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Abstract on the topic

« Theoretical methodological foundations inclusive education»

Inclusive education at the present stage of development of Russian society is an important condition for the realization of the right of a person with special needs to education, and subsequently, to professional activity. It should be noted that the analysis of scientific literature on the problem of inclusive education in a historical context allows us to see a gradually changing paradigm in the system of "atypical" person and social environment. Moreover, there are positive changes and attitudes in the public consciousness about the need to move from the social isolation of people with special needs (and in some cases, physical destruction) to their social inclusion.

Following the logic of scientific research, we believe that the development of the stated problem should be based on the analysis of the basic concept of the research work "inclusive education" and the conceptual approaches that we have taken as the basis for the development of an inclusive education system.

In the scientific space, the institutionalization of the term "inclusive education" is just beginning. The active use of this concept in the Russian scientific and practical space occurs only at the end of the 20th century. and the beginning of the XXI century. It is no coincidence that the introduction of the concept of inclusive education by the Salamanca Declaration of Persons with Special Needs (1994) and the adoption of the UNESCO Declaration on Cultural Diversity (2001) are close in time of their appearance: both of these documents express not only the recognition of the heterogeneity of society and its culture, but also changing attitudes in society towards this diversity - awareness of its value, awareness of the value of differences between people.

Inclusion in modern world acts as a leader social idea Western countries, which is based on the struggle to eliminate discrimination based on the principle of individual differences. The human community is considered in all its diversity, assuming coexistence ordinary people and people with special needs.

In modern scientific literature and periodicals devoted to the education of people with special needs, the concept of "inclusion" began to gradually replace the previously used term "integration", claiming to be a more accurate semantic expression of the essence of understanding the practical realization of the rights of people with special needs.

In the scientific space, the term "inclusion" in translation from in English means "included". Inclusive or included education is a term used to describe the process of education of persons with disabilities, and as a result, with special educational needs in general educational institutions. It is based on an ideology that provides equal treatment to all people, but, nevertheless, it provides for the adaptation of the environment and the creation of compensatory conditions.

It should be noted that at the present stage of development of society, the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” legally formalizes the concept of “inclusive education” as ensuring equal access to education for all students, taking into account the diversity of their special educational needs and individual possibilities.

According to Chigrina A. Ya., inclusive education is a term used to describe the process of teaching children with disabilities, and as a result, with special educational needs in general education (mass) schools. The author emphasizes that inclusive education should represent a balance between whether the child will be able to master the general program in the presence of additional conditions and an individual program, and the importance of his social integration.

In turn, O.S. Kuzmina gives the following definition of "inclusive education" by which he means "a socio-pedagogical phenomenon, which consists in building an educational process in which a child with handicapped of health is trained together with healthy peers and receives specific pedagogical support and correctional assistance related to the satisfaction of his special educational needs.

For our study, the article by Yarskaya-Smirnova E.R. is of particular interest. and Loshakova I. I. “Inclusive education of children with disabilities”, in which the idea of ​​introducing inclusive education suggests that a continuum of services, including an educational environment that is most favorable for them, should correspond to the diversity of needs of students with disabilities. The authors emphasize that all children should be included from the very beginning in the educational and social life of the school in their place of residence; the task of an inclusive school is to build a system that meets the needs of everyone; in inclusive schools, all children, not just those with disabilities, are provided with support that allows them to achieve success, feel safe, value being together in a team.

We share the opinion of A. V. Bakharev that the system of inclusive education includes educational institutions of secondary, vocational and higher education. Its goal is to create a barrier-free environment in the education and training of people with disabilities. This requires a set of measures, which includes both technical equipment educational institutions, and the development of special training courses for teachers and other students aimed at their work and the development of interaction with people with disabilities, the development of tolerance and attitude change. In addition, the author believes that special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.

In the context of the stated problem, the views of S. O. Bryzgalova and G. G. Zak are important for us, who see that the concept of inclusive education requires fundamental changes in the system of not only secondary (as a “school for all”), but also professional and additional education(as "education for all"). Scientists consider the system of inclusive education itself as an effective mechanism for the development of an inclusive society, i.e. By developing an inclusive education system, we thereby contribute to the development of an inclusive society - a society for all, a society for everyone. In their opinion, this is the key value of inclusive education. Inclusive education is an education that provides everyone, regardless of their physical, intellectual, social, emotional, linguistic or other characteristics, with the opportunity to be involved in general process education and upbringing (development and socialization), which then allows the maturing person to become an equal member of society, reduces the risks of his segregation and isolation. Growing up together, children learn to accept their own characteristics and take into account the characteristics of other people. It is based on an ideology that ensures equal treatment of all people, but, nevertheless, it provides for the adaptation of the environment and the creation of compensatory conditions. For us, the ideas of continuity in inclusive education are valuable, starting from high school and ending with high school. Based on this, a person with special needs is constantly in the system of social relations and connections, which, as he socializes, will expand and deepen.

We have based the development of an inclusive education system on the following concepts and conceptual approaches:

1). An activity approach that considers a person as an active subject who cognizes and transforms the world and himself in the process of activity;

2) The student-centered approach is based on the humanistic principle of the relationship between the teacher and the student, taking into account the subjective experience of the child and providing him with pedagogical support for his individuality;

3) A systematic approach, considers inclusive education as a continuous process of interaction of a multidisciplinary team;

4) Competence-based approach considers a person as a carrier of certain competencies;

5) Acmeology of personal and professional development of the individual.

We propose to briefly consider their theoretical and methodological essence.

The activity approach considers a person as an active subject who cognizes and transforms the world and himself in the process of activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, etc.). The state social policy towards people with special needs has long been based on the medical model of disability. In which a person with special needs was more considered from the position of an object medical care and not the subject of social relations. Unfortunately, even this important point how the development of an individual program for the rehabilitation of a child with special needs is very often carried out without the participation of parents, especially the child. This situation should be changed.

In our opinion, the activity approach should be based on the principle of participation, which involves the participation of young people in decision-making and processes that affect their lives, including the processes of information exchange, consultation, management, decision-making and action (R.A. Hart). Based on his book "Children's participation from tokenism to citizenship", we present only the most important provisions for our study. The scientist claims that the participation of a young person is ensured through:

Confidential communication (informing on all issues that relate to a young person, support in formulating questions and sincerity in answers);

Joint decision-making (facilitating discussion, providing choice, empowering to implement the decision);

Initiative support ( active listening; recognition that young people have talents, strengths and weak sides, orientation to the future, gaining experience in the process of various activities).

We believe that the concept of inclusive education, based on this approach, should be based on the position of the active position of children and young people with special needs as subjects of activity. A person with special needs in the process of participating in various available types activity develops himself as a person and as a future professional.

Person-orientednnysuitabledrelies on the humanistic principle of the relationship between the teacher and the student, taking into account the subjective experience of the child and providing him with pedagogical support for his individuality(E. Bondarevskaya, E. Stepanov, S. Podmazin, etc.) .

Most scientists in the personality-oriented approach primarily see the process of subject-subject interaction between a teacher and a student, which is aimed at creating a friendly socio-cultural environment for self-development of the individual as a subject of active activity, capable of self-realization and self-improvement.

In the context of our study, the definition of a personality-oriented approach proposed by E. Stepanov, who considers it as a “methodological orientation in pedagogical activity which allows, by relying on a system of interrelated concepts, ideas and methods, to ensure and support the processes of self-knowledge, self-building and self-realization of the child's personality, the development of his unique individuality.

The person-centered approach considers the person in the context of his individual development and formation, based on the principles of humanism, natural conformity and cultural conformity.

The humanistic concept of inclusive education is based on the idea that a person is the highest value, regardless of what capabilities (intellectual, physical, etc.) he has. An interesting idea was expressed by E. Fromm that changes in the direction of humanization will be possible if people themselves change in the direction from the ideology of predation and possession to the ideology of humanity, mutual recognition and responsibility.

In this context, the problem of education for “atypical” children and young people acquires special meaning as a tool for their social inclusion. In general, the entire system of inclusive education is permeated with the ideas of humanism, which is the basis of a trusting and tolerant relationship between all participants in the educational process.

For our work, it seems interesting the data of a sociological study (Yarskaya-Smirnova E.R., Loshakova I.I.), obtained in the course of a study of the attitude of teachers, secondary school students and their parents to the possibility of joint education with disabled children who have difficulties with movement , hearing, speech or vision impairment, mental retardation. The analysis showed that the closest contacts are established between the surveyed students and children with disorders of the musculoskeletal system (12.4%), as well as with children experiencing mental disabilities (12.9%). Our respondents were less likely to have contacts with those children who have speech, hearing or vision impairments (9.1%). And among those whom the respondents only saw on the street, there are more disabled children with outward signs of disability (40.5%).

Interestingly, the greatest tolerance for study in the same class, manifests itself in our respondents-students in relation to children with disorders of the musculoskeletal system. They are less tolerant of those who have hearing and vision impairments. The lowest level of tolerance was found in relation to children with intellectual disabilities - almost half of the students expressed the wish that they study in a separate school. Scientists conclude that about 70% of the respondents showed different awareness of the problem of disability in children, and also emphasize that in this case, a deeply rooted stereotype reveals itself, creating serious barriers to the integration of both children and adults into society.

The principle of conformity to nature (J. Comenius, J.-J. Rousseau, K. Ushinsky and others) assumes the unity of the natural and spiritual principles in a child as equivalent components of a holistic individuality, and their consideration in the process of development, education and training. For our work, this principle is of key importance, because children with special needs have various deviations in mental and/or physical development, which objectively affect the process of acquiring knowledge and acquiring skills.

The modern interpretation of this principle links the social education of "atypical" children with general laws development of nature, their individual and age characteristics, with the formation of responsibility for the development of oneself as an active subject of life. Moreover, it should be emphasized that the principle of natural conformity involves taking into account the sex of the child in the process of gender-role, labor and civil socialization.

A student-centered approach in inclusive education allows you to rely on the natural inclinations of a child with special needs, develop and improve only taking into account his natural abilities, which will make it possible to more fully use the individual inclinations of each child.

The principle of cultural conformity (D. Locke, K. Helvetius, A. Disterverg, etc.) involves building an inclusive education system based on the culture of society, traditions and customs of the people, norms and values, taking into account the cultural level of each individual. Special attention scientists pay attention to the problem of socio-cultural adaptation of children and youth with special needs.

An analysis of the scientific literature makes it possible to note the need for a comprehensive expert survey of cultural institutions to assess their accessibility for children and young people with special needs. It should be noted that non-formal education, which is more often implemented on the basis of cultural institutions, allows you to harmoniously combine the intellectual, emotional, aesthetic development of the individual through active participation in various types of amateur art activities, interest clubs, circles, etc.

Modern studies of inclusive education are conducted on the basis of a student-centered approach, taking into account the unity of the value-semantic, motivational-need and operational spheres of educational, professional and professional activity itself. By participating first in educational and professional, and then in professional activities, a person not only acquires adequate ideas about his profession and his own capabilities, but also actively develops them. Forming as a subject of professional activity and forming an attitude towards himself as a doer, he develops as a person (B. Ananiev, L. Vygotsky, A. Leontiev, S. Rubinshtein, etc.).

Systemican approach,considers inclusive education as a continuous process of interactionI am a multidisciplinary team.

Initially, the word "system" was associated with the forms of socio-historical being. Indeed, in the literature, a system is understood as a “complex of interacting elements” (L. Bertalanffy). Society as a social system includes education as a subsystem.

V. N. Spitsnadel, studying the theoretical foundations of system analysis, pays attention to education as an integral element of the system under consideration, methodological approach to its essence and assessment should be equal in relation to other elements, i.e. systemic. The scientist emphasizes that being a long-range factor, education lays the foundation, generates the development of these elements, the growth of the productive forces of society. Moreover, a scientifically based education program is needed. It is implemented through the development of systemic knowledge, which is produced as a result of the interaction and synthesis of natural, technical and social sciences. The formation of such a system of knowledge, oriented to the world level of development of science, and its introduction into the educational process, is part of the content of the restructuring of higher education. A systematic approach here opens up a real opportunity to reduce the duration of training, increase the special scientific, technical and worldview level of education, and the general culture of future graduates. More specifically, it does this by bringing to the fore general theories, generalized scientific principles, and revealing deep interconnections.

A systematic approach in inclusive education allows you to see the integrity and versatility of the educational process, the relationship and interdependence of all elements of the learning environment, given the complexity of building and implementing this system in practice.

It is known that education is a harmonious unity of the process of development, upbringing and training of a person throughout his life. This is a creative process of personality formation, its self-development and self-actualization.

The idea of ​​the continuity of the educational vertical is of fundamental importance in building an inclusive education system based on a systematic approach.

Most professionals who work with children and young people with special needs, and parents, advocate continuity in education: “primary - secondary - vocational - higher”, which is possible only if all educational institutions are able to put into practice a systematic approach to the problem of inclusion . Of particular relevance is the readiness of teachers from various institutions to work effectively in the system of inclusive education.

In this context, the dissertation research of O.S. Kuznetsova, who proposed a model for preparing teachers to work in an inclusive education environment, includes content and organizational components. Aimed at the development of teachers professional competence acquiring the ability to solve professional problems:

Understand the philosophy of inclusive education, know the psychological and pedagogical patterns and characteristics of age and personal development children with disabilities who are in an inclusive educational environment, and be able to identify these patterns and features;

To be able to select the best ways to organize inclusive education, design the educational process for joint education of children with normal and impaired development;

Apply various methods of pedagogical interaction between all subjects of the correctional and educational process, focused on the value attitude towards children with disabilities and inclusive education in general;

Create a correctional and developmental environment in an inclusive educational space and use the resources of an educational organization for the development of all children;

To carry out professional self-education on the issues of joint education of children with normal and impaired development. inclusive education multidisciplinary humanistic

It should be noted that in her work, O. S. Kuznetsova substantiates the conditions for inclusive education under which the training of teachers will be effective, namely, if:

It will be organized as a personalized and continuous process of joint activities of a teacher (teacher) and teachers (students), aimed at developing professional competence and forming personal and professional attitudes towards inclusive education and presented as a model;

The technology of teacher training will be based on the application of humanitarian technologies and will ensure the formation of motivational-value, operational-activity and reflective-evaluative readiness to work in an inclusive education.

Meaningful discussions of specialists of the multidisciplinary team (doctors, teachers, psychologists, lawyers, civil servants and public figures) are held around the practical implementation of the ideas of inclusive education, the difficulties of its implementation and the formation of a positive public opinion. This approach allows us to consider a person with special needs as an active subject of life, the importance of participating in all decisions that affect his life. In our opinion, the opinion of the child and his parents should be taken into account when organizing a compensatory educational environment that is comfortable for all participants in the training.

It is especially important to note the role of higher educational institutions in the system of inclusive education. educational institutions in the process of social inclusion. higher education as social institution has significant opportunities and resources for young people with special needs. During training in a higher educational institution, the acquisition of cultural resources of students occurs: the level of education of students in the process of educational and practical professional activities increases, leisure practices change

students in the direction of increasing the share of cultural forms of leisure, more active use of computers and the Internet, educational and social activity. Social relations and social connections are established, which act as a kind of social capital of young people with special needs, allow them to feel more confident in the implementation of their life plans and aspirations, contributing to their social inclusion.

Speaking about education from the point of view of system analysis, V. N. Spitsnadel argues that an educated person is an agent of culture (goodness, reason, conscience, responsibility, love, sympathy, support ...), defending the eternal values ​​of life and forming new ones. The education of a person (etymologically) is the acceptance by a person of an image: the world, one's own personality, past and future, good and evil. To be educated means to understand others, oneself, the meaning of life, one's responsibility to life, to culture ... Culture is life, one thing, good and good, strength and energy, it is the eternal ideal of humanity.

Within the framework of the competency-based approach, two basic concepts of "competence" and "competence" are distinguished, the categorical and conceptual analysis of these terms allows us to note that at present there is no unambiguous understanding of their essence.

For us, the decisive factor is the opinion of A.V. Khutorsky, who under the concept of "competence" means "a set of interrelated qualities of a person (knowledge, skills, habits, methods of activity), are determined by a certain range of objects and processes, and necessary in order to act qualitatively and productively in relation to them"; and under the term "competence" - "a person's possession of the relevant competence, covers a personal attitude towards it and objects of activity" .

It is known that competence is a range of issues in which a person is well versed. At the present stage of development of school education in Russia, the ultimate goal of education is changing from “knowledge” to “competence”, because a situation is emerging in which students can master a set of theoretical knowledge well, but at the same time experience significant difficulties in activities that require the use of this knowledge to solve problems and problem situations. By developing competence, we thereby restore the balance between education and life.

Based on the selected A.V. Khutorsky the main educational competencies, we will supplement them in a meaningful way in the key of inclusive education:

1. Value-semantic compthosentions. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions. Children and young people with special needs see and interact with the world and people in a special way. For many people, it is difficult to determine the meaning of life, and people with special needs need to additionally look for inner strength in themselves for this. Understanding and accepting values ​​allows you to better navigate when choosing your own life path. A special role in this is played by the family raising a child with special needs.

2. General cultural competencies. The student must be well informed, have knowledge and experience in matters of national and universal culture, the spiritual and moral foundations of human and human life, the cultural foundations of family, social, social phenomena and traditions, everyday and cultural and leisure sphere. This also includes the student's experience of mastering the scientific picture of the world. In the process of inclusive education, it is necessary to take into account the socio-cultural conditions in which the socialization of children and youth with special needs takes place, so that the individual is prepared for life in these historical, cultural, socio-economic conditions.

3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In the course of organizing inclusive education, the psychophysiological characteristics of children should be taken into account in order to create the most comfortable conditions for the assimilation of knowledge, skills and abilities, supporting their motivation for learning.

4. Information competence. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize, transform , save and share it. In our opinion, it is advisable to use in inclusive education the resource of social networks that are popular among young people. Mastering informational competencies by young people with special needs will significantly increase the level of their social capital, be more competitive in the labor market, including self-employment.

5. Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team. In inclusive education, the establishment of effective communication between all participants, the removal of barriers, the overcoming of stereotypes contribute to the harmonious development of all children.

6. Social and labor competencies means possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in matters of economics and law, in the field professional self-determination. In the practice of inclusive education, specialists often use the method of occupational therapy with children and youth with special needs, aimed at mastering labor skills, contributing to their professional orientation and the choice of a future profession.

7. Competencespersonal self-improvement aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. These competencies include personal hygiene rules, personal health care, sexual literacy, internal environmental culture. In the system of inclusive education, the idea of ​​constant personal self-improvement should be traced, taking into account the feasible intellectual and physical activity.

The competency-based approach in the system of inclusive education considers a person as a carrier of certain competencies that are acquired in the process of playing, learning, communication, activities, and contribute to the personal and professional development of young people with special needs.

Acmeological approach(K. Abulkhanova-Slavskaya, V. Gordon, A. Derkach, V. Zazykin, E. Smirnov, P. Smirnov, etc.) within the framework of the problem of this study, it seems to us the most appropriate, because acmeology, which arose at the junction of natural, social , technical and humanitarian sciences, studies the laws and mechanisms of human development at the stage of his maturity and, especially, when he reaches the highest level in this development. At the same time, it is fundamentally important to identify patterns, conditions and factors that ensure the possibility of achieving highest point human development, its acme, as well as identifying possible obstacles that arise along the way. In addition, it is acmeology that today achieves the most significant results in the study of the problems of the formation and development of a person as a professional in various fields of activity.

Given the speed of the changing social reality, the improvement of the system of inclusive education should be based on the acmeological approach, which is based on the idea of ​​continuous improvement of a person, his professional skills in different socio-cultural conditions. Of course, it is necessary to realistically assess the possibilities and potential of the person with special needs, his ability to work on himself.

The joint efforts of scientists and practitioners who are developing the theoretical, methodological and practical-organizational foundations of inclusive education make it possible to identify, evaluate and solve emerging problems in its implementation in practice.

The research work carried out allows us to draw the following conclusions:

1). Inclusion is the leading trend of the current stage of development of the education system, based on the humanistic paradigm of perceiving the world in its diversity. Inclusive education at the present stage of development of Russian society is an important condition for the realization of the right of a person with special needs to education, and subsequently, to professional activity.

2). Inclusive education is a socio-pedagogical phenomenon, which consists in building an educational process in which a child with disabilities studies together with healthy peers and receives specific pedagogical support and correctional assistance related to meeting his special educational needs (O.S. Kuzmina).

3). We have based the development of an inclusive education system on the following concepts and conceptual approaches:

An activity approach that considers a person as an active subject who cognizes and transforms the world and himself in the process of activity;

The student-centered approach is based on the humanistic principle of the relationship between the teacher and the student, taking into account the subjective experience of the child and providing him with pedagogical support for his individuality;

A systematic approach considers inclusive education as a continuous process of interaction of a multidisciplinary team;

The competence-based approach considers a person as a carrier of certain competencies;

Acmeology of personal and professional development of personality.

4). The modern Russian system of inclusive education should use the best international experience, which enables children and young people with special needs to exercise their right to education in any type of educational institution and receive the necessary specialized assistance.

Bibliography

1. Bakharev A. V. Development of a model of inclusive education: international experience / A. V. Bakharev // Knowledge. Understanding. Skill. - 2014. - No. 2. - S. 330-335.

2. Bryzgalova S. O. Inclusive education: international experience, modern trends / S. O. Bryzgalova, G. G. Zak // Inclusive education: methodology, practice, technology: materials of the international scientific and practical conference 20-22.06.2011 / Ed. HE. Ertanova, M.M. Gordon. - M., 2011. - S. 41-43.

3. Derkach A.A. Acmeology: personal and professional development of a person: In 5 books. Book 2: Acmeological foundations of management activities. - M.: Publishing House of the RAGS, 2000. - 536 p.

4. Kuzmina O. S. Preparation of teachers for work in conditions of inclusive education: Abstract of the thesis. ... candidate of pedagogical sciences: 13.00.08 / Kuzmina Olga Sergeevna. - Omsk, 2015. - 23 p.

5. Personality-oriented approach in the work of a teacher: development and use / [ed. E.N. Stepanova]. - M. : Sfera, 2003. - 128 p.

6. Mardakhaev L. Social pedagogy: textbook / Lev Mardakhaev. - M.: Gardariki, 2005. - 269 p.

7. Spitsnadel VN Fundamentals of system analysis: Proc. allowance. / V. N. Spitsnadel. - St. Petersburg: "Izd. house "Business Press", 2000. - 326 p.

8. Khutorskoy A. Key competencies as a component of student-centered education / A. Khutorskoy // National education. - 2003. - No. 2. - S. 58-64.

9. Chigrina A. Ya. Inclusive education of disabled children with severe physical disabilities as a factor in their social integration: Abstract of the thesis. ... candidate of sociological sciences: 22.00.04 / Chigrina Anna Yakovlevna. - Nizhny Novgorod, 2011. - 23 p.

10. Yarskaya-Smirnova E.R. Inclusive education of disabled children / Yarskaya-Smirnova E.R., Loshakova I.I. // Sociological research. - 2003. - No. 5. - S. 100-106.

11. Hart R. A. Children "s participation from tokenism to citizenship / R. A. Hart. - Florence: UNICEF International Child Development Centre, 1992. - 38 p.

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Abstract: this article discusses the interpretation of the concept of "disability", the features of teaching students with disabilities in a general education school, focuses on the principles of inclusive education and the formation of an individual training program in an inclusive educational environment.

Key words: inclusive education, students, disabilities, principles of inclusive education.

Today, inclusive education in the territory of the Russian Federation is regulated by the Constitution of the Russian Federation, the federal law "On Education", the federal law "On the Social Protection of Persons with Disabilities in the Russian Federation", as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.

In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article twenty-four of the Convention states that, in order to realize the right to education, States parties must ensure inclusive education at all levels and lifelong learning.

The problem raised is relevant, as there is a need for teachers primary school the need to use special mnemonics for students with disabilities. They require a humane attitude, in training, taking into account their feasible capabilities, but not distinguishing them from the crowd of their peers.

The term "disabled health opportunities" (HIA) is used in relation to children with minimal organic or functional damage to the central nervous system, as well as those who are in conditions of social deprivation for a long time. They are characterized by immaturity of the emotional-volitional sphere and underdevelopment of cognitive activity.

Insufficient expressiveness of cognitive interests in children with disabilities is combined with the immaturity of higher mental functions, memory disorders, functional insufficiency of visual and auditory perception, and poor coordination of movements. Small differentiation of hand movements negatively affects productive activities - modeling, drawing, designing, writing.

The decrease in cognitive activity is manifested in the limited stock of knowledge about the environment and practical skills appropriate for age and the child needs in the early stages of schooling.

Non-rough underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, difficulties in mastering logical and grammatical structures. In a significant part of children, there is a lack of phonetic and phonemic perception, a decrease in auditory-speech memory.

Violations of the emotional-volitional sphere and behavior are manifested in the weakness of volitional attitudes, emotional instability, impulsivity, affective excitability, motor disinhibition, or, conversely, in lethargy, apathy.

IN modern conditions the process of introducing inclusive education is an innovative process that allows for the education, upbringing and development of all children without exception, regardless of their individual features, educational achievements, native language, culture, mental and physical abilities.

The introduction of inclusive education ensures further humanization of education, recognition of the rights of persons with disabilities to affordable and high-quality education, and the formation of a new type of professional pedagogical community.

David Blanket wrote: “The education of children with special needs is one of the major challenges for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel the involvement and relevance of their actions. We have an obligation to enable every child, regardless of their needs and other circumstances, to reach their full potential, contribute to society and become a full member of it.”

Inclusive (inclusive) education is based on eight principles:

1. The value of a person does not depend on his abilities and achievements

2. Every person is capable of feeling and thinking

3. Everyone has the right to communicate and to be heard

4. All people need each other

5. Genuine education can only take place in the context of real relationships.

6. All people need the support and friendship of their peers.

7. For all learners, making progress on what they can do rather than what they cannot

8. Diversity enhances every aspect of human life

Principles for the formation of an individual training program in an inclusive educational environment:

– suitable for all students (not only for students with disabilities);

- serves as a means of adaptation to a wide range of possibilities of the student;

- is a way of expressing, accepting and respecting the individual characteristics of learning;

- applicable to all components of the program and to the usual manner of behavior in the classroom;

– is mandatory for all employees involved in the training process;

- Designed to improve student achievement. Inclusion results:

- students have the opportunity to actively and permanently participate in all activities of the general educational process;

- adaptation is as less intrusive as possible and does not contribute to the development of stereotypes;

- activities are aimed at the inclusion of the student, but are difficult enough for him;

- individual assistance does not separate or isolate the student;

– there are opportunities for generalization and transfer of skills;

– teachers of general and special education share responsibilities in planning, conducting and evaluating lessons;

– there are procedures for evaluating effectiveness.

Inclusive education says that we must develop the potential of every child, regardless of whether he is healthy or has some kind of disability. He must be a full-fledged citizen and a "small mechanism" of a large society, receive support from teachers, parents and peers. He should be important and needed, regardless of his health, doing the work he can do.

Bibliography

1. Belenkaya L.I. Child and book: About the reader of eight - nine years old / L.I. Belenkaya. – M.: Book, 2009.

2. Dianova, V.I. Problems of integrated education and prerequisites for their solution: (from the experience of pilot sites for integrated education of children with disabilities in the Krasnodar Territory) / V.I. Dianova // Education and training of children with developmental disorders. - 2010. - No. 4. - S. 19-24.

3. Zagumennov Yu.L. Organization of an inclusive educational process in a modern school//Educational environment of the region: from local initiatives to network interaction: Proceedings of an open full-time remote scientific and practical conference/MGIRO. – Minsk: MGIRO, 2011.

4. Malofeev, N.N. Children with developmental disabilities in a general education school: general and special requirements for learning outcomes / N.N. Malofeev, O.S. Nikolskaya; answers O.I. Kukushkina // Education and training of children with developmental disorders. - 2010. - No. 5. - P. 6-11.

State state-financed organization

additional professional education

"Chelyabinsk Institute for Retraining and Advanced Training of Educational Workers"

Department of Primary Education

Bogatenkova Tatyana Nikolaevna

Organization of educational activities junior schoolchildren in conditions of inclusive education

Essay

for additional professional program

professional retraining

"Technologies of developmental education in primary school»

Scientific adviser:

Candidate of Pedagogical Sciences, Associate Professor

departments of elementary education

Skripova Nadezhda Evgenievna

Chelyabinsk, 2016

1.1. Normative foundations of inclusive education………….. 6-10

organizations………………………………………………………………. 11-24

Chapter 2. Applied aspects of the organization of educational activities of students with disabilities

2.1. Features of the organization of work with parents (legal representatives) of children with disabilities………………………………………………………………… 25-29

CONCLUSION ………………………………………………………. 30-31

………………………………………………………... 32-34

INTRODUCTION

The relevance of the research topic is determined by the requirements of the current situation in the development of society and education. In order to ensure the educational success of each child, regardless of his state of health, the state undertakes to create the necessary conditions for

education for children with disabilities, to the maximum extent contributing to the education of a certain level and a certain focus, as well as the social development of children with disabilities, ready for integration into modern society. These positions are enshrined in the latest state documents: Federal Law of December 29, 2012. No. 273-FZ "On Education in the Russian Federation", in the Decree of the President of the Russian Federation of 06/01/2012. No. 761 "On the national strategy of action in the interests of children for 2013-2017", in the Orders of the Government of the Russian Federation of November 22, 2012. No. 21 48-r "On approval of the state program
Russian Federation "Development of Education" for 2013-2020, Order
Ministry of Education and Science of the Russian Federation dated December 19, 2014 No. 1598 “On Approval of the Federal
state educational standard of elementary general education students with disabilities”, Order of the Ministry of Education and Science of the Russian Federation dated December 19, 2014 No. 1599 “On approval of the Federal State Standard for the Education of Students with Mental Retardation (Intellectual Disabilities)”. In modern educational practice, the processes of integration and inclusion of children with disabilities in general education
space became a reality. According to the Ministry of Education and Science of the Russian Federation, in 2015 in
average 54% of total number students with disabilities were educated in
ordinary educational organizations and kindergartens together with healthy peers.

However, according to N. N. Malofeev, Director of the Institute
correctional pedagogy of the Russian Academy of Sciences, it is premature to speak of broad integration as a “system of conditions that ensure the effectiveness of the development of a problem child”. There are both objective and subjective reasons for this:

– objective reasons include the absence of conditions
in educational institutions for the organization of inclusive
teaching children with disabilities: normative and
legal, material, methodical, personnel;

– subjective reasons include the unpreparedness of the
teacher to the organization of correctional and educational activities with a child with disabilities, integrated into
general education class or group.

It should be noted that the composition of the group of schoolchildren with disabilities is currently clearly changing, while two interrelated processes stand out. Early (in the first years of life) identification and early comprehensive care for children, practical use Scientific achievements in the field of medicine, technology, digital technologies, special psychology and correctional pedagogy lead to the fact that some of the most “prosperous” children with disabilities “leave” the special educational space for the general educational space.

These circumstances also determine the topic of the study "Organization of educational activities of younger students in the context of inclusive education".

The purpose of the study is: to identify the possibilities of inclusive education in educational institutions to build effective interaction with parents (legal representatives) of children with disabilities.

Based on the goal of the study, we formulated the following tasks:

Conduct an analysis of the legal sources of inclusive education.

To give an analysis of the concept of inclusive education, to determine its principles and features of organization.

Develop guidelines for parents (legal representatives) of children with disabilities in order to organize effective adaptation of a child with disabilities in a general education organization.

The problem we are considering “Organization of educational activities of younger students in the context of inclusive education” is the subject of many studies, including Alyokhina S. V., Yudina T. A., Vygotsky L. S., Malofeeva N. N.,Yarskoy-Smirnova E.R., Loshakova I.I. and etc.

The abstract consists of an introduction, two chapters, a conclusion and a list of references, tables.

Chapter 1

Normative bases of inclusive education

The idea of ​​inclusion was born within the framework of large-scale changes in the understanding of human rights, his dignity, identity, as well as the mechanisms of social and cultural processes that determine his status and affect the provision of his rights. The change in attitude towards people was just one of the manifestations of these changes.

Inclusive education is the first innovation in Russian educational practice, initiated under the Federal Law “On Education in the Russian Federation” (clause 6, article 5) “the state is obliged to create conditions for citizens with developmental disabilities to receive education, correct developmental disorders and social adaptation based on special pedagogical approaches” .

Inclusive education excludes, in principle, any discrimination against children, ensuring equal treatment of all people, as well as creating special or special conditions for children who have special educational needs.

It is necessary to consider the normative basis, which also constitutes the moral foundations of inclusive education. The basis for the development of inclusive approaches to general education are, first of all, the main international legal acts - declarations and conventions concerning human rights and the inadmissibility of discrimination for any reason - Declaration of the Rights of the Child (UN, 1959); Convention on the Rights of the Child (UN, 1989), Convention on the Rights of Persons with Disabilities (UN, 2006). Both the above-mentioned international legal acts and modern Russian legislation (the Constitution of the Russian Federation, Federal Law of December 29, 2012, No. 273-FZ “On Education in the Russian Federation”) declare the right of every individual to education and the right to receive such education, which does not discriminate against him on any of the grounds - be it gender, race, religion, cultural, ethnic or linguistic affiliation, health status, status of a refugee, immigrant, forced migrant.

The Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs proclaims that “every child has the fundamental right to education and should be able to acquire and maintain an acceptable level of knowledge” . Russian legislation defines as the main principles of state policy and legal regulation of relations in the field of education "ensuring the right of every person to education, the inadmissibility of discrimination in the field of education" .

Of particular importance in the organization of inclusive education are valuable humanistic attitudes, that is, a system of universal values. The implementation of inclusive education cannot but be based on the adoption of the basic principles and priorities of its development.

Analyzing the state of inclusive education at the moment, we can talk about it not only as an innovative process that allows for the education and upbringing of children with different starting opportunities at various levels of the educational vertical. This modern innovative form has a powerful influence on the development of educational activity itself, significantly changing the relationship between its participants. The developed strategies of psychological and pedagogical support for children with disabilities and support technologies allow building relationships with all participants in educational relations based on respect for their rights and characteristics.

For the first time in the terminology of the new Federal Law No. 273-FZ "On Education in the Russian Federation", such a concept as "adapted educational program" appeared. In accordance with paragraph 28 of Art. 2 of Federal Law No. 273-FZ, an adapted educational program is an educational program adapted for teaching people with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.

It should be noted that when implementing adapted educational programs, a special procedure for admitting children to study under the programs under consideration is determined: children with disabilities are admitted to study according to an adapted basic educational program only with the consent of their parents (legal representatives) and on the basis of the recommendations of the psychological, medical and pedagogical commissions. Federal Law No. 273-FZ, part 2, article 79 directly states that the general education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic educational programs. In such organizations, special conditions are created for the education of these students.

In the Federal Law, there are divisions into classifications of children with disabilities: deaf, hard of hearing, late deaf, blind, visually impaired, persons with impaired function of the musculoskeletal system, persons with impaired function of the emotional-volitional sphere, persons with intellectual disabilities, children with mental retardation development (difficult to learn), persons with severe speech disorders, persons with complex developmental disabilities [ 1 ].

Of course, continuous inclusive education should serve as a basic step on which all subsequent human achievements depend. This is the foundation for the preservation of national culture and an important condition for the formation and development of a child's value orientations, social adaptation of himself and his family.

With the trend in the development of inclusive education in a general educational organization, which has been implementing the Federal State General Educational Standard of Primary General Education since 2010, there is an increase in the heterogeneity of the composition of students in terms of their mental, speech and mental development.

It is from the school bench that it is necessary to educate children to perceive the world in all its diversity. To understand that no matter how different we are by nationality, whether by skin color, by level of physical development or health, we should all have equal opportunities for development and life. One of the conditions for the effective work of an educational institution in the development of an inclusive culture, policy and practice is the quality management of the entire process of inclusion of a “special” child and his family in general. educational environment.

Talk abouttoleranceto people with disabilities is impossible, if from childhood you do not raise healthy children and children with disabilities together. Only joint training, joint work, joint overcoming of difficulties and celebration of small victories can bring up a personality that can be characterized as harmonious.

1.2. Inclusive education: concept, principles and features

organizations

Unfortunately,the number of children with disabilities is increasing.According to expert estimates, currently 1.6 million children living in the Russian Federation (4.5% of their total number) children with disabilities in the Chelyabinsk region 8.7% of the total number of children registered in health care 19.2 % belong to the category of people with disabilities and need special education that meets their special educational needs.

Children with disabilities were educated exclusively in the conditions of a special (correctional) educational institution.Such children, in a certain sense, are in a world “torn off” from the main team. And successfully "include" them in society, give society a full member and is called uponinclusive education(from the English. Inclusion - inclusion). After all, the basis of the idea of ​​“inclusion” is the education of children with special needs not in separate specialized institutions, but in ordinary ones.The main contradiction is that with sufficient theoretical, scientific coverage of the problem of inclusive education in practice, there are difficulties in implementing inclusion.

Inclusive education is the first innovation in the Russian

educational practice.

The idea of ​​inclusion is based on the concept of "inclusive society". It means changing society and its institutions in such a way that they favor the inclusion of the other (a person of a different race, religion, culture, a person with a disability). Moreover, such a change in institutions is expected so that this inclusion promotes the interests of all members of society, the growth of their ability to live independently (including persons with disabilities), ensuring the equality of their rights, etc. If inclusion is not ensured by a corresponding change in institutions, then its result may be a deepening of the social maladjustment of people with disabilities and an increase in intolerance towards them on the part of those who do not have such restrictions. It is important that the practice of inclusion is not based on the desire or, moreover, coercion "to be like everyone else", since in this case it conflicts with the right to "be yourself" . The readiness of society to change towards the other is an important prerequisite for successful inclusion, and it must be nurtured.

Today, inclusive or inclusive education is the joint education of children with disabilities with normatively developing peers. Children with special educational needs in such practice will be able to grow and develop together with other children, attend regular educational institutions, and make friends in them. In general, live like all other children live. The idea is that in order to receive a quality education and psychological adaptation in society, children with special needs need to actively interact with other children. But such communication is no less important for those children who do not have any restrictions in their development or health. All this significantly enhances the role of inclusive, collaborative learning, which makes it possible to fundamentally expand the possibilities of socialization of children with disabilities.

At present, three approaches are simultaneously used in Russia in teaching children with disabilities:

– differentiated education of children with speech, hearing, vision, musculoskeletal, intellect disorders, with mental retardation in special educational institutions;

– integrated education of children in special classes (groups) in educational institutions;

– inclusive education, when children with disabilities are taught in the classroom together with ordinary children. We will take a closer look at this approach.

Today, the education system for children with disabilities is on the verge of inevitable changes. The priority direction in the development of the education system for children with disabilities is the organization of their education and upbringing in ordinary educational institutions, together with other children.

Children with disabilities should have equal educational opportunities. Already today there is a need to introduce a form of education that will create optimal learning conditions for children with disabilities.The implementation of an inclusive approach acts as a humanistic alternative to special education. New form education contributes to the implementation of the tasks set, creates the prerequisites for the successful development of each student. Properly organized joint learning creates conditions for each participant to gain experience in emotional and evaluative relationships, experience in interaction, experience in mastering various methods of activity in the process of joint activity. Along with this, the joint form of obtaining knowledge expands the boundaries of interaction with the environment, includes children with special needs of psychophysical development in active work and communication, thereby contributing to their more successful development.

Inclusive education is a new and promising area of ​​pedagogy. Therefore, it is important to acquaint the general pedagogical community with the positive experience of inclusion, it must be studied, analyzed, and reasonably implemented.

Inclusive education is focused on changing the general education itself, the conditions for teaching different children, taking into account their individual educational needs and opportunities.

Inclusive education is based on eight principles:

The value of a person does not depend on his abilities and achievements.

Every person is capable of feeling and thinking.

Everyone has the right to communicate and to be heard.

All people need each other.

Genuine education can only take place in the context of real relationships.

All people need the support and friendship of their peers.

For all learners, progress may be more about what they can do than what they cannot do.

Diversity enhances all aspects of human life.

The relevance of introducing inclusive education into the education system is currently beyond doubt. Inclusion is due to the strengthening of humanistic tendencies in society, the recognition of the right of persons with disabilities to coexist with other members of society; understanding the effectiveness of an individual approach in teaching not only to children with disabilities, but also to their normally developing peers.

“The transition to a new educational paradigm was accompanied by increased attention to children with disabilities. Modern education is designed to ensure the systematic development of a person with special educational needs. This is confirmed by the results of psychological and pedagogical research, which convincingly proved the need to create conditions for the development of children with disabilities already at the elementary school stage, the self-realization of which cannot be effectively implemented within the framework of traditional education. However, the problem of the development of children with disabilities at the initial stages of education has not yet received a sufficiently wide discussion in pedagogical science and educational practice, which makes it relevant to conduct research aimed at determining the organizational and pedagogical foundations for teaching and developing students with disabilities. health of primary school age in conditions of inclusive education, using an individual curriculum, and in some general educational organizations, an individual educational program.

However, a number of problems remain unresolved to date.preventing inclusion.Education is not always planned, consistent, often not accompanied by the creation of the necessary conditions. Most vocational education institutions are not ready to receive and train people with disabilities, both in terms of the availability of material and technical conditions for training and psychological, medical and pedagogical support for such students, and in terms of staffing for this activity. There are also no normatively fixed sanitary and epidemiological requirements for the organization of the activities of vocational education institutions in terms of creating conditions for obtaining education, the existing models of organizing educational activities that ensure the receipt of quality education by all persons with disabilities require improvement.

The system of inclusive education includes educational institutions of general education (preschool, primary general, basic general and secondary general education). Its goal is to create a barrier-free environment in the education of children with disabilities. This set of measures includes both technical equipment educational organizations and the development of special training courses for teachers aimed at developing their mutual understanding with children with disabilities. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in educational institutions.

Inclusion is not integration:

– inclusion is more than integration;

– children with disabilities study in ordinary schools;

– specialists come to help children;

– regular schools are changing;

– Vattention to the child's abilities and strengths;

– children with disabilities get the opportunity to live with their parents (legal representatives);

– children with disabilities a full and effective education in order to live a full life;

– the views and opinions of children with disabilities become important to those around them.

In order to successfully move towards inclusion, we must learn how to successfully solve problems. Of course, we are not talking only about the problems of any one child. It is about the problems of the whole school, about how the school meets the needs of all its students. Successfully solving problems as they arise, based on a clear pedagogical platform, shared values, and positive leadership, is the best way to move the school and classroom towards greater inclusiveness. Solving multiple problems is often a natural state of affairs for teachers, who constantly interact with students and adults throughout the day.

Inclusion is a process of increasing the degree of participation of each individual student in academic and social life schools, as well as the process of reducing the degree of isolation of the student in all processes occurring within the school.

Inclusion calls for a restructuring of the culture of the school, its rules and internal norms of practice, in order to fully accept the diversity of students, with their personal characteristics and needs.

Inclusion directly concerns all students of the school, and not just children with disabilities.

Inclusion is focused on improving the school not only for students, but also for teachers and its employees.

Every child has the right to be educated at a school near their home.

The diversity and dissimilarity of children to each other is seen not as a problem that needs to be solved, but as the most important resource that can be used in the educational process.

Inclusion implies the existence of a close, close friendship based relationship between the school and the society in which these schools exist and operate.

Important components of inclusion:

– integrated planning;

– obligatory inclusion in the process of creating a school and teachers, and school administration;

– connection of parents (legal representatives);

– building an understanding of disability among school staff and students;

– training of all staff of the educational institution.

Thus, inclusion is the process of developing the most accessible education for everyone in any general educational organizations, the formation of learning processes with the setting of adequate goals for all students, the process of eliminating various barriers for the greatest support of each student and the maximum disclosure of his potential.

Inclusion means the full inclusion of children with disabilitiesin all aspects school life, in whichall other students also participate with pleasure and joy. This requires a real adaptation of the school space to meet the needs and requirements of all children without exception, to appreciate and respect differences. This does not mean that inclusion does not require special care and support for children with disabilities in the classroom or learning outside of the classroom if required. But this is all a variety of possibilities, and, frankly, it is necessary from time to time for literally every student in the class.

"Integration" and "Inclusion"– these are two terms that are often

used one instead of the other as many teachers and schools

consider them synonyms. Inclusion differs from integration in that

from the very beginning considers all children, without exception, as part of

general education system. Thus, there is no need for any special adaptation for children with disabilities, since they are part of the school system. One of the goals of inclusion is to ensure that any school can be prepared to accept children with different abilities in the future. This may entail not only changes in the structure and work of the school, but also changes in the views of teachers in general and special education, who are accustomed to viewing their work asteaching only certain groups of children.

But there are problems that participants in educational relations face at the stage of introducing inclusive education.

Psychological problems of teachers, experience shows that teachers and other specialists do not immediately begin to correspond to the professional roles that are required for this form of education.

They go through several stages: starting with explicit or latent resistance, moving to passive, and then to active acceptance of what is happening. They are afraid to fail, afraid of responsibility, afraid to take risks. The advice that is given in such cases is simple: you need to do your job, no matter what. The words "Don't worry. Don't be afraid" is meaningless to say. Inclusion is change. Change scares everyone. This is how our body works. But in this case we are talking about human rights and we must move towards changes anyway.

But problems also arise for “ordinary” children and their parents. Parents of typically developing children sometimes express concern that the presence in the classroom of children who require special support may retard their own child's development. However, experience shows the opposite. The performance of children who develop in a typical way does not fall, and more often their grades turn out to be even higher in the conditions of inclusive education than in the usual mass school class.

Behind the word "education", in fact, is the whole life world of a child outside the family - a world where he satisfies his basic needs. social needs. Therefore, it is very important that in the educational organization where your child will study, all conditions are created that provide maximum physical, emotional comfort, as well as conditions that meet the educational needs of the child.

The attitude of peers towards children with disabilities directly depends on the presence of a firm position of adults and the climate in the class as a whole. It was also observed that children who attended preschools with children with disabilities treat them more calmly and with more understanding than teachers who first started working with them.

The main mechanisms for achieving the goal are the creation of special conditions for the development and social adaptation of students with special educational needs and the design of an individual educational program for a child with special educational needs and the design of the educational process in an inclusive classroom. As part of the organization of individually oriented assistance to a child with disabilities, specialists of psychological and pedagogical support and a teacher, under the guidance of the deputy director for educational work, develop an individual curriculum or an individual educational program as part of the activities of the school psychological and pedagogical council.

A competent organization of educational activities in an inclusive class of primary general education involves a preliminary psychological and pedagogical (speech therapy) diagnosis of all students, which makes it possible to detect the strengths and weaknesses of the development of each child in this class. This makes it possible to predict future difficulties in the assimilation of the adapted general education program of primary general education of a general education organization and the development of social and communication skills.

An important organizational aspect necessary for the opening of such a class is the will of the parents (legal representatives). If there is a social order for the education of children with disabilities in a general education school, the leaders and specialists of state and municipal education authorities create conditions that ensure the effectiveness of the educational process, in accordance with the requirements of the current legislation(Table 1).

Table 1 - The main subjects of educational activities and the nature of their participation in the process of inclusive education

Subjects of educational activity

The nature of participation in the process of inclusive education

Students (students, pupils)

When completing in the 1st grade, children with disabilities enter. Admission of children with disabilities to a general educational organization in which inclusive education is organized is carried out on the basis of the conclusion of the PMPK, which contains recommendations on choosing the AEP IEO option. For students with disorders of the musculoskeletal system, for students with mental retardation, as well as for students with visual and hearing impairments who do not have concomitant impairments (mental retardation, severe behavioral disorders), an inclusive class is a priority form of organizing educational activities at all levels of general education. It is necessary to observe the main idea of ​​inclusion - the living of healthy children and children with disabilities in the same microdistrict, which will create a kind of social community in the school.

Parents (legal representatives)

Consent of parents (legal representatives) to admit children to an inclusive class.

The joint participation of parents (legal representatives) and children in extracurricular and educational activities allows you to create a kind of community.

The participation of parents (legal representatives) in the work of educational seminars and trainings increases their literacy. The involvement of parents (legal representatives) in extracurricular activities forms their active subjective position

Teacher + tutor

A teacher working in an inclusive class must have special professional training, personal readiness for this kind of work.Its functions include monitoring the implementation of individual educational routes, developing and conducting training according to individual study sheets, using assistive learning technologies, evaluating student achievements based on the knowledge gained and formed general educational skills, and monitoring learning outcomes.

To accompany a child with disabilities, the rate of an assistant teacher (tutor) is introduced into the state

The teaching staff of the educational organization

Providing mandatory comprehensive support for students of the inclusive class (clinical, speech therapy, pedagogical, psychological); close cooperation in the implementation of individual curricula; pedagogically and technologically justified combination correctional programs and AOP IEO; participation in extra-curricular activities of an inclusive class.In a separate direction, it is necessary to single out special pedagogical support for students with disabilities and parents (legal representatives) of the inclusive class. The teaching staff needs systematic and systematic educational support from qualified specialists in the field of inclusion

AdministrationOeducational organization

Making the necessary changes to the Charter of the general educational organization, approving the provision on the inclusive class, creating a correctional and developmental environment in the educational organization as a whole and in the inclusive class in particular, providing advanced training for employees working in inclusive classes, ensuring cooperation with scientific educational institutions for scientific and methodological support of the process of inclusive education, cooperation of the school with educational institutions, health care, social protection, culture and community organizations working in the neighborhood, which helps to create a social community, both at school and in the neighborhood.

Such is the interaction of participants and the main functions of educational activities.

Chapter 2 . Applied aspects of the organization of educational activities of students with disabilities

2.1. Features of the organization of work with parents (legal representatives) of children with disabilities

In the formation and development of the personality of any person, regardless of his physical, moral, intellectual, mental capabilities and characteristics, the family is of primary importance. Children with disabilities need the attention and support of their families more than other children. Each family is distinguished by its unique individuality, has free will, immense possibilities in the direction of life, knowledge of the world of other people and the experience of joint happiness. Now it does not matter from whom you heard that your child is “atypical”. Maybe it happened in a clinic, maybe in a kindergarten, or maybe at school. In any case, experiences fall to your lot, which are not easy to cope with one on one, and often impossible. Many of you have tried to refute the diagnosis, retaining the hope that this is a mistake and does not concern your family at all, and even more so your child.

Often, when raising a child with disabilities in the family, we, parents, accept him as he is. Of course, we love him, pity him, deprive him of independence, protect him, fence off his treasure from the external, “aggressive” environment, as it seems to us. We do this for many subjective reasons, not even knowing what harm we are doing to our child by not providing opportunities for self-realization.

The category of students with mental retardation is the most numerous among children with disabilities. Among the causes of occurrence may be organic and / or functional insufficiency of the central nervous system, chronic somatic diseases, unfavorable conditions of education. All students experience, to one degree or another, difficulties in mastering curricula caused by insufficient cognitive abilities, specific disorders of psychological development (school skills, speech, etc.), disturbances in the organization of activities and / or behavior. Common are to varying degrees pronounced shortcomings in the formation of higher mental functions, a slow pace or uneven formation of cognitive activity, difficulties in voluntary self-regulation.

The study was conducted on the basis of the Municipal educational institution of secondary school No. 48 of the Kopeysk city district of the Chelyabinsk region. In a class of 25 people there is a child with disabilities (disorder of the musculoskeletal system) and a child with mental retardation. In the process of working with children with disabilities, the teacher had difficulties. After studying the problems that arise in the classroom, we determined that the parent does not know how to help the child build relationships with the class and the educational institution. To do this, we have developed guidelines for parents (legal representatives). The goal of which is the motto: "I will do everything so that my child becomes a worthy member of society!"

Psychological support for parents and families of a child with special needs– this is a special problem. Without parents, the educational process does not take place. They act both as tutors and as persons accompanying their child. Parents need to be partners in their child's education. To achieve this goal, we have developed guidelines for parents (legal representatives).

The level of mental development of a child with mental retardation entering school depends not only on the nature and severity of primary violation but also on the quality of previous training and education(early and preschool).

We have prepared recommendations for parents (legal representatives) that must be followed so that a child with disabilities can more short term adapt in a general educational organization:

Do not subordinate all life in the family to the child, do not look at him as small and helpless. You should not perform for him those actions that he can easily perform on his own. Also, you should not pack a backpack and constantly supervise the child.

Not make excessive demands on the child. Overload, especially intellectual, entails not only a decrease in efficiency, inhibition in understanding the situation, but aggression, disruptions in behavior, and sudden mood swings may appear. Excessive demands lead to the fact that when taking on an unbearable task for himself, the child cannot fulfill it, he begins to get nervous, loses faith in his own strength.

Psychologists and doctors claim that breaks during execution homework are extremely necessary.

A child's self-esteem is largely dependent on the assessment of the people around him. It is important that the child believes in himself, experiences a state of comfort, security, positive attitude and interest. For the formation of this side of the psyche of a child with mental retardation, it is very great importance has communication. Interest and success not only arouse confidence in the child, relieve tension, but also help maintain an active, comfortable state.

It is desirable to examine the child by a neuropsychiatrist: he can

identify signs of organic damage to the brain and act on it with medication; with the help of drugs, it can coordinate excessive lethargy or excitability of the child, normalize sleep, and activate the work of brain cells.

If the parents (legal representatives) have received the opinion of the psychological-medical-psychological commission on the need to educate the child in special programs, it is important to choose an academic institution in a timely manner.

When interviewing with the head of a general educational organization, it is necessary to clarify:

– whether the school implements an adapted general education program for such children;

– whether the staff of the organization includes specialists: a teacher-defectologist,

speech therapist, special psychologist or educational psychologist with

appropriate profile training, social pedagogue, pedagogue

additional education, medical specialists;

– does the general education organization have network forms for the implementation of adapted general education programs of primary general education, thanks to which it is possible to attract specialists (teachers, medical workers) from other organizations to work with children with mental retardation;

– if indicated, within the framework of the network

interactions whether medical support is provided

students;

– what conditions are created for organizing the space of the child at school, is it possible for the child to move around without barriers inside the school, namely:

Does the school have available space that will allow

perceive the maximum amount of information through audio

visualized sources conveniently located and accessible

stands with visual material presented on them about

inside school rules behavior, safety rules,

order, the mode of functioning of the organization, the schedule of lessons,

changes in the learning mode, recent events at the school, upcoming

plans, etc.;

whether organized workplace a student with a mental retardation, taking into account the ability to constantly be in the area of ​​attention of the teacher;

Are there areas in the classrooms for recreation, classes and other things with

consolidationlocations in each zone of certain objects and

items;

there are specialized speech therapy rooms in the organization

office, medical office, massage room,

specially equipped sports hall, an office of a teacher-psychologist,

sensory relaxation rooms, swimming pool;

how the child will carry out extracurricular

activity.

If the general educational organization (school) to which you plan to bring your child meets your requirements, taking into account the peculiarities of education and upbringing prescribed in the federal state general educational standards for primary general education for students with mental retardation, then you can safely enroll your child in such a school.

The benefits of inclusion for children with disabilities are significant:

Children with disabilities demonstrate a higher level of social interaction with their healthy peers in an inclusive environment compared to children in special schools. This becomes especially evident if the adults in the school purposefully support socialization and if the number of children with special needs is in natural proportion in relation to the rest of the students as a whole.

Social competence and skills improve in an inclusive environment

communication of children with disabilities. This is largely due to the fact that children with disabilities have more opportunities for social interaction with their healthy peers, who act as carriers of the social and social model. communicative competence characteristic of this age.

In an inclusive environment, children with disabilities have richer learning programs. This results in improved skills and academic achievement.

Social acceptance of children with special needs improves with

an account of the characteristic for inclusive classes of teaching in small groups. Gradually, ordinary children begin to realize that they have much in common with children with disabilities.

In inclusive classes, friendship between children with and without special needs

features become more commonplace. This is especially true when children with disabilities attend a school close to where they live and therefore have more opportunities to meet their classmates outside of school. Teachers play a leading role in establishing and strengthening such friendships.

Conclusion

Thus, the arguments in favor of inclusion are undeniable.

Arguments against inclusive education generally boil down to the fact that

what children with disabilities get from this

learning a lower level of knowledge, or some social difficulties arise in their learning.

It is rather difficult to find any support for these claims.

But inclusion brings benefits to children without developmental disabilities.

The following advantages of inclusion for ordinary

students or gifted children:

For ordinary or gifted children, being in a class of children with

developmental health disabilities is not a fact that threatens or poses a danger to their successful learning.

Perceptions that children with disabilities

health disrupt the learning process in the classroom - untenable. The time spent in the classroom for children with special needs is absolutely comparable to the time that a teacher spends on ordinary students.

Ordinary students and gifted children can benefit from

an inclusive approach to education by improving the quality of education and improving the pedagogical technologies of working in the classroom. Some children with learning disabilities need new educational technologies; for example, the use of information technology is very often necessary when teaching children with disabilities. Other children benefit from the use of these technologies, and in addition, all other students can use these programs and technologies at a time when they are not necessary for the education of children with disabilities.

Ordinary children or gifted students benefit from

inclusive spaces by increasing financial resources for such training. The money received from "special programs" can be used to support the education of not only children with disabilities, but also their healthy peers. These funds can be used in a variety of ways, such as organizing extra-curricular activities, inviting guests to speak in class, providing the class with additional technical learning tools that can be used by all children, not just children with disabilities.

In an inclusive classroom, ordinary or gifted children learn to respect and

appreciate your classmates with disabilities.

Moreover, all this can be realized if the parents (legitimate

representatives) will implement the recommendations necessary for adaptation

children with disabilities in general education

organizations.

It must also be said that the existence of inclusive schools

has a positive effect on typically developing children, and not just on

students with disabilities. Helping peers with

persons with disabilities to actively participate in educational and

social activities, ordinary children, imperceptibly, receive

the most important life lessons. This positive experience is

the growth of social consciousness, in the realization of the absence of differences between

people, in the development of self-awareness and self-esteem, in the formation of one's own

principles, and last but not least, promotes sincere caring and friendship.

LIST OF USED AND CITED LITERATURE

1. Akatov, L.I. Social rehabilitation of children with disabilities. - M .: VLADOS, 2003. - 368 p.

2. Bondarenko, B.S. Comprehensive rehabilitation of children with disabilities due to diseases of the nervous system: guidelines. – M.: Vlados, 2009. – 300 p.

3. Buyanov, M.I. On the key issues of organizing psychotherapeutic care for children and adolescents / M.I. Buyanov. - M.: Pedagogy, 1971. -349 p.

4. Dementieva, N.F. Social work with the family of a child with disabilities / N.F. Dementieva, G.N. Bagaeva, T.A. Isaev. – M.: Akademkniga, 2005. – 247 p.

5. Zaretsky V. K. Ten conferences on the development of special children - ten steps from innovation to the norm // Psychological science and education. - 2005. - No. 1. - P. 83-95.

6. Inclusive education in Russia. UNICEF. M., 2011.

7. Integrated education of children with disabilities in the society of healthy children / F. L. Ratner, A. Yu. Yusupov. – M.: Humanitarian. ed. center VLADOS, 2006.

8. Inclusive education in Russia. UNICEF. M., 2011.

Inclusive education: law, principles, practice. M., 2009.

9. Inclusive education - equal opportunities for all students

10. Inclusive education in Russia and Moscow. Statistics and reference materials

20. Rubinshtein, S. Ya. Psychology of a mentally retarded student: Proc. allowance for students - M .: Education, 1986. - 192 p.

21. Sokolova, N.D. Children with disabilities: problems and innovative trends in education and upbringing / N.D. Sokolova, L.V. Kalinnikov. – M.: 2005. – 180 p.

22. Federal State General Educational Standard of Primary General Education.

23. Federal State General Educational Standards for Children with Disabilities.

24. Federal Law No. 29.12.2012 No. 273-FZ "On Education in the Russian Federation".

25. Shipitsyna, L.M. Psychological diagnosis of deviations

The development of children of primary school age. - M.: VLADOS, 2008. - 92p.

26. Schepko, E.L. Psychodiagnostics of developmental disorders. The principle of differentiation. - M.: Academy, 2000. -410 p.

27. Yarskaya-Smirnova E.R., Loshakova I.I. Inclusive education of children with disabilities // Sociological research.-

2003.- No. 5.- P. 100-106

28 . . // Salamanca Declaration and Framework for Action on Education for Persons with Special Needs, adopted by the World Conference on Education for Persons with Special Needs: Access and Quality, Salamanca, Spain, 7-10 June 1994.

3..

6 What education is called inclusive? Inclusive education fr. inclusif - including - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which provides access to education for children with special needs. UNESCO sees inclusion as “a dynamic approach that embraces student diversity and takes individual differences not as a problem but as an opportunity to enrich the process.”

7 What education is called inclusive? Law on Education of the Russian Federation: "Inclusive education" is understood as "providing equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities."

8 What education is called inclusive? Misconceptions about inclusion: The notion that being in school is enough on its own The notion that it is okay to throw a non-swimmer into the water Focusing not on goals but on actions that silent sitting is a normal alternative to participation

10 The ideology of inclusion Inclusion is a social concept. Inclusion in education is a stage of inclusion in society. The idea of ​​an inclusive society is to change a society and its institutions in such a way that they favor the acceptance and participation of all members of that society. Inclusion is recognized as a more developed, humane and effective education system not only for children with special educational needs, but also for healthy children.

11 Inclusion in education as a condition for inclusion in society “The education of children with special needs is one of the main tasks for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel the involvement and relevance of their actions. We have an obligation to enable every child, regardless of their needs or other circumstances, to realize their full potential, contribute to society and become a full member of it.” David Blanket

12 Historical aspect of the development of education for children with disabilities (HIA) 1. From the beginning to the middle of the 60s of the twentieth century, the “medical model”, “segregation”, contributing to the isolation of people with disabilities. 2. From the mid-60s to the mid-80s, the “normalization model” (“integration”), integrating people with disabilities into public life. 3. From the mid-1980s to the present, the “inclusion model”, i.e. inclusion

13 The historical aspect of the development of education for children with disabilities (HIA) Medical model The idea of ​​caring for a child who needed special conditions for successful learning Conditions: -special material and technical means; - the presence of special teachers; - special training programs that take into account the capabilities of the child; - medical support; - pre-professional and vocational training.

14 Historical aspect of the development of education for children with disabilities (HIA) Medical model Disadvantages: - unpreparedness of pupils with disabilities for a full-fledged social life, - isolation from society, isolation in their social group; isolation of the child from normally developing peers and from the family, since often special (correctional) institutions are far from the place of residence of the child, - communication with children of the same level does not contribute to the full development of speech, - the child does not socialize into society, in the absence of it

15 The historical aspect of the development of education for children with disabilities (HIA) Medical model Disadvantages: - the problem of disintegration of people with disabilities is two-sided: along with the unwillingness of people with disabilities to be included in a full life in society, there is also the reluctance of most people without developmental disabilities to exist in the same space with the disabled.

16 Historical aspect of the development of education for children with disabilities (HIA) “Model of normalization” (“integration”) The idea of ​​raising a child with disabilities in the spirit of cultural norms accepted in the society in which he lives. The source of the formation of the so-called "patterns of culturally normative life" of those who were previously excluded from society" Integration in this context was usually seen as a process of assimilation, requiring a person to accept the norms characteristic of the dominant culture and follow them in their behavior.

17 The historical aspect of the development of education for children with disabilities (HIA) "Model of normalization" ("integration") different kinds activities; - society should provide the child with living conditions as close as possible to normal (hence the name of the model).

18 Historical aspect of the development of education for children with disabilities (HIA) “Model of normalization” (“integration”) Consequences (“+”): - changing the state policy towards people with disabilities through the signing of international conventions and changing the legislative bases of states; - change in the position of the person with disabilities in terms of responsibility and the right to an independent life.

19 Historical aspect of the development of education for children with disabilities (HIA) "Model of normalization" ("integration") Disadvantages: - normalization did not take into account a wide range of individual differences that exist in society. - actualization of the question, what is the "norm" and who, by what criteria will determine it

20 The historical aspect of the development of education for children with disabilities (HIA) "Model of" inclusion "(inclusive education) Principles of inclusive education at the international level (Salamanca Declaration): - every child has the basic right to education and should be able to receive and maintain an acceptable level knowledge; - each child has unique characteristics, interests, abilities and learning needs;

21 The historical aspect of the development of education for children with disabilities (HIA) Principles of inclusive education at the international level (Salamanca Declaration): - it is necessary to design education systems and implement educational programs in such a way as to take into account the wide variety of these characteristics and needs; - Persons with special educational needs should have access to regular schools, which should create conditions for them based on pedagogical methods aimed primarily at children in order to meet these needs;

22 The historical aspect of the development of education for children with disabilities (HIA) Principles of inclusive education at the international level (Salamanca Declaration): effective tool combating discriminatory attitudes, creating an enabling environment in communities, building an inclusive society and ensuring education for all.

23 The concept of integration Integration: “…is a way of placing a child with disabilities in the educational environment of a mainstream school, as a rule, using additional aids for the child to gain access to school resources; changing the child to fit the social and educational environment of the school” (R. Reiser).

24 The concept of inclusion Inclusion: “…assessment of all children, regardless of the type or degree of defect, reorganization of the institution in order to remove barriers in such a way that education allows for the assessment of the child's personality, the degree of his participation and involvement in the learning process.” (R. Reiser).

25 Differences between inclusion and integration The main difference between integration and inclusion lies in the difference between the objects that are affected: - in integrated education - an attempt to change a child with disabilities, - in an inclusive model - a change in the educational environment, taking into account the individual needs of all participants in the educational process.

26 Differences between inclusion and integration Integration: - Attention is directed to the problems of children with disabilities; -Changing students with disabilities, in order to comply with existing educational practice; -Targeted use of the forms and methods of work adopted in correctional institutions; -The advantage from this process is received only by students with disabilities; -Assimilation.

27 Differences between inclusion and integration Inclusion: - Attention is directed to all students; - Changing the educational environment as a whole, in order to provide opportunities for development and implementation to all students; - The use of special methods is inseparable from the general educational process; - Benefits are given to all students; -Transformation.

32 Principles of inclusion in school (m/n) 1. The value of a person does not depend on his abilities and achievements 2. Every person is capable of feeling and thinking 3. Every person has the right to communicate and to be heard 4. All people need a friend in a friend 5. Genuine education can only take place in the context of real relationships 6. All people need the support and friendship of peers 7. For all learners, progress may be more about what they can do than what they cannot do 8. Diversity enhances all aspects of human life

33 Principles of inclusion (according to Shipitsina) - recognition of equal value for society of all students and teachers; - increasing the degree of participation of students in the cultural life of schools and at the same time reducing the level of isolation of some students from general school life; -restructuring the way the school works in such a way that it can fully meet the diverse needs of all students living near the school;

34 Principles of Inclusion -removing barriers to learning and meaningful participation in school life for all students, not just those with disabilities or those with special educational needs; - analysis and study of attempts to overcome barriers and improve the accessibility of schools for individual students, the implementation of reforms and changes aimed at the benefit of all students of the school as a whole;

36 Principles of Inclusion - improving the situation in schools in general, both for students and teachers; - recognition of the role of schools not only in improving the academic performance of students, but also in the development of social values; -development of relations of support and cooperation between schools and local communities; recognition of inclusion in education as one of the aspects of inclusion in society (Shipitsina)

37 Content and organizational approaches, methods, forms - an individual curriculum and an individual educational program for a student with disabilities to develop academic knowledge and life competencies; - social rehabilitation of a child with disabilities in an educational institution and outside it; - psychological and pedagogical support of a child with disabilities in the process of education and socialization;

38 Content and organizational approaches, methods, forms psychological and pedagogical council of an educational institution; individual psychological and pedagogical map of the development of a child with disabilities; portfolio of a student with disabilities; teacher's competence in the field of general education with elements of special education, in the field of social adaptation and rehabilitation;

39 Content and organizational approaches, methods, forms of professional development of teachers of a general education institution in the field of inclusive education; work programs for mastering the subjects of the educational program in the context of inclusive education for children with disabilities in accordance with educational standards; tutor support of a child with disabilities in the learning process;

40 Content and organizational approaches, methods, forms adaptive educational environment accessibility of classrooms and other premises of the institution (removal of barriers, ensuring the friendliness of the environment of the institution); adaptive educational environment equipping the educational process with assistive tools and technologies (technical means of ensuring comfortable and efficient access); adaptive educational environment, correctional and developmental subject environment training and socialization;

41 Content and organizational approaches, methods, forms of student team rallying, development of skills of cooperation, interaction and mutual assistance; orientation of the educational system of the institution to the formation and development of tolerant perception and relations of participants in the educational process.

42 Approaches in teaching children with special educational needs 5 approaches in teaching children with special educational needs: Differentiated education of children with speech, hearing, vision, musculoskeletal system, intellect disorders, mental retardation in special (correctional) institutions I–VIII species and boarding schools. Integrated education of children in special classes (groups) in educational institutions. Home schooling Distance learning Inclusive education

44 Issues: 1. There is no strategy for the development of inclusive education in the region, structures and bodies that would guide and ensure the development of inclusive practice in the region (Councils for the Development of Inclusive Education, Resource Centers, etc.) have not been formed. 2. There are separate samples of creating inclusive education practices in preschool educational institutions and schools

45 Issues: 3. Lack of systematic, comprehensive psychological and pedagogical knowledge and technologies, special monitoring studies directly related to the experience of regional and domestic inclusive education. 4. The order for research and development regarding the problems of implementing an inclusive approach in education, scientific and methodological support and the development of program and didactic materials and teaching aids to ensure inclusive education is not clearly formed.

46 Issues: 5. There are no economic and financial mechanisms for the implementation of inclusive practices. (A school that is inclusive requires additional financial investments (financial support for an inclusive class teacher, funding for the rates of a teacher's assistant, tutor, speech therapist, etc. to accompany a child with disabilities), funding for extra classes of a teacher with a child with disabilities outside of school hours; funding PC of teachers, development and acquisition of methodological support for teachers)

47 Issues: 6. Intolerant thinking of society (including the professional community), the presence of stereotypes and prejudices, the unwillingness or refusal of teachers, children and their parents to accept the new principles of inclusive education inclusion of children with disabilities in the general education system, in terms of organizing individual education, inclusive education of children with disabilities.

48 Issues: 8. Insufficiency of equipping the educational process with technical and didactic teaching aids, difficulty in the architectural accessibility of educational institutions for organizing the education of certain categories of children with disabilities. 9. Insufficient professional training of general education teachers and support specialists capable of implementing an inclusive approach.

49 Targets and main objectives of the educational policy in the direction The goal of the policy is the qualitative and systematic improvement of the education system for children with special educational needs through the introduction of inclusive education that takes into account the diversity of special educational needs and individual abilities of children and is aimed at their full development and self-realization, social, professional, life success.
51 Organizational and managerial changes - development of a strategy for the development of inclusive education in the region, creation of a structure and bodies that would direct, coordinate and ensure the development of inclusive practice in the region (Councils for the Development of Inclusive Education), expansion of the functions of the Regional PMPK - development of legal and financial ensuring inclusive education. Revision of the existing regional base, development of exemplary regulations, which in the future can be adopted by local governments.

52 Organizational and managerial changes - the creation of a multi-level system of resource centers to provide inclusive education (material, technical and methodological), including the use of the potential of special (correctional) institutions.

53 Organizational and managerial changes - interdepartmental interaction: 1) creation of a network model of interaction between a number of structures: a correctional school, a general education school, PPMS centers for children; correctional school, secondary school, PPMS centers, KSPU, IPK, regional PMPC - for specialists; correctional school, comprehensive school, PPMS centers, public organizations and foundations - for parents.

54 Organizational and managerial changes 2) creation of a unified interdepartmental database of children with disabilities, which allows obtaining the most complete information about the needs of special children in educational, rehabilitation, social and other services; 3) implementation of models networking public institutions social assistance, medical assistance with state educational institutions to accompany children with disabilities;

55 Organizational and managerial changes - approbation of models of network interaction between institutions and educational organizations in the territories to ensure the implementation of an individual educational route for a child with disabilities; - Creation of inclusive pilot schools, laboratory schools; - support for educational institutions implementing effective programs of inclusive education, creation of internship sites and innovative networks to disseminate best practices;

56 Organizational and managerial changes - creation and placement of information on the website of the Ministry of Education of the Territory of "passports of accessibility" NGO - arrangement of a structure that will conduct research, development and monitoring to ensure the organization of inclusive practice; - creation of a new educational environment in educational institutions, taking into account the educational needs of all students (technical devices, play space separately for hyperactive children and for autistic children at recess)

57 Organizational and managerial changes - development and implementation of training programs, professional retraining and advanced training for teachers and support specialists of educational institutions. The introduction of disciplines necessary for mastering inclusive learning technologies in all universities that train teachers and psychologists. - creation of teams to support the inclusive process in an educational institution

58 Organizational and managerial changes - ensuring the variability of the structure and content of the educational process using individual routes education, individual curricula, multi-level education, variable schedule - creation of conditions for early career guidance, pre-professional and vocational training of students with disabilities in the general education system.

59 Organizational and managerial changes - development of technologies for supporting teachers of inclusive education (resource centers) on the basis of IPK, PMPK and correctional schools- cooperation with public organizations of parents of children with disabilities, involvement of parents of children with disabilities to participate in the educational and rehabilitation process in order to increase its effectiveness

60 Substantive changes - Development of methodological foundations for inclusive education in the conditions of the Russian system. - Development and introduction of education quality standards in the education of children with disabilities; -Changing approaches to organizing the assessment of the quality of education (development of monitoring programs for assessing the individual educational needs and achievements of the child, the quality of the educational environment). - Development and implementation of educational and didactic kits using a differentiated and multi-level approach in a single educational space.

61 Substantive changes - Development of methods and pedagogical technologies for training and education in a heterogeneous educational environment (group, class). - Development of technologies for psychological and pedagogical support of children with various violations at all levels of inclusive education (from preschool to higher professional education).

62 Value changes - Changing the philosophy of education: from "education for education" to "education for development", affirmation of partnership, cooperation, acceptance and support as priority values. - Overcoming social and professional stereotypes in the perception of children with disabilities. Work with the children's and parent community, with businesses and employers to create a culture of attitude towards people with disabilities; - Formation of a community that shares the ideas of equality and acceptance, stimulates the development of all its members, in which the value of each is the basis of common achievements.

Chapter I. THEORETICAL FOUNDATIONS OF EDUCATION OF MORAL RELATIONSHIPS OF YOUNGER SCHOOLCHILDREN IN INCLUSIVE EDUCATION.

1.1. The potential of inclusive education in the development of moral relationships among younger students.

1.2. Psychological mechanisms and patterns of education of moral relationships of younger schoolchildren in conditions of inclusive education.

1.3. The study of the state of moral relationships of younger students in inclusive education.

Conclusions on the first chapter.

Chapter II. PEDAGOGICAL CONDITIONS FOR EDUCATION OF MORAL RELATIONSHIPS OF YOUNGER SCHOOLCHILDREN IN INCLUSIVE EDUCATION.

2.1. Modeling the process of educating the moral relationships of younger students in the context of inclusive education.

2.2. Approbation of the effectiveness of the model and pedagogical conditions for educating the moral relationships of younger students in inclusive education.

2.3. Analysis of the results of the formative experiment.

Conclusions on the II chapter.

Recommended list of dissertations

• Raising a Culture of Relationships among Primary School Students: Gender Aspect 2007, candidate of pedagogical sciences Andropova, Nina Pavlovna

• Moral education of junior schoolchildren in the context of integrated learning 2002, candidate of pedagogical sciences Batygina, Tatyana Ivanovna

• Socio-moral education of mentally retarded junior schoolchildren in the context of interaction between school and family 2010, candidate of pedagogical sciences Sozontova, Maria Viktorovna

• Theoretical and methodological foundations of the process of educating the moral qualities of the personality of a younger student 1997, Doctor of Pedagogical Sciences Viktor Timofeevich Chepikov

• Moral education of junior schoolchildren in the classroom with the Orthodox-cultural component of the content 2011, candidate of pedagogical sciences Zelinsky, Konstantin Vladlenovich

Introduction to the thesis (part of the abstract) on the topic "Education of moral relationships of younger students in inclusive education"

The relevance of research. The formation of an open democratic society in Russia, entry into the global socio-cultural space, recognition of the priority of individual rights and freedoms, led to a rethinking of the attitude towards the problems of people with disabilities, led to the realization of the need for their wider inclusion in various spheres of life, the most important of which is education. The inclusion of children with disabilities in the educational process of mass schools is a worldwide trend.

Currently, the national educational policy in our country is aimed at creating optimal conditions for the inclusion of children with disabilities in general educational institutions, the development of inclusive education. This is reflected in the federal target program"Accessible Environment" (2011-2015); in the national strategy-initiative "Our New School", which orient the education system to ensure the successful socialization of children with disabilities.

The origin of the ideas of inclusive education in Russia can be seen in the Concept of Integrated Education of Persons with Disabilities (with Special Educational Needs), developed at the Institute of Correctional Pedagogy of the Russian Academy of Education. Russian scientists from the Institute for Problems of Integrative (Inclusive) Education at the Moscow City Psychological and Pedagogical University are conducting applied research in the field of inclusive educational practice. The implementation of a new approach to the education of children with disabilities is carried out carefully in our country.

Psychologists and educators have proven that the relationship and interaction of healthy children with peers with disabilities are the most important factor ensuring the success of inclusive education (C.V. Alekhina, J1.N. Davydova, Yu.M. Zabrodin, E.I. Leongard, D.M. (Mallaev, N.N. Malofeev, N.N. Nazarova, JI.M. Shipitsyna, N.D. Shmatko).

The theoretical analysis of the scientific literature has shown that the problem of relationships between younger schoolchildren and their peers attracts the attention of researchers and is considered in various aspects. The significance of educational and extracurricular interaction for the moral relationships of younger schoolchildren is revealed in the studies of A.K. Dusavitsky, V.A. Kirichok, S.O. Miltonyan, A.N. Nyudyurmagomedova, JI.B. Polyakova, M.E. Sachkova, S.T. Tuchalaeva, G.A. Zuckerman, L.G. Chebyki-noy, H.A. Shkuricheva and others.

IN scientific papers B.Sh. Aliyeva, S.Yu. Bakulina, Sh.A. Mirzoeva, N.V. Perchun, L.A. Satarova, S.Yu. The senator noted the positive role of the values ​​of folk culture in the development of moral relationships among schoolchildren.

In the works of Sh.A. Amonashvili, S.P. Efimova, M.M. Bezrukikh, D.M. Mallaeva, T.D. Krasova, Z.Yu. Salimkhanova emphasizes that interaction during the game is a necessary condition for the development of not only gaming, but also real moral relationships. Game interaction contributes to a better understanding of the game participants.

The structure of the relationship of schoolchildren in small groups is substantiated by Ya.L. Kolominsky and his followers. The process of acquiring experience in the relationship of younger students in conflict situations was studied by Z.Sh. Magomedova, V.N. Pokusaeva, N.P. Andropova, Yu.S. Mitina, L.I. Stolyarchuk, in the manifestations of a caring attitude towards people, N.P. Tsareva.

It should be noted that the issues of relationships between younger schoolchildren in inclusive education were considered by specialists only in the context of creating special psychological and pedagogical conditions for children with disabilities, without taking into account the characteristics and psychological mechanisms of perception by healthy children of peers with disabilities (N.P. Artyushenko, A.V. Batova, S.O. Bryzgalova, Yu.A. Ilyin, JI.M. Kobrin, H.N. Sheshukova).

An analysis of theoretical research and practical experience in educating the moral relationships of younger students in inclusive education made it possible to identify the following contradictions between:

The potential of inclusive education and its lack of implementation in the process of educating the moral relationships of younger students;

The need of teachers of educational institutions to organize the process of educating the moral relationships of younger students in inclusive education and the existing difficulties in its organization;

High social significance education of the moral relationships of schoolchildren in inclusive education and the lack of development of the theoretical foundations of this problem in science.

The research problem is to determine the essence and content of the process of educating the moral relationships of younger students in inclusive education, identifying pedagogical conditions that contribute to the effective organization of this process.

The analysis of scientific research, school practice, own observations and the identified contradictions prove the relevance of the identified problem, which led to the choice of the research topic: "Education of moral relationships among younger students in inclusive education."

The object of research is the process of inclusive education.

The subject of the research is the upbringing of the moral relationships of younger schoolchildren in inclusive education.

The purpose of the study is to identify and scientifically substantiate the essence, content and pedagogical conditions for educating the moral relationships of younger students in inclusive education.

The hypothesis of the study was the assumption that the upbringing of the moral relationships of younger students in inclusive education will be more successful compared to the general mass practice if:

Goal-setting provides for the priority of educating the moral relationships of younger students in inclusive education;

The moral potential of inclusive education should be considered as a factor in nurturing relationships between younger students and their peers;

Criteria and levels of moral relationships to develop on the basis of the specific content of the components of the moral relationships of younger students in inclusive education;

The model of the process under study should be realized taking into account the interrelationships between the patterns of education of moral relationships among younger schoolchildren and the conditions of inclusive education.

The purpose and hypothesis put forward made it necessary to solve the following research problems:

1. Substantiate the moral potential of inclusive education.

2. To identify the relationship between the patterns of educating the moral relationships of younger students and the conditions of inclusive education.

3. Determine the criteria and levels of moral relationships among younger students in inclusive education.

4. Develop and test a model for educating the moral relationships of younger students in inclusive education.

5. Substantiate and experimentally test the pedagogical conditions for educating the moral relationships of younger students in inclusive education.

Methodological basis of the research: concepts of personality development (B.G. Ananiev, JI.C. Vygotsky, V.A. Ganzen, A.G. Kovalev, D.A. Leontiev, A. Maslow, B.C. Merlin, V.N. Myasishchev , G. Allport, K.K. Platonov, K. Rogers); activity approach to personality development (V.V. Rubtsov, I.A. Zimnyaya, A.N. Leontiev, S.L. Rubinshtein, D.I. Feldshtein); concepts of communication and interpersonal relationships(A.A. Bodalev, A.V. Brushlinsky, A.A. Leontiev, M.I. Lisina); pedagogical technologies in education (V.P. Bespalko, G.M. Gadzhiev, I.A. Kolesnikova. V.M. Monakhov, A.N. Nyudyurmagomedov, S.T. Tuchalaev); humanization of general and special education (E.I. Leongard, V.V. Linkov, D.M. Mallaev, N.N. Malofeev, L.M. Shipitsyna);

Theoretical foundations of the study: theories of personality-oriented education (Sh.A. Amonashvili, E.V. Bondarevskaya, N.K. Sergeev, V.V. Serikov); educational and extracurricular interaction and the formation of interpersonal relations among schoolchildren (L.V. Baiborodova, L.I. Bozhovich, Ya.L. Kolominsky, A.A. Lyublinskaya, M.V. Matyukhina, V.I. Slobodchikov, G.A. Tsukerman); moral education junior schoolchildren (M.N. Aliev, L.V. Vysotina, Z.T. Gasanov, E.V. Chekina, V.T. Chepikov, N.E. Shchurkova); developmental education in primary school (N.F. Vinogradova, V.V. Davydov, L.V. Zankov, N.B. Istomina, G.P. Maksimova, S.T. Tuchalaev, D.B. Elkonin); interpersonal perception in a group and co-education (V.S. Ageev, A.A. Bodalev, J. Bruner, A.I. Dontsov, V.K. Dyachenko, Ya.L. Kolominsky, IN. Minkova, A.V. Petrovsky, V.V. Rubtsov); inclusive education (O.A. Bazhukova, T. Booth, L.S. Volkova, L.M. Kobrina, D.M. Mallaev, N.N. Malofeev, D. Mitchell, N.M. Nazarova, T.V. Furyaeva, N.D. . Shmatko); theory of pedagogical diagnosis in education (B.P. Bitinas, N.K. Golubev, L.N. Davydova, V.G. Maksimov,

E.A. Mikhalichev, L.M. Friedman).

Research methods: theoretical (analysis of psychological, pedagogical literature; content analysis; modeling, generalization of research results); empirical (direct and participant observations, questioning, interviewing, conversations, peer review, analysis of pedagogical experience, pedagogical experiment); statistical (ranking, mathematical processing of the results).

The study was conducted on the basis of secondary school No. 19, 24, 59 in Astrakhan; MOU secondary school No. 1.6, Kotovo, Volgograd region, where 383 junior schoolchildren took part in the experiment.

Research stages:

The first stage is theoretical and organizational (2005-2006): definition of the research topic and theoretical analysis the state of the problem based on the study of psychological, pedagogical literature. Formulation of goals, hypotheses, definition of research objectives.

The second stage is an experimental one (2006-2010): research planning, ascertaining and forming experiment, processing. analysis and systematization of the obtained data.

The third stage is analytical and generalizing (2010-2011): analysis of the results of experimental work, systematization and generalization of the results of the experiment, formulation of conclusions, design of the text of the dissertation research.

The reliability of the scientific results of the study is ensured by the methodological validity of the initial theoretical positions; correct organization of experimental work; a combination of quantitative and qualitative analysis, the objectivity of scientific methods that are adequate to the subject, purpose and objectives of the study; practical confirmation of the main provisions and mathematical processing of the results obtained during the experiment.

The novelty of the scientific results of the study lies in the fact that the results obtained in their totality contain a solution to the problem of educating the moral relationships of younger students in inclusive education:

For the first time, the moral potential of inclusive education has been scientifically substantiated as a factor in educating the moral relationships of younger students with their peers, including "place", "time", "situations" of interaction and communication of subjects of inclusive education;

The relationship between the patterns of education of moral relationships among younger schoolchildren and the conditions of inclusive education is revealed, which ensures the effectiveness of the education of moral relationships among younger students in inclusive education;

Supplemented with specific content, reflecting the characteristics of children with disabilities, the components of moral relationships (motivational-need, emotional-sensory, value-semantic, behavioral-volitional), on the basis of which the criteria that make up the base qualitative characteristics levels of moral relationships of younger schoolchildren in inclusive education.

Pedagogical conditions that contribute to the successful upbringing of the moral relationships of younger schoolchildren in inclusive education have been identified and scientifically substantiated.

The theoretical significance of the results of the study lies in the fact that: new relationships have been established between the stages of development of moral relationships, justified by L.S. Kolominsky, and the psychological mechanisms of social perception (J. Bruner), sympathy, empathy, attraction, mutual understanding, the formation of moral attitudes, the unity of moral feelings, consciousness and behavior with the conditions of inclusive education, and the hierarchical structure of the components of moral relationships; a model was developed for educating the moral relationships of younger schoolchildren in inclusive education, which complements the theory of moral education of younger schoolchildren; new data were obtained on the features of the perception of the appearance and behavior of peers with disabilities by younger schoolchildren, which supplement the scientific provisions of the theory of interpersonal perception in a group and co-education A.A. Bodaleva, A.I. Dontsova, V.K. Dyachenko and other scientists.

Practical significance of the research results:

The developed set of criteria for evaluating the results of educating the moral relationships of younger students in inclusive education makes it possible to monitor the quality of the educational process in primary school;

The developed methodology for conducting lessons of familiarization with the outside world, extracurricular activities, using educational situations, interaction games, role-playing games, socially significant projects, paired, group forms of organizing activities, expands the methodological arsenal of a primary school teacher in the field of educating moral relationships among younger students in inclusive education;

On the basis of the dissertation material, a special course "Education of moral relationships of younger schoolchildren in inclusive education" was developed for bachelor and master students of direction 050100 " Teacher Education”, profile “Primary education”; direction 050400.68 "Psychological and pedagogical education", profile "Psychology and pedagogy of inclusive education".

The following provisions are put forward for defense:

1. The moral potential of inclusive education as a set of factors that determine the successful upbringing of moral relationships among younger students, including a place - a general educational institution that allows organizing interaction and communication of younger students with peers with disabilities in collective educational and extracurricular activities; long time interpersonal contacts, communication of younger students, providing mutual knowledge and understanding of the subjects of inclusive education; natural situations that contribute to the acquisition of vital (life) experience of moral relationships by younger students.

2. Criteria for the moral relationships of younger students in inclusive education, allowing to evaluate the results of this process: the motivational-need component is the moral orientation of relations, the desire to help a peer, moral needs, manifestations of love and care, the desire for friendship, communication, interaction with "special" peers ; emotional-sensual component - the ability to sympathize, empathize, the development of means of emotional response to problems, insults, physical pain of peers, a culture of expressing feelings and emotions, the ability to control one's emotions; value-semantic component - the depth of understanding and knowledge of moral norms and rules, the completeness and volume of moral ideas about relationships with peers; the ability to find acceptable ways out of situations of moral choice, awareness of the life and problems of people with disabilities, the need to help them; the behavioral-volitional component is the degree of formation of moral abilities, skills and habits of behavior, manifested in relationships with peers; social and moral activity and initiative, moral self-realization, behavior in difficult moral situations, stability of moral behavior in relations with peers with disabilities.

Changes in the indicators of the selected criteria characterize three levels of moral relationships among younger students in inclusive education: high, medium, low.

3. The model of education of moral relationships among younger students, developed on the basis of the mechanism of the relationship between the patterns of education of moral relationships with the conditions of inclusive education, is being implemented in stages. At the first stage, in the process of mutual perception, interaction and communication of younger schoolchildren with their peers with disabilities, the development of motivation for moral relationships takes place, moral feelings are manifested. The determining factor is the place - a general educational institution, the leading components - motivational-need and emotional-sensory. At stage II, in the process of establishing business and personal relationships, understanding moral norms and rules, a moral attitude towards peers is formed. The determining factor is natural situations, the leading component is value-semantic. At stage III, in the process of effective manifestation of a moral attitude towards peers in behavior and actions, moral relationships are formed among younger students in inclusive education. The determining factor is a long time of interpersonal contacts, the leading component is behavioral-volitional.

4. Pedagogical conditions that contribute to the effective education of the moral relationships of younger students in inclusive education: goal-setting, providing for the priority of educating the moral relationships of younger students; realization of the moral potential of inclusive education, activating the action of psychological mechanisms; creation of pedagogical situations that stimulate free moral choice based on sympathy, respect, striving for good, good examples; the use of group forms of activity and team projects aimed at developing the ability to interact, cooperate in the process of joint activities, team building; organization of psychological and pedagogical support for children with disabilities, including correctional and developmental classes with specialists and the development of an individual educational route.

Testing and implementation of research results. The main provisions and results of the study were discussed at meetings of the Department of Pedagogy and Subject Technologies of the FSBEI HPE "Astrakhan State University", methodological associations and seminars of primary school teachers in Astrakhan and Kotovo, Volgograd Region, were reported and received approval at international (Novosibirsk, 2011) , Moscow 2011, Astrakhan 2009); All-Russian (Moscow 2011, St. Petersburg 2010, Yekaterinburg 2010, Krasnodar 2009) scientific and practical conferences and presented in 17 publications, including 3 scientific journals recommended by the Higher Attestation Commission of the Russian Federation.

The structure and scope of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, and an appendix. The dissertation text is accompanied by 10 tables, 2 diagrams, 5 figures.

Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code

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Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Kolokoltseva, Marionella Alekseevna

Conclusions for Chapter II:

The presented results of experimental work aimed at educating the moral relationships of younger students in inclusive education give grounds for the following conclusions.

Taking into account the relationship between the patterns of educating moral relationships with the conditions of inclusive education in the simulated process of educating the moral relationships of younger students in inclusive education, we identified 3 stages and determined their content: at stage I, in the process of mutual perception, interaction and communication of younger students with peers with disabilities, development motivation for moral relationships, the manifestation of moral feelings is actualized, the leading components are motivational-need and emotional-sensory; at stage II, in the process of establishing business and personal relationships, understanding moral norms and rules, a moral attitude towards “special” peers is formed, the leading component is value-semantic; at stage III, on the basis of the syncretism of moral feelings and consciousness, the behavior and relationships of younger students acquire a moral character, and personal initiative increases, the leading component is behavioral-volitional.

The results of the experiment convince us that the education of moral relationships among younger students in inclusive education will be effective if the following pedagogical conditions are observed:

1. The goal-setting of inclusive education should provide for the priority of educating the moral relationships of younger students;

2. The realization of the moral potential of inclusive education, implicitly including "place", "time", "situations" activates the action of psychological mechanisms: empathy, sympathy, attraction, the formation of educational activities, the development of moral consciousness, the formation of a moral attitude towards a peer, the unity of moral feelings, consciousness and behaviour.

3. Creation of pedagogical situations that stimulate free moral choice based on sympathy, respect, striving for good, positive examples;

4. The use of group forms of activity and team projects aimed at developing the ability to interact in the process of joint activities, the formation of a team;

5. Organization of psychological and pedagogical support for children with disabilities, including correctional and developmental classes with specialists and the development of an individual educational route:

In our opinion, the most important in the method of organizing the process of educating the moral relationships of younger students in inclusive education is:

The use of group and pair forms of organization of educational and extracurricular activities, which ensures the formation of ways of peer interaction;

Inclusion in the course The world» additional content, illustrations, series of tasks; special topics of projects, classroom hours, which ensures the assimilation of knowledge by younger students about the features of the life of people with disabilities, their social, educational and personal needs, ways to help and assist them;

The use of special games and means of theatrical pedagogy aimed at forming a subjective attitude towards another, mastering non-verbal means of communication, joint emotional experience of game and role-playing situations, developing the ability to understand the mood and emotional state of another person, made it possible to create an atmosphere of mutual understanding and mutual support in the team.

As a result of approbation of the model and conditions for educating the moral relationships of younger students in inclusive education, a comparative analysis the results of I and IV "sections" in the EG and CG, which showed a more dynamic upbringing of moral relationships among younger schoolchildren in the EG. An analysis of the data of the IV section shows that in the EG, 50 students (98%) had a stable motivation for activities and behavior aimed at joint success, a result, there was a pronounced desire for cooperation, interaction and communication with "special" classmates in the process of educational and extracurricular activities. activities. In the CG, sustainable motivation for activity and behavior, aimed at joint success, was expressed only in 23 students (44.2%). Most of the junior schoolchildren of the CG communicated mainly with their friends, they could not accept other children, including those with disabilities, into the group to complete an educational or creative task.

In the EG, 43 students (84.3%) included people with disabilities in the circle of people they are ready to help. In the CG, only 11 students (21.1%) expressed their desire to help people with disabilities. The rest of the students were still sent exclusively to help relatives, relatives and friends, they did not understand how they could help people with disabilities.

Thus, the data testify to the effectiveness of the proposed model and the pedagogical conditions for educating the moral relationships of younger students in inclusive education.

CONCLUSION

The purpose of our study was to identify and scientifically substantiate the pedagogical conditions for educating the moral relationships of younger students in inclusive education.

Based on the results of theoretical and experimental research, the following conclusions were drawn.

Modern trends in domestic education, related to the need to include children with disabilities in a public school, actualize the problem of educating the moral relationships of younger students in an inclusive education.

Summarizing the data of scientific literature showed that inclusive education has a set of new opportunities for the process of educating the moral relationships of younger students, which can be described as the moral potential of inclusive education, including "time", "place", "situations" of interaction and communication of subjects of inclusive education. Natural upbringing situations contribute to the acquisition by younger students of vital (life) experience of moral relationships in inclusive education. A long time of interpersonal contacts, communication of younger schoolchildren with peers with disabilities provides mutual knowledge and understanding of the subjects of inclusive education, contributing to the emergence of friendship. The place of interaction and communication is a general educational institution in which children act as subjects of collective educational and extra-curricular activities, which implies the manifestation of mutual responsibility and support.

In the course of a theoretical study, new knowledge was obtained about the relationship between the patterns of educating moral relationships among younger schoolchildren and the conditions of inclusive education, which can be seen in the following: first, on the basis of the mechanisms of social perception, empathy, the formation of collective educational and extra-curricular activities in the process of spatial, mental, social contacts, interaction and communication of younger schoolchildren with their peers with disabilities, moral feelings arise, moral motives and needs develop. Further, in the process of development of moral consciousness, a conscious moral attitude towards peers is formed, the experience of business and personal relationships in inclusive education is acquired. As a result of the action of the mechanism of the unity of moral feelings, consciousness and behavior, as a result, there are moral relationships between younger students and their peers with disabilities, which are manifested in moral deeds, care, mutual assistance on their own initiative.

The systematization of the well-known provisions of the theory of moral education in pedagogy and the theory of interpersonal relationships in psychology made it possible to expand and babble with specific content the structural components of the moral relationships of younger students in inclusive education. This made it possible to identify the criteria for the moral relationships of younger students in inclusive education: the moral orientation of relations, moral needs (motivational-need component); the ability to emotionally respond to problems, resentment, physical pain of subjects of inclusive education, the ability to manage their emotions (emotional-sensory component); depth of understanding and knowledge of moral norms and rules of relations with peers; the ability to find acceptable ways out of situations of moral choice, awareness about the life and problems of people with disabilities, the need to help them (value-semantic component); the degree of formation of moral abilities, skills and habits of behavior, manifested in relationships with peers; social and moral activity and initiative, moral self-realization, behavior in situations of moral conflicts, stability of moral behavior in relations with peers.

As a result of the study, it was possible, on the basis of the mechanism of the relationship between the patterns of education of moral relationships with the conditions of inclusive education, to develop and test a model for the education of moral relationships of younger schoolchildren. At each stage of the model, the goal, the leading psychological mechanisms, the sequence of occurrence of various types of contacts and relationships among younger students, the content, methods and forms of education are determined, the dominant components of moral relationships are distinguished in accordance with their hierarchy, the leading factors of the potential of inclusive education, the result is indicated.

In the course of the formative experiment, it was confirmed that the emergence of situations of the need to help a peer among younger students is accompanied by a struggle of motives, stimulates the implementation of a moral choice, is accompanied by experiencing the consequences of one's behavior (a sense of shame or pride in one's act); the joint stay of all children, both normally developing and those with disabilities, acts in inclusive education as a life reality and a moral norm on which moral relationships are brought up.

The formative experiment confirmed the effectiveness of the following pedagogical conditions: the priority of educating moral relationships in the goal-setting of inclusive education; realization of the moral potential of inclusive education, activating the action of psychological mechanisms; creation of pedagogical situations that stimulate free moral choice based on sympathy, respect, striving for good, positive examples; the use of group forms of activity and team projects aimed at developing the ability to interact, establish business and personal relationships; organization of psychological and pedagogical support for children with disabilities, including correctional and developmental classes with specialists and the development of an individual educational route.

In the course of the study, the features of the process of educating the moral relationships of younger schoolchildren in inclusive education at each stage were identified: Stage I - the dominance of the motivational-need and emotional-sensory component at the first stage ensures the formation of an attitude towards a peer, in which the subjective principle and emotional- a positive attitude towards interaction with peers, the leading factor is the place - a general educational institution that allows organizing interaction and communication of younger students with peers with disabilities; Stage II - the dominance of the value-semantic component of moral relationships At the second stage, it ensures the formation of a moral-value attitude towards peers, the leading factor is natural situations that allow younger students to gain life experience of a caring attitude towards each other; Stage III - the dominance of the behavioral-volitional component of moral relationships at the third stage ensures the development of self-regulation of behavior and relationships with peers in inclusive education, the leading factor is a long time that unites younger students with common goals of activity, events, allowing personal relationships to move to the moral level.

The significance of the results of the study was proved by a significant change not only in quantitative but also in qualitative indicators. The results of the formative experiment indicate a higher level of moral relationships in the EG. The younger students who took part in experimental work there was a pronounced desire for cooperation and interaction with "special" classmates. In relationships with their peers, they showed more emotional responsiveness and sensitivity than students from the CG. A significantly higher level of children's awareness of the life of their peers with disabilities was revealed in the EG. Students with disabilities from the EG have always felt support and understanding from their healthy peers.

Analysis of the results of the dissertation research suggests that the study confirmed the hypothesis put forward, made it possible to solve the tasks and achieve the goal of the study. However, it does not exhaust all aspects of the problem under consideration. Main perspectives further work, in our opinion, are connected with the study of the problem of continuity and continuity in the upbringing of the moral relationships of children with "special" peers at the previous and subsequent stages of education.

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