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13PSYCHOLOGICAL ASPECTS CONTINUOUS INTRODUCTION OF INCLUSIVE EDUCATION PEOPLE WITH SPECIAL EDUCATIONAL NEEDS
P.R. Egorov, G.F. Egorova
North-Eastern Federal University, Yakutsk
ABSTRACT
In this article, the author tried to describe the psychological aspects of the introduction of a continuous system of inclusive education in the Russian Federation people with special educational needs. From the point of view of not only pedagogy, but at this point in the first place from the point of view of psychology, the author takes into account the possibility of participation in inclusive education inclusive of all stakeholders, not just children with special educational needs of all of nosology, but with normal intelligence. Building on the UN Convention on the Rights of Persons with Disabilities and a new federal education law, the author of this article convincingly argues for the introduction of the Russian Federation of a theoretical model of a continuous system of inclusive education for people with special educational needs.
Keywords: Psychology, inclusive education, people with special educational needs, a model of a continuous system of inclusive education.
Inclusive education as an innovative type of education for people with special educational needs is a form of educational activity in which all students, regardless of their individual abilities and capabilities, as well as membership of a particular social and cultural minorities to exercise their inalienable right to the provision of quality educational level. At the same time, including a model of training is focused not only on the acquisition of specific cognitive reserve, but is aimed at maximum psychological and social inclusion of each special child and his parents in public life.
Our objectives in this area of business clearly stated Dmitry Medvedev in his speech at the meeting of the Presidential Council for the Disabled April 7, 2009. Dmitry Anatolyevich said: «We just have a normal system of education for disabled children to be able to train their peers in regular public schools, and from an early age not to feel isolated from society» [1].
From the point of view of not only pedagogy, but at this point in the first place from the point of view of psychology is necessary to consider the possibility of participation in the inclusive education of children with special educational needs of all of nosology, but with normal intelligence. For example, children with sight problems in the degree of visual impairment (blind with residual vision, visually impaired and children with amblyopia and strabismus). The presence of additional disorders (multiproblems children).
The psychological aspect of inclusive education is very important because it concerns all subjects inclusive education - all the teachers and other staff, including the administration of the school, all students and all parents, not just parents of children with special educational needs.
Also from the point of view of psychology is necessary to consider the possibility of participation in the inclusive education of children depending on their age. Important age of the child when it is defined in an inclusive education system -from the first class, after primary school. According to some of our opponents the blind child is not very appropriate to teach in an inclusive school with a first class, because it will be difficult, learning Braille and learn alongside their peers. But if arrange for such children special conditions already in kindergarten, or extra classes or preparatory class in a regular school, where he was trained, these children, having mastered Braille, will be able to easily learn in an inclusive school. For every age
need to develop age-appropriate psychological characteristics of his method of teaching children in an inclusive school and the sooner we do it, the easier the child will go into inclusive education.
We propose the introduction of the with SEN Russian Federation to work in the North-Eastern Federal University named after M.K. Ammosov a theoretical model of a continuous system of inclusive education for people with special educational needs through the use of adaptive computer technology, which includes all the stages of the development of education (kindergarten, school, college, university).
Adaptive computer technology - a special computer technology, designed to work of people with special educational needs on a personal computer. They have the additional compensatory load - leveling caused by visual, auditory or other deprivation, hardship and thereby providing people with the PLO real opportunities to participate in various types and forms of modern life, including education and training activities on a par with the rest of society. It determines the significance of adaptive computer technology as a factor in the successful socialization of people with SEN and their full integration into modern society [2].
16th November 2011 we set up an experimental platform for the introduction of a continuous system of inclusive education for children with visual impairments through the use of adaptive computer-based technologies Kindergarten number 11 «Snowdrop» in Yakutsk, 330 of the 140 children attending the children with visual impairments. In 2012 this area received the status of a federal internship sites to implement a continuous system of inclusive education of children with vision problems.
But, unfortunately, our proposed model is a continuous system of inclusive education for people with SEN through the use of adaptive computer technology criticized as supporters of inclusive education, as well as its opponents.
Some say that it is impossible in Russia to date to implement inclusive education, as the society, the school is not ready either morally or financially to implement this theoretical model: statements of the first persons of the Russian Federation on this issue is nothing but populism. Officials from the Ministry of Education of the Republic of Sakha (Yakutia) do not wish to support us in this matter, citing the lack of laws and
regulations, and call us «troublemakers.» While the range in the direction of doing absolutely nothing, and in 2010 we have developed and presented in our Ministry of Education project of inclusive education of the Republic of Sakha (Yakutia) [3] and the bill inclusive education (YAN) [4]. It was only with the direct support of the Vice-President of the D.E. Glushko Republic of Sakha (Yakutia) was the first subject of the Russian Federation, which approved unanimously Aug. 24, 2012 at the Board of Education of the Ministry of inclusive education of Sakha (Yakutia).
Our blind colleagues from the Russian Federation asked how blind children can learn in secondary school, because even in boarding III and IV species dramatically decreased the quality of education. But do not forget that apart from blind children we have and visually impaired children who require the support of the state despite the fact that these children are much more and a lot of them today are trained in many cities and towns of our country in the common schools, it does not give the state nor any support.
Others accuse us that we pay attention to children with vision problems. According to them inclusive class must combine several groups of children with SEN. But they forget that even in mixed groups in which children today are trained with the PLO, on the situation can be taught in a class of no more than three such children. Is not it better for the children and for teachers that today in class will be taught three children with a nosology. We can not, in our view, copy the entire western model of inclusive education. We must consider both the economic situation in the country and the cultural component.
And they both to some extent in its own right, but at this point in many Russian schools already enrolled on a common basis with SEN children, among whom are children with visual impairment. And they need to be taught inclusively today, creating a comfortable environment for them, as evidenced by top officials of the Russian Federation. But this does not mean that we should close the polls boarding schools and curtail special education, which is much higher alien. And now we are seeing a situation, unfortunately, in many regions of the Russian Federation over the place.
We draw your attention to the fact no consolation that the only system of the Great Louis Braille, in which nearly two centuries of studying all the blind and visually impaired children from all over the world, in these schools received the status of an alternative, and in fact at the heart of all education should be put first - literacy human.
It has become fashionable to talk about inclusive education and to carry out with the support of foreign funds Russian and international conferences on the subject, but the alarming fact that at such conferences only heard reports on children mainly intelligence VII type VIII.
From 2001 to now only held three international conferences to discuss the problems of education for blind and visually impaired people:
- Vocational education for persons with visual impairment: Challenges, experiences and perspectives. International Scientific and Practical Conference - Moscow, 2003.
- The development of the science and practice of education for persons with visual impairment: problems and prospects.
IV International Scientific and Practical Conference. - St. Petersburg, 2010.
- Inclusive education: problems, finding solutions. First International Scientific and Practical Conference. - Yakutsk, 2011.
At the final plenary session of one such conference, I asked the question to the organizers, they say I came Bending. Yakutsk, as you say from the province, for the experience of inclusive practice for blind and visually impaired children, but, to my great regret, nothing like the experience of Moscow and Russia have not heard. In response, the mere silence.
Many parents because of the inertia of Education officials are already turning on inclusive education of their children to the first persons of the Russian Federation for help, both in writing and through the Internet. A striking example is the reference of the father of blind girl from Rostov. His daughter to study at secondary school, but education officials refuse to create normal conditions for her education. It needs special tiflo means such as Braille and Braille printer line. The girl's father in 2011, wrote to the President of Russia D.A. Medvedev. Russian President Dmitry Medvedev instructed to look into the matter to officials of the Ministry of Education, but their verdict - the girl should be taught remotely. But as the blind child can be taught remotely and by what technique?
A similar approach to the education of children with special educational needs we see, unfortunately, in many regions of the Russian Federation and the Republic of Sakha (Yakutia). Naturally arises a question, and we will implement inclusive education, which is a new educational model in Russia has a right to exist? And what is the quality of the remote (home-based) education, we already see on the children who are enclosed in the four walls and the percentage of children in receipt of higher education is very low. And on inclusive education in such a case is not worth a stutter.
There must be a uniform glossary of terms in this field, namely the deletion of in everyday life and in all social, educational, scientific and cultural communities of the term «disabled person». In the new federal education law in the conceptual framework of this term is absent. A new term, «student with disabilities» (Article 16) [5]. The term «disabled person» can only be used in medicine as a term for the diagnosis of disease. Also, the phrase - people with disabilities, as life has shown, is also not successful. After all, people like Oleg Smolin, Mikhail Terentyev, Yuri Moskvitin, Anastasia Teodorova, Alexander Prokopiev, and many others, have unlimited abilities, because they would not have achieved in my life these results. And when cutting this phrase, saying, «people with disabilities», that sometimes can be heard - people with intellectual disabilities.
The term «people with disabilities» came to us from the German translation of simple words: Behienderten Menschen, which means that people with disabilities.
Therefore, we propose a phrase people with special educational needs, bearing in mind the training and education of our children.
And, finally, ended two decades of our argument for the terms «integrated education» and «inclusive education». The point in this debate has put a new Russian federal law on education:
«Inclusive education - ensuring equal access to education for all students, given the diversity of special educational needs and individual capabilities» (Article 27) [5].
Ensuring equal opportunities is seen as the foundation for creating a situation in which people with health problems, as members of society, would have the same rights and obligations as others. Throughout the world there are still obstacles that prevent people with health problems to exercise their rights and freedoms and making it difficult to fully participate in public life. The responsibility of States to take necessary measures to remove these barriers.
Do not forget that Russia has become the 111th country ratified the May 3, 2012 UN Convention on the Rights of the Disabled [6], which clearly indicated the inclusive education of children with SEN as the choice of parent and child (Chapter 24).
The report on the national conference-seminar held in October 2010 in the Moscow, the then director of the department of education and socialization of children of the Ministry of Education and Science A.A. Levitsky said that needs to be spread throughout the Russian Federation modern educational, organizational and legal models that ensure the successful socialization of children with special educational needs. In each subject of the Russian Federation to organize training site for training of regional teams of experts and institutions of education for education and socialization of children with special educational needs [7].
First in June 2012 at the initiative of the Russian Union of Rectors for the first time on the internet was interuniversity online meeting «New mechanisms of adaptation in higher education of students with disabilities», which was attended by over two hundred universities of Russia. Online meeting lasted about four hours from 12 am to 16 pm Moscow time.
In online mode, made eight Russian experts and representatives from five Russian universities. North-Eastern
Federal University Vice-Rector for Teacher Education, M.P. Fyodorov, head of teaching and research laboratory adaptive computer technology, P.R. Egorov.
Members of intercollegiate online meeting believe that the most effective tool for socialization of students with SEN is an educational support and professional guidance, which allows the maximum to ensure their independent activity.
The Russian Union of Rectors in 2012 created the Intercollegiate expert group on Inclusive Higher Education, also including the from North-Eastern Federal University named after M.K. Ammosov head UNLAKT Ph.D. P.R. Egorov [8].
References:
1. Medvedev, D.A. Performance at Council session at the President on affairs of invalids on April, 7th, 2009.
2. Egorov, P.R. Organizational-pedagogical conditions of vocational training of people with special educational requirements by means of use of adaptive computer technologies: the author's abstract of the dissertation of the candidate of pedagogical sciences: 13.00.01 / Egorov Pantelejmon Romanovich. - Yakutsk, 2010. - 21 p.
3. The concept of inclusive forms of education in the Republic of Sakha (Yakutia) on August 24, 2012.
4. The bill for inclusive education of the Republic of Sakha (Yakutia)
5. Federal Law of the Russian Federation of December 29, 2012 N273-FZ «On Education in the Russian Federation,» the official publication date: December 31, 2012 Posted on: December 31, 2012 in the «WP» - federal issue number 5976
6. The UN Convention on the Rights of the Disabled
7. Levitsky, A.A. From the report at the All-Russia meetingseminar, It is Moscowsk, October, 2010.
8. http://www.rsr-online.ru/o_commicii6.php
