Theoretical and Methodological Approaches to Socio-Psychological Maintenance of Inclusive Education

Abstract

The article describes the socio-oriented model of education in terms of the inclusion which consists of implementing external and internal requirements to the educational process. It substantiates the principles and describes their application in terms of command interdisciplinary approach of socio- psychological maintenance of the inclusion: the principle of continuity, the principle of interaction/development, the principle of determinism, the principle of systemacity, the principle of reconstruction, the principle of activity, the principle of subjectivity. The article proves that the above-mentioned principles can be used as a theoretical and methodological base for socio-psychological maintenance of the inclusive education. Taking into account these principles, it analyzes the structure of socio-psychological maintenance, which consists of the diagnostic, advisory, correctional-rehabilitational, and abilitational-developing direction. Socio-psychological maintenance in the inclusive education purposefully works on implementing a complex of the interconnected procedures which are determined by the logic of the multifaceted approach. The multifaceted approach allows the trainee to develop comprehensively and fully in terms of close connection with his/her value-based orientations, interests, needs and, which is the most important, according to his/her special but not limited health opportunities.

Students Readiness for Inclusive Interaction in the Educational Process

“…Инклюзивное взаимодействие -это ситуативно-обусловленный личностный контакт людей с инвалидностью и без инвалидности, реализуемый на основе взаимного двухстороннего развития участников [3]. Взаимодействуя с другими субъектами образовательного процесса в условиях инклюзии, человек получает полноценный социальный опыт соприкосновения с миром Другого, с его внутренним миром, мотивами и страхами, ценностями и слабостями, что позволяет ему вырабатывать и совершенствовать инструменты эмпатии и рефлексии [4]. potential difficulties in the educational process are analyzed.…”