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STAGES OF FORMATION OF DOMESTIC INCLUSIVE EDUCATION OF PRESCHOOLERS

Annotation

The article describes the formation of a system of domestic inclusive education of preschool children with special educational needs from the standpoint of analyzing foreign experience in the development of inclusive education and the prevailing national traditions of raising and teaching special children in the pre-revolutionary and Soviet periods. The authors consider the peculiarities of the development of integration and inclusive processes in Russian education, starting from the 1990s, highlight the main stages of the formation of the inclusive education of preschool children as an integral part of the national system of general education, with the introduction of the organizational structure of management that has developed in the country at all levels (federal, municipal). Among the main problems hampering the development of inclusive education in the country at the current stage and voiced by the Minister of Education and Science O. Vasilieva, the most acute are: the lack of the number of correctional pedagogues for the education of children with HIA and disabled children and the reduction of defectology faculties in universities. Analysis of monitoring data on the status of inclusive practices in the regions, speeches and publications of specialists, statements by parents, etc., which testify to numerous problems, served as the basis for the adoption by the Ministry of Education and Science of the Russian Federation of the decision to maintain a network of correctional education institutions and further development of special and inclusive education systems by children with disabilities and children with HIA. This solution provides an opportunity to implement an evolutionary approach to updating the education system for disabled children and children with HIA in modern conditions, to preserve the best, proven high-technology educational technologies of the Soviet period, and to form new ones, taking into account positive domestic and foreign experience.

Keywords

children with special abilities of health; education system; inclusive and integration processes; inclusion models; state program

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Pages

9-19

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