THE FOUNDATIONS OF AN INCLUSIVE PARADIGM FOR CONTEMPORARY EDUCATION / INKLIUZINĖS PARADIGMOS PAGRINDAI ŠIUOLAIKINIAME UGDYME

S.V. Alekhina, E.V. Samsonova, T.A. Yudina

Abstract


The article describes the inclusive paradigm as a methodological basis for changes in educational policy, practice and culture.The authors analyze the problems of comprehension the new paradigm by professionals in the pedagogical sphere, related to the correlation of inclusive politics and practice, the transformation of an inclusive educational environment, the introduction of professional and educational standards, and the professional and psychological readiness of a teacher. The main attention is paid to the psychological and pedagogical bases of the inclusive approach and the methodology of psychological and pedagogical support of the participants in educational relations. The key methodological categories of the inclusive approach are taking to consideration. The article analyzes the results of empirical studies on the main components of an inclusive educational environment, which have been realized by the scientific team of the Institute for Problems of Inclusive Education in several regions of the Russian Federation.

Straipsnio tikslas yra teoriškai sumodeliuoti šiuolaikinio ugdymo inkliuzinę paradigmą. Tyrimas grindžiamas mokslinės literatūros ir antrinių duomenų analize. Remdamosi inkliuzinės paradigmos koncepcinio modelio analize, kultūros istorijos teorijos ir sistemos veiklos metodologijos teiginiais bei inkliuzinio ugdymo empirinių tyrimų rezultatais, autorės nurodo sąlygas inkliuzinio ugdymo plėtotei. Inkliuzinės paradigmos šiuolaikiniame ugdyme evoliucija reikalauja įvairių profesinio bendradarbiavimo modelių ir naujų technologijų bei jungtinės veiklos teorija grindžiamų metodų įdiegimo

Esminiai žodžiai: inkliuzija, inkliuzinis ugdymas, specialieji ugdymosi poreikiai, metodologija, kultūros istorijos teorija, ugdymo individualizavimas


Keywords


psychological and pedagogical bases, inclusive paradigm, inclusive culture, inclusive educational environment, special educational needs, professional standards, teacher's readiness, psychological and pedagogical support / inkliuzija, inkliuzinis ugdymas

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DOI: http://dx.doi.org/10.21277/se.v1i38.366

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