The results of the development of the module
The result of mastering the training module is to increase professional level students in the following professional competencies
| Professional competencies | Learning outcomes (learned skills, acquired knowledge) | Forms and methods of control/evaluation |
| Knowledge of the psychological and pedagogical features of interaction with students with special educational needs | Know the types of students with special educational needs: students with handicapped health and developmental problems; gifted children; deviant students; students for whom Russian is not their native language. | Testing (pass-fail) |
| Know the psychological and pedagogical foundations of support educational activities students with special educational needs. | ||
| Possession of the skills of organizing inclusive education | To be able to apply in educational activities the methods and techniques of working with students with special educational needs based on the principles of individualization and differentiation. | |
| Be able to develop individual educational trajectories for students with special educational needs. | ||
| Be able to integrate students with special educational needs into the social and educational space of an educational organization. |
Materials for certification
4.2.1. Test " Topical issues education of students with special educational needs”
1. Inclusion is:
a) the form of cooperation;
b) special case integration;
c) style of behavior.
2. There are two types of integration:
a) educational and social,
b) passive and creative,
c) internal and external.
3. Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:
b) group therapy,
c) communication,
d) educational integration.
4. Social inclusion must be ensured:
a) only children with developmental disabilities in early childhood school age,
b) to all children with developmental disabilities without exception,
c) children studying only in special institutions.
5. For the first time, the theoretical justification for integrated learning was in the works of a domestic scientist:
a) A.N., Leontieva,
b) L.S. Vygotsky,
c) S.L. Rubinshtein.
6. The first country in the field of implementation in teaching practice inclusive education has become:
b) Germany,
c) Russia,
d) France,
e) United Kingdom.
7. Under the conditions of “inclusive education”, a child with disabilities is faced with the need to master the Federal State Educational Standard on a par with normally developing therefore:
a) inclusion cannot be massive,
b) inclusion can only be realized at the level preschool education,
c) inclusion can only be realized at the level primary education
d) inclusion should be massive.
8. In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most appropriate for:
a) children with disorders of the musculoskeletal system,
b) children with disabilities and developmental problems; gifted children; deviant students; students for whom Russian is not their native language
c) children with intellectual disabilities,
d) children with disabilities, with whom correctional and pedagogical work was started early.
9. Which of the following principles does not apply to the principles of inclusive education:
a) diagnostic information should be presented visually, in the form of graphs, drawings;
b) integration through early correction;
c) integration through compulsory correctional assistance to each integrated child;
d) integration through reasonable selection of children for integrated learning.
10. Creation of a system of polysubject interaction involves the creation of:
a) inclusive horizontal,
b) interaction of social partners and educational organizations,
c) an inclusive vertical.
11.entry level the period becomes the inclusive vertical:
a) youth,
b) early childhood,
c) primary school age.
Key to the test
Test scoring system
Determination of the effectiveness of assimilation according to the test results can be made on the basis of the dependence established by V.P. Bespalko, to calculate the coefficient of assimilation: K=m/n, where n is the number of significant operations, m is the number of operations correctly performed by the student. In tasks of the closed and open form, each correct answer is estimated at 1 point, incorrect - 0 points. In tasks for distinguishing and establishing correspondence, the number of essential operations (number n) is equal to the number of initially correct answers - standards, and the number m is equal to the number of differences or correspondences correctly established by the student. Activity is considered learned at K³ 0.7.
The maximum score for this test is 11 points.
The following correspondence is established between the assimilation coefficient and the mark: less than 6 - "2", 6-7 - "3", 8-9 - "4", more than 10 - "5".
Here are some examples to illustrate the indications and contraindications for inclusive education.
In the first case, we are talking about a hearing-impaired child, with whom correctional work was started early - from the moment a developmental disorder was detected. The level of general and speech development of the child is close to normal. This is manifested in high cognitive activity, the free establishment of contacts with adults and normally developing peers through verbal speech. Parents are ready to take an active part in accompanying the process of inclusive education of their child. AT this case There are no contraindications to inclusion.
In the second case, the child has mental retardation. His speech and general development is significantly behind the norm. Mastering the qualification level of education is impossible. In such a situation, it is recommended to study in a correctional institution according to special programs, that is, the most acceptable is not educational, but social integration.
According to many researchers (S.V. Alekhina, O.S. Nikolskaya, M.L. Semenovich, N.Ya. Semago, M.M. Semago, A.S. Sirotyuk, E.A. Strebeleva, etc.) , inclusive education of children with disabilities should include an inclusive vertical and an inclusive horizontal.
Inclusive educational vertical – building between educational institutions different levels, types and types of interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, a complementary system of psychological and pedagogical support for the education of a child and his family (from birth to professional self-determination) is built.
The continuous vertical of inclusive education is implemented subject to the following conditions:
- complexity / continuity - a child who finds himself in an integrative environment in early age, should not be deprived of the society of ordinary peers at any stage of his growing up;
- within walking distance - an inclusive educational vertical "Kindergarten - school - Center" should be built in each district of the district;
- unity of purpose - all inclusive institutions should have a common development strategy and adequate, matched by levels, methodological support;
- continuity - all inclusive institutions should be open to cooperation and exchange of experience, information about the development of the child at each stage of the educational vertical will be recorded in his individual card.
- professional competence- an effective mechanism for training, retraining and methodological support of all teachers and specialists involved in inclusive education should be worked out.
The initial level of the inclusive vertical is the period of early childhood, when comprehensive assistance to a child with disabilities and his family as a single subject of inclusion will allow the latter to adapt:
1. For the first time the principles of inclusive education at the international level were fixed:
A) in the Salamanca Declaration
B) in the Jomtien Convention
C) in the Convention on the Rights of Persons with Disabilities
2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012 No. 273-FZ), is
A) creating optimal conditions for socialization for children with disabilities and disabilities
B) creating optimal conditions for the moral development of normally developing children
C) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities
3. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
A) inclusion
B) integration,
B) personalization.
4. Choose the correct answer: Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:
A) group integration,
B) educational integration,
B) communication.
5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.
6. What are the names of children for whose education it is necessary to create special conditions in Russian legislation?
A) children with disabilities
B) children with developmental disabilities
In children with special educational needs
7. Choose the correct answer: Children with disabilities are
A) children with various deviations in psychophysical development: sensory, intellectual, speech, motor, etc.
B) children who have various kinds of deviations (mental and physical), causing violations of the natural course of their general development, in connection with which they cannot always lead a full-fledged lifestyle.
C) children with disabilities, or other children aged 0 to 18 years who are not recognized in the prescribed manner as children with disabilities, but who have temporary or permanent disabilities in physical and (or) mental development and those who need to create special conditions for training and education.
8. Special educational conditions for all categories of children with disabilities and disabilities include: A) the creation of a barrier-free environment in educational institutions B) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and educational process, psychological and pedagogical accompaniment of children with disabilities and disabilities C) an individual educational route for a child with disabilities and disabilities D) ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment.
9. Choose the correct answer: An adapted educational program is
A) an educational program adapted for training persons with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation the indicated persons. B) educational and methodological documentation that defines the recommended federal state educational standard volume and content of education, planned results of development educational program, approximate conditions for educational activities, including approximate calculations of the standard costs of providing public services for the implementation of an educational program
10. Adapted program being developed:
A) independently as a teacher working with a child with disabilities
B) independently educational organization based on PMPK recommendations
C) together with the teacher and parents
11. What is the basis for determining the variant of an adapted educational program for a student with disabilities?
A) PMPK recommendations formulated based on the results of a comprehensive examination of the child;
B) a written application of the parents (legal representatives) of the child;
C) the choice of the child himself;
D) PMPK recommendations formulated based on the results of an interview with the parents (legal representatives) of the child.
12. Two main indicators of the readiness of teachers to work in an inclusive education environment:
A) professional readiness
B) psychological readiness
C) information readiness
D) readiness for professional interaction and training
13. For the first time, the theoretical justification for integrated learning was laid down in the works of a domestic scientist:
A) A.N. Leontiev,
B) S.L. Rubinstein,
PM. Vygotsky.
Answers: 1A, 2B, 3A, 4B, 5A, 6A, 7B, 8B,9A, 10B, 11A, 12A,B, 13V
Test for final certification(test) on the course "Inclusive Education"
1. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
inclusion B) interaction
individualization.
2. Choose the correct answer: Inclusion is:
A) the form of cooperation;
B) a special case of integration;
B) style of behavior.
3. Choose the correct answer: There are two types of integration:
internal and external,
B) passive and creative,
educational and social.
4. Choose the correct answer: Inclusion, that is, “inclusive education”, which includes
a child with disabilities in the same educational environment with normally developing peers is:
A) group integration,
B) educational integration,
B) communication.
5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.
6. Choose the correct answer: For the first time, the theoretical justification for integrated learning was a
works of a domestic scientist:
A.N., Leontieva, B) S.L. Rubinshtein,
L.S. Vygotsky.
7. Choose the correct answer: The first country in the field of introducing Inte (inclusive) education into pedagogical practice was:
United Kingdom, B) Russia,
France.
8. Choose the correct answer: In the 70s. 20th century in the countries of and of Eastern Europe the first prece, closures of correctional institutions are noted, due to:
A) the absence of children with disabilities,
B) transfer of children with disabilities to kindergartens and general schools,
B) teaching children with disabilities at home.
9. Choose the correct answer: In Russia, the first experimental experience of co-education of children with developmental disorders appears in:
60s 20th century B) 90sXX .,
70s XX century..
10. Choose the correct answer: In Russia, in the first experimental experience of joint education for children with normal and impaired development, preschool children with a violation took part:
visual analyzer,
B) intellect
auditory analyzer.
11. Choose the correct answer: In the context of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:
A) inclusion cannot be massive,
B) inclusion should be massive,
12. Choose the correct answer: In accordance with the principles of the domestic concept of integrated (learning, it can be argued that inclusive education is most appropriate for:
children with disorders of the musculoskeletal system,
B) children with intellectual disabilities,
children with disabilities, with whom correctional and pedagogical work was started early.
13. Choose the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:
A) integration through early correction;
B) integration through mandatory correctional assistance to each integrated child;
B) integration through reasonable selection of children for integrated education;
D) diagnostic information should be presented visually, in the form of graphs, figures.
13.
Choose the correct answer: building between educational institutions of different levels, types and in interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical
accompanying the education of the child and his family is called:
inclusive educational vertical,
B) inclusive educational horizontal,
inclusive educational parallel.
G)
14. Choose the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:
general secondary school,
B ) preschool institutions,
families.
15. Choose the correct answer: The final level of the inclusive vertical is the stage:
A)career guidance for graduates of schools with disabilities health in the field of emergence professional interests and elections
B) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers,
B) early integration of children with developmental disabilities in preschool institutions.
16. Choose the correct answer: Creating a system of polysubjective interaction involves the creation of:
A) inclusive horizontal,
B) inclusive vertical.
17. Choose the correct answer: The period becomes the initial level of the inclusive vertical:
A) youth
B) early childhood
B) primary school age.
18. Choose the correct answer: The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:
complexity continuity,
B) walking distance
unity, goals.
19. Choose the correct answer: Determine which condition of the continuous vertical of inclusive education in question: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each level of educational
verticals will be fixed in his individual map (“development map”).
A) succession,
B) professional competence,
B) walking distance.
20. Choose the correct answer: The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:
expanding access to education;
B) integration;
mainstreaming;
21. Choose the correct answer: According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.
A) the component of "life competence",
B) "academic" component.
22. Choose the correct answer: educational areas:
B) 4
23. Choose the correct answer: Determine which of the educational areas of the SFES we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:
A) natural science
B) art
AT)
Inclusion at school is the disclosure of the potential of all students within the framework of the general educational process, the program of which corresponds to the individual abilities of children.
The journey to an inclusive school can be long and difficult, but it will ultimately strengthen the school community and help children. “Inclusion” does not simply mean placing children with disabilities in mainstream classrooms. This process must include fundamental changes in how the school community supports and accommodates the individual needs of each child.
In fully inclusive schools, all students are welcome and can participate in all aspects school life. Diversity is respected and supported. Inclusive schools believe that all students are confident, connected, actively participating in activities, learning throughout life and working towards it within the framework of the developed curriculum. Students' identities, languages, abilities and talents are recognized and validated and their learning needs are considered.
Inclusive schools:
- have ethical standards and leadership that build the culture of an inclusive educational institution;
- have a good organized systems, effective teamwork and constructive relationships that define and support the inclusion of all learners;
- use innovative and flexible methods that meet the needs of all students.
Teaching Diversity: A Framework for Reflection on Inclusive Practices.
Because each child brings unique and varied experiences, needs and strengths in the learning process, education systems need to be flexible and adapt to the needs of students, rather than expecting students to fit into a fixed system of learning.
Educational individual inclusive programs require an equal approach to students, taking into account intellectual, physical, linguistic, cultural abilities and talents. The curriculum is non-prescriptive and provides a flexible approach to learning. OOSh ( comprehensive schools) have a mandate to develop their curriculum in a more personalized way as they notice, acknowledge and respond to the needs of all their students.
IE (Inclusive Education) is a research approach that can be used by schools to support the development of more flexible inclusive learning environments optimized for personalization.
The structure of the organization of IE in a school provides guidance in several ways:
- presenting information to support understanding;
- giving students the opportunity to create, learn and collaborate;
- stimulation of sustainable interest and motivation in learning.
In an AI school or classroom, students can personalize their learning in environments where diversity and variability are expected and valued. Initially, obstacles to the education of children with disabilities were identified and minimized in partnership with other peer students, teachers and parents. Training support will be implemented in environment and provided to all children and not to individuals or small groups students.
A differentiated approach is also part of the structure of inclusive education. The emphasis is on developing the least restrictive environment for all students. This approach reduces the need for extensive differentiation as learners can customize their learning environment to meet many of their needs.
Features of legislation on inclusive schools in Russia
During the organizational stage, the government paid attention to the peculiarities of the legislative framework. NPB IO ( legal framework inclusive education) is based on federal laws:
- "On Education in the Russian Federation";
- "On social protection of disabled people in the Russian Federation";
- UN Convention "On the Rights of the Child" Article No. 28.
Problems in Russia
Classrooms are a great concept, but they require a lot of learning, patience, and compassion from teachers. Fully inclusive classrooms have students across the educational and developmental spectrum, from typically developing children to children with severe disabilities. For this reason, it is difficult for a teacher to find a balance in the educational process.
What are the main problems of inclusive education in schools that teachers face?
- Lack of experience - teaching staff is not fully aware of the special needs of children with disabilities. Educators must coordinate efforts and understand the needs of the class in terms of skills development.
- Lack of experience with severe disabilities - students with severe and profound disabilities require more adaptation and medical care. Teachers must be able to cope with severe disabilities and create lesson plans based on the child's individual abilities. Lack of experience can lead to the fact that the child will not fully develop physically, intellectually and socially.
- Inclusion of all students in different forms of activity - teachers must decide how the class will communicate with each other and encourage participation. If there is no adaptive equipment or adaptive means of communication and language, then this makes it difficult for teachers to work within a single classroom.
- Shortage of tutors - usually in inclusive classes there is a main teacher and a tutor (a teacher's assistant to work with "special children"). Due to the nature of the class and size, it is critical that there be an appropriate number of teacher assistants.
- Psychological readiness of healthy children to perceive children with disabilities - teachers should not tolerate insensitivity and cruelty, their goal is to teach understanding, compassion, respect and collective support.
- The psychological readiness of parents is the role of the teacher to show the parents of children with special needs that nothing threatens their children, and participation in the general educational process will stimulate their comprehensive development and socialization. As for the parents of healthy children, the teaching staff and school administration should show all the benefits of introducing new educational standards.
- Lack of skills to develop individual educational plans tailored to the needs of all students in the class.
The first task of schools implementing IE is to provide versatile and full-fledged training of the teaching staff.
1. Agavona E.L., Alekseeva M.N., Alekhina S.V. Readiness of teachers as the main factor in the success of the inclusive process in education // Psychological science and education No. 1: Inclusive approach and family support in modern education. M., 2011. - P.302
2. Alekhina S.V. Inclusive education in Russian Federation// Report by Alyokhina S.V., presented on December 7, 2010 within the framework of the International Symposium "Investment in education - investment in the future". – P.102
3. Almanac psychological tests. - M.: KSP, 2006. - S. 400
Inclusive education. Issue No. 1 / Fadina A.K., Semago N.Ya., Alekhina S.V. - M .: Center "School book", 2010. - P.132
4. . Nikishina, V.B. Practical psychology in working with children with mental retardation: a guide for psychologists and teachers. - M.: VLADOS, 2004. - S. 126
5. Teaching children with developmental disabilities using integrated learning technology with internal differentiation in general education class: guidelines / comp. L.E. Shevchuk, E.V. Reznikov. - Chelyabinsk: IIUMTS "Education" - 2006. - P. 223
6. General psychology: Tutorial for students of pedagogical institutes Petrovsky A.V. - M .: Education, 2012. - S. 465
7. Penin G.N. Inclusive education as a new paradigm public policy// Bulletin of Herzen University. - 2010 - No. 9 (83). – p.47
After studying the above material, you can take the test and get
certificate about learning:
Start test
Inclusive education in school
Joint education and upbringing of children with disabilities with their normally developing peers implies:
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There are two types of integration