Psycho-pedagogical Research of Inclusive Education in the Undergraduates Training

Abstract

The author examines the cultural and historical psychology as a methodological basis of research in the inclusive process of education. The article presents the current trends in research of inclusive education such as the design of organizational and psychological and pedagogical conditions for reinforcing the cultural norms of inclusion in the school: individual development in inclusive education; designing an inclusive educational environment. The article describes the logic of the research master students training. The author suggests for discussion some variants of design and research tasks in order to form the necessary research and development competencies of master students. The author is convinced that the quality of an inclusive process in basic education linked to the development of inclusive practice based on scientific research. Cultural-historical framework and its main idea becomes the methodological basis of psychological research as it claims a leading role of social environment in the development and educating of children.

Crisis Stages of Professional Socialization of Students with Disabilities in Inclusive Education (Pilot Study)

“…Научно-теоретический багаж отечественных психолого-педагогических исследований составляют работы, посвященные личностным особенностям студентов с ОВЗ и инвалидностью, анализу закономерностей и проблем интеграционных процессов в обществе (С.В. Алехина [5], А.А. Лебедева, Л.А.…”

Formation of professional integrated methodological competencies of teachers in an inclusive educational space

“…Analyzing the scientific literature, we can say that interest in inclusive education is reflected in the studies of domestic (S.V. Alekhina [1,2], O.A. Denisova [3], E.V.…”

The Influence of Inclusively-oriented Courses on the Level of Formation of Future Teachers’ Inclusive Competence in the Process of Training

“…A model of the formation of future teachers' inclusive competence in the process of professional training has been developed by Khafizullina (2008), who understands future teachers' inclusive competence as a component of their professional competence. Alekhina (2015) defines the professionalism of a teacher in an inclusive class as a resistant and purposeful change in teacher's value attitudes to include an atypical child in children's team.…”

“…It is noted that the most problematic for teachers in the structure of psychological readiness for inclusive education at the moment is the border level of pedagogical tolerance (Samsonova & Melnikova, 2016), the insufficient cognitive component of teacher's preparedness, the high level of difficulty in planning their work in accordance with the new federal state educational standards of higher education (Adeeva, 2016). The logic of the study of master training of students with options for design and research tasks (Alekhina, 2015) is described, the main strategy for training specialists in master programs working in inclusive educational organizations is the formation of professional competencies at the training sites of network educational organizations (Zakharova & Staroverova, 2016).…”