Pedagogics of inclusive education

Inclusive Health-Saving Education: Ecological Model of Modern Educational Relations

“…The general principles of an environmentally friendly health-saving inclusive educational environment include 1) the principle of the earliest possible inclusion of a person with disabilities in an inclusive environment, which creates conditions for the optimal early and full formation and development of social interaction abilities; 2) the principle of active cooperation, mutual assistance and consensus of the efforts of parents and an interdisciplinary team of specialists, the polysubjectivity of the educational spacetime, which ensures the success (efficiency) of accompanying the processes of upbringing and education of a schoolchild or student with disabilities; 3) the principle of individual orientation of education, in particular, individual educational trajectories for students with disabilities; 4) the principle of development of the educational environment, including the model of an educational institution (kindergarten, school, university), 5) the principle of the priority of education (socialization): the formation and development of social competencies and experience, including partnership; 6) socio-psychologically safe, barrier-free environment; 7) development of competence and enrichment of the palette of vectors of professional development of specialists and other subjects of education, 8) the principle of caring for health as a holistic and developing phenomenon (Nazarova, Bogdanova, 2019;Bayramov, Gerasimov, 2019;Booth, Ainscow, 2020;Kassymova et al, 2023a;Kassymova et al, 2023b;Podberezniy et al, 2023;Podberezniy, Arpent'eva, Panichkina, 2023;Silver, 2012).…”

Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

“…General principles of organizing an inclusive educational environment: include 1) the principle of early inclusion in an inclusive environment, which makes it possible to form and develop abilities for social interaction, 2) the principle of active cooperation between the work of parents and an interdisciplinary team of specialists, the poly-subject nature of educational space-time, which ensures the completeness of support for the processes of education and training, 3) the principle of individual orientation of education, 4) the principle of the development of the educational environment, including the model of an educational institution (kindergarten, school, university), 5) the principle of the priority of education (socialization): the formation and development of social competencies and experience, including partnership, 6) socially and psychologically safe, barrier-free environment, 7) development of competence and enrichment of the palette of vectors of professional development of specialists and other subjects of education [31,32,33,34]. M. A. Suchkov, L. Florian and J. Sprat, M. Robo, P. Pandit note that inclusive practice is needed in order to identify and correct barriers to social acceptance, participation and education of children, adolescents, youths, adults with certain features of functioning or development., consider it important to take into account and take for granted the differences of the subjects of education, the faith of teachers in their abilities and qualifications, as well as the continuous search and creativity of effective ways of working with different students [35,36,37,38].The world community is moving away from a narrow understanding of inclusion as interaction with people with disabilities, and comes to widespread acceptance of inclusion, when society becomes diverse, with the absence of segregation in it along various grounds ... which is the ideological basis of inclusion.…”