Inclusive Education: from Policy to Practice

Abstract

The author has made an attempt to analyze the current stage in the devel- opment of an inclusive process in the domestic education. We considered the specifics of the Russian development model of the inclusion in education; defined levels of socio-psychological of actuation process as follows: 1) the system; 2) or- ganizational; 3) group; 4) individual; noted the basic tendencies and contradictions of the transition from policy-making to practical implementation. The paper also covered an issue of the dynamics of the inclusion process in children with disabilities throughout the country. We choose Federal State Primary Education Standard for students with disabilities as a reference point of the inclusion process development. Author is deeply convinced that idea of inclusive education is deeply social. Social efficiency depends not only on the development of systems additional, general, and vocational education, but also on the acceptance and understanding of the inclusion idea by the professional community, and this will keep the link between the basic requirements of education policy and the possibility of practical implementation.

Some Notes on Higher Education Professional Training for Inclusive Education Teachers

“…The procedural component encompasses practical skills and competencies which can be used to apply methods, procedures, techniques and any means to achieve optimal results in using the inclusion model for students with special educational needs [5]. This component includes a set of procedural characteristics of the inclusion process and also the ability of teachers to participate in inclusive education using their professional practical skills and pursuing relevant goals as well as it defines the readiness to set up a developmentfriendly environment and use various methods in teaching and child guidance.…”

Inclusive Educational Environment in Students’ Social-Cultural Competence Development

“…Professional training provides this category of people inclusion into educational environment, in which their needs, abilities and individual characteristics are realized [9] and innovative forms of correctional support are used [7]. Social effectiveness of inclusive education [1] is possible in terms of -social-professional structure of society development‖ [8] and accepting invalids and people with disabilities as valuable members of society [36] providing psychological and pedagogical support of inclusive educational process [31], including social adaptation and rehabilitation of students [5]. Qualitative professional and higher education and then professional activity are important factors of their successful socialization and a full-rate participation in all spheres of social life.…”

“…Inclusive educational process is oriented towards socialcultural dynamics [1], which provides experience improvement concerning, in the opinion of C. Forlin and T. Loreman, social-cultural context of students [21], which helps to accept the characteristics of multicultural society [10] with all its social-cultural traditions [29]. In this connection, in the opinion of E. L. Shackelford and M. Edmonds, it is important to take into account cultural differences and individual peculiarities of the process of interpersonal communications at all levels of education [36].…”

The Correctional and Social Component of the Additional Education of Orphans and Children with Disabilities on the Example of the Program “We Can do Everything Ourselves”

“…At the same time, social and pedagogical work conducted in orphanages, boarding schools, ans correctional-type schools is characterized by low efficiency. The overwhelming majority of students [8] have a non-standard socio-psychological development; there are pronounced communicative problems in the behavioral sphere [2]. The absence of (a) foreign language and computer technology classes in programs of correctional schools and orphanages and (b) sports sections deprives students of equal educational opportunities [3].…”