compare the inclusive and exclusive (special) models of education, to highlight the various effects and practices of inclusive education. This problem is rather explored but at the same time it is theoretically and practically significant and relevant as more and more variants (practices) of inclusive and exclusive education are being created, their effects are being studied, positive (functional) and negative (dysfunctional) aspects of inclusive and special education are compared. The author sees more advantages of inclusive education than possible disadavnatges. Special education as well as the formation of «additional», «alternative» can and should play the role of a complementary regime (party) of inclusive or general education. At the same time, it is important to achieve that education is variable, focusing on the developmental features of children (with HIA and without HIA), and not only external norms and standards (criteria).
|
