DESIGNING INCLUSIVE EDUCATION FOR GIFTED STUDENTS BASED ON ANTHROPO-PRACTICAL APPROACH
A. A. Popov1,2,3,4, P. P. Glukhov2,5, M. S. Averkov4
1Federal Institute for education development of the Russian Academy of national economy and public administration, Moscow, Russia
2MSPU, Moscow, Russia
3Autonomous non-profit organization of additional professional education В«Open education Academy», Krasnoyarsk, Russia
4Novosibirsk State Technical University, Novosibirsk, Russia
5LLC В«Agency of humanitarian technologies "Development Policy"», Moscow, Russia
Keywords: инклюзивное образование, одаренные обучающиеся, антропопрактика, ценностно организованное образование, продуктивное образование, inclusive education, gifted students, anthropo-practices, value organized education, productive education
Abstract
Introduction. The paper shows that the optimal form of inclusion when working with gifted children is their inclusion in anthropo-practices as a form of activity, involving both the reconstruction of personal values and their embodiment in a joint productive action. Methodology and methods of the research. The study combined the following methodological approaches: comparative, system-activity, system-genetic. As part of the comparative approach, different practices of educational inclusion and different views on the best measures of pedagogical support of giftedness were considered. Within the framework of the system-activity approach, the optimal forms of using pedagogical inclusion in work with gifted children were reconstructed. The system-genetic approach made it possible to simultaneously determine the sources of anthropo-practices as a form of educational inclusion for gifted children, and the conditions for its successful application in specific situations. As specific methods of research were used: participant observation in specific educational activities of the inclusive nature; detailed expert interviews allowing evaluating the capabilities and limitations of different approaches to inclusion; systemic modeling of possible variants of realization of anthropo-practices of inclusion for gifted students. The result of the research. The concept of «inclusive education» is clarified, its main types, their opportunities and limitations are highlighted; the features of inclusive education in the work with gifted children are shown; the definition of «anthropo-practices» is given and their value as a pedagogical tool forming the substantive position of the pupil is demonstrated; the value of anthropo-practices as a form of implementation of inclusive education for gifted students is justified; the key content and organizational types anthropopractice as a form of inclusion for gifted children is described. Conclusion. Inclusive education of gifted children requires cooperation related to the achievement of value-based goals and the construction of life strategies and trajectories emanating from these goals.
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