DESIGNING INCLUSIVE EDUCATION FOR GIFTED STUDENTS BASED ON ANTHROPO-PRACTICAL APPROACH
A. A. Popov1,2,3,4, P. P. Glukhov2,5, M. S. Averkov4
a:2:{s:4:"TYPE";s:4:"HTML";s:4:"TEXT";s:488:"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 «Open education Academy», Krasnoyarsk, Russia
4Novosibirsk State Technical University, Novosibirsk, Russia
5LLC «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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