Background. Currently, one of the priorities of education reform is the introduction of inclusive education. Although «inclusion» is not a new phenomenon for our country, there are many difficulties and obstacles to its effective implementation. For the Republic of Dagestan and Chechnya, the experience of inclusion has not yet found wide application in educational practice, and therefore the problems and opportunities of implementation at the transition stage are important for the prospects of development of this direction.
The Objective of the paper is based on the analysis of the experience of inclusive education (IO) abroad to investigate the problems of implementation (IO) in the system of higher education in the Republic of Dagestan and the Chechen Republic.
Design. Analyzed and reviewed the methodological issues of inclusive education with the aim of enhancing understanding of the capabilities and modus operandi (IO). As a result of the sociological survey, the main problems that start at the first stage of the introduction of inclusive education, such as psychological unpreparedness of participants of the inclusive process to the introduction of such education in educational organizations, are identified. Research result. The issues of the order of work of inclusive education (IO) in the Republic of Dagestan and in the Chechen Republic testify to the existence of numerous problems. The survey allowed to identify the main contradictions of the educational environment of the University, preventing the introduction of IO in the training of students with opfr.
Conclusion. Based on this study the conclusion about the necessity of establishing at the University a centre of inclusive learning. The main possible activities of the Center, its structure and required resources are proposed.
Sections: Psychology in Education;
PDF: Download
Keywords: inclusion; inclusive education; students; features of psychophysical development; adaptation; transdisciplinary scientific direction;
Available Online 20.10.2019
Ainscow М. (1997). Inclusive Education: A Global Agenda. London: Routledge.
Alekhina S.V., Alekseeva M.A., & Agafonova E.L. (2011). The willingness of teachers as the main factor in the success of the inclusive process in education. [Psikhologicheskaya nauka i obrazovanie], 1, 83–82.
Ash A., Bellew J., Davies M., Newman T. & Richardson L. (1996). Everybody In? The experience of disabled students in colleges of further education. Essex: Barnardo's.
Baron S., Phillips R., & Stalker K. (1996). Barriers to Training for Disabled Social Work Students. Disability & Society, 11(3), 361–377. doi: 10.1080/09687599627660
Closs A., Lannen S. & Reid G. (1996). Dyslexia in Further and Higher Education - A Framework for Practice. In Reid G. (Ed.). Dimensions of Dyslexia. Vol. 1. Assessment, Teaching and the Curriculum. Edinburgh: Moray House Publications.
Conditions for the training of persons with disabilities. Russian State University for the Humanities. Retrieved from: http://ucheb.rsuh.ru/section.html?id=10311 (accessed 04.02.19).
Curran P., McGee A.M. & Reynolds G.M. (1994a). SHEFC Disability Initiative: Interim Audit Report on Access for Students with Disabilities to Higher Education in Scotland. Edinburgh: SHEFC.
(2010). Disabled students in Russian universities: an inter-university study. Moscow. Retrieved from: http://www.rsr-online.rU/doc/2010_12_03/2.pdf. (accessed04.02.19).
Educational conditions for students from the number of disabled people. Ural State Pedagogical University. Retrieved from: http://www.uspu.ru/2015-03-17-07-24-08/upravlenie-socialnoj-raboty/item/253-usloviya-obucheniya-stud... (accessed 04.02.19).
Eli Boyd Cohen. A (2009). Philosophy of Informing Science. Informing Science. The International Journal of an Emerging Transdiscipline, Volume 12. doi: 10.28945/425
Forms of training for students with disabilities at St. Petersburg State University of Economics. St. Petersburg State University of Economics. Retrieved from: http://unecon.ru/centr-obucheniya-invalidov/formy-obucheniya. (accessed 04.02.19).
Goryunova L.V., & Guterman L.A. (2014). The introduction of inclusive education as an innovative project for the development of a university of interaction. [Kontsept: nauchno-metodicheskiy elektronnyy zhurnal], 20, 316–320. Retrieved from: http://e-koncept.ru/2014/54323.htm. (accessed 04.02.19).
Hall,J., & Tinklin T. (1998). Students First: The Experiences of Disabled Students in Higher Education. SCRE Research Report 85. Scottish Council for Research in Education. Retrieved from: http:// www.sere.ac.uk/resreport/rr85/index.html. (accessed 04.02.19).
Holloway, S. (2001). The experiences of higher education from the perspective of disabled students. Disability & Society, 16(4), 597–615. doi: 10.1080/09687590120059568
(2017). Inclusive education: state, problems, perspectives. Minsk, Chetyre chetverti, 208.
Kolupaeva A.A. (2009). Inclusive education: realities and prospects: a monograph. Moscow, Sammit-Kniga.
Konopleva A.N., & Leshchinskaya T.L. (2012). Synergetic approach to social development and education of individuals with special needs of psychophysical development. [Pedagogicheskaya nauka i obrazovanie], 1, 82–90.
Lesher O.V., & Demenina L.V. (2015). Inclusive teaching of university students: a set of scientific approaches. [Sovremennye problemy nauki i obrazovaniya]. 1. Retrieved from: www.science-education.ru/121-18603. (accessed 04.02.19).
Magomedova, S.A. & Damadaeva A.S. (2015). Psychological readiness of primary school teachers to the introduction of the inclusive education in the Republic of Dagestan. Biosciences, Biotechnology Research Asia, 12(3), 2587–2680. doi: 10.13005/bbra/1938
Mikhalchi E.V. (2014). The state of inclusive education in the system of higher education in Russia. [Sovremennye problemy nauki i obrazovaniya]. 2. Retrieved from: http://www.science-education.ru/116-12445. (accessed 04.02.19).
Nazarova N.M. (2011). Theoretical and methodological foundations of educational integration. In eds. I.T. Ertanova, & M.M. Gordon [Inklyuzivnoe obrazovanie: metodologiya, praktika, tekhnologiya: materialy mezhdunarodnoy nauchno-prakticheskoy konferentsii 20–22.06.2011]. Moscow, Moskovskiy gorodskoy psikhologo-pedagogicheskiy universitet, 9–11.
On admission of disabled people and persons with disabilities to Chelyabinsk State University. Retrieved from: http://www.csu.ru/roles/prospective-students/2014/inval.aspx (accessed 04.02.19).
Saprykina L. A. (2017). Conditions for the implementation of an accessible environment of inclusive education in universities. [Molodoy uchenyy], 10, 444–446.
Semago M.M. (2015). Developmental psychology in the post-non-classical scientific picture of the world: monograph. Moscow, APK i PPRO, 332.
Shevlin, M., Kenny, M., & Mcneela, E. (2004). Participation in higher education for students with disabilities: An Irish perspective. Disability & Society, 19(1), 15–31. doi: 10.1080/0968759032000155604
Silver P. (1990). Students with Disabilities in Higher Education: a project report. Oxford: Oxford Polytechnic, 210 p.
Stowell R. (1987). Provision for students with special educational needs in further and higher education. London: National Bureau for Students with Disabilities.
Ulrich Schmitt (2015). Putting Personal Knowledge Management under the Macroscope of Informing Science. Informing Science. The International Journal of an Emerging Transdiscipline, Volume 18. doi: 10.28945/2161
Vogel, S., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices. Learning Disabilities Research and Practice, 14(3), 173–186. doi: 10.1207/sldrp1403_5
Zhukova Yu. (2015). Inclusive education in Samara universities. SAMRU RU: portal of the city of Samara. Retrieved from: http://www.samru.ru/society/-obrazovanie/83628.html (accessed 04.02.19).Damadaeva A.S., Behoeva A.A. (2019). Problems and opportunities of implementing inclusive education in modern University. National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], (12)3, 125–133.