Recent trends in the development of lifelong inclusive education of persons with disabilities in the Russian Federation

Prikhodko, Oksana; Manuylova, V.; Huseynova, Ascha; Yugova, Olesya Vyacheslavovna

doi:10.1051/shsconf/20197010007

Cited by 3 publications

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“…The changes occurring in the existing education system in Russia evidence the necessity to review the requirements to professional competence of managerial and pedagogical teams of educational entities [1]. These changes are stipulated by implementation of inclusive trends at all stages of Russian education [2].…”

Section: Introductionmentioning

confidence: 99%

Interactive technologies for forming professional competences of management and pedagogical teams in an inclusive organization

2021

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This work is devoted to one of the key problems of existing Russian education: creating conditions for access to education for children with limited health capacities (LHC) and disabilities. The authors analyze in details the issues of determination and development of special (personnel, program and methodical, material and technical, organizational) conditions in educational entities of various levels of learning. The monitoring results of readiness of managerial and pedagogical teams of schools and colleges for inclusive education are presented. The monitoring was performed in schools of Moscow and vocational educational entities (colleges) implementing the programs of training qualified workers, officers, and experts of middle level in ten subjects of the Russian Federation. The following methods were applied during the monitoring: questionaries, surveys for heads of educational entities, subject teachers, supporting specialists, teachers, foremen of vocational training and parents of trainees with LHC and disabilities. According to the monitoring results, the conclusions have been made and key problems have been determined regarding provision of the educational entities with specialists skilled in professional competences in the field of inclusive education. In addition, staff deficits have been revealed in each educational entity and trends of development have been described regarding development of managerial and pedagogical teams concerning organization and implementation of inclusive education.

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Section: Introductionmentioning

confidence: 99%

Interactive technologies for forming professional competences of management and pedagogical teams in an inclusive organization

2021

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Continuous Staged Psychological and Pedagogical Support of Children with Cerebral Palsy in the System of Complex Rehabilitation

Prihodko

Guseynova²

2022

Education of Children With Special Needs

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Monitoring the readiness of leaders and teachers of educational organizations for inclusive education

Manuylova

Guseynova

2022

Standards and Monitoring in Education

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The article highlights the issues of determining and developing special conditions in educational institutions of different levels of education for children with disabilities. The results of studying the state of readiness of leaders and teachers of educational organizations for inclusive education are presented. Based on the results of the monitoring, conclusions were drawn and key problems of staffing of educational organizations were identified, personnel shortages of each educational organization were identified and directions for the development of management and pedagogical teams on the organization and implementation of inclusive education were described.

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Recent trends in the development of lifelong inclusive education of persons with disabilities in the Russian Federation

Cited by 3 publications

References 0 publications

Interactive technologies for forming professional competences of management and pedagogical teams in an inclusive organization

Interactive technologies for forming professional competences of management and pedagogical teams in an inclusive organization

Continuous Staged Psychological and Pedagogical Support of Children with Cerebral Palsy in the System of Complex Rehabilitation

Monitoring the readiness of leaders and teachers of educational organizations for inclusive education

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