Research Article
Readiness for Work Under Inclusive Education Conditions as Stage of Formation of Teacher’s Inclusive Culture
Abstract
The aim of this article is to examine the basic
stages of becoming and development of the inclusive education system in Russia
and abroad, describing the evolution of the society’s attitude to physically
handicapped children and children with special educational needs, and examining
issues related to formation of a teacher’s readiness for work in changed
conditions. The leading approach to studying of this problem is
historic-logical which provides the holistic viewing of the process of becoming
of the special education in Russia and abroad, as well as peculiarities, ways
and regular laws of implementation of the inclusive education on the modern
stage of the society development. As a result of the study, the authors came to
the understanding of inclusive culture as a component of professional and
pedagogical culture, which is defined as an integrative personal quality that
contributes to the creation and development of values and technologies of
inclusive education, integrating a system of knowledge, skills, social,
personal and professional competencies that allow teachers to work effectively
in an inclusive education, to determine the optimal conditions for the
development of each child. The results of the study are presented which is
aimed at identifying the attitude of future specialists in physical culture to
the possibility of working in an inclusive education. Materials of the article
can be of use to scientists working with issues of implementation of inclusion
into the Russian system of education, to specialists involved into arranging of
future teachers training, to pedagogues who work in educational institutions of
various types, and to pedagogical universities students.
Keywords
Inclusive education physically handicapped children teacher’s readiness teacher’s inclusive culture
References
- Alekhina, S.V., & Semago, М.М. (2012). Creation and approbation of a model of psychologic-pedagogical support of the inclusive practice: Methodical collection. Moscow: Moscow State Vocational-Pedagogical University, 156. Alekhina, S.V., Alekseyeva, М.N., & Agafonova, Ye.L. (2011). Readiness of teachers as the basic factor of successfulness of the inclusive process in education. Psychological science and education 1, 83–92. Alnahdi, G. H. ( 2014). Special education programs for students with intellectual disability in Saudi Arabia: issues and recommendations. Journal of the International Association of Special Education 15(1), 83–91. Alnahdi, G. H., Saloviita, T., & Elhadi, A. (2019). Inclusive education in Saudi Arabia and Finland: pre‐service teachers’ attitudes. Support for learning, 34(1), 71-85. Angelova, I.A., Le-van, T.N., & Mantarova, A.I. (2016). Professional development of teachers in the field of inclusive education in school (the experience of Russia and Bulgaria). The Education and science journal, 6, 168-186. Aybazova, М.Yu., & Lavrinets, K.Yu. (2011). Educating physically handicapped children in conditions of orphan asylums. Bulletin of University of Russian Academy of Education 1, 144-148. Biktagirova, G. F., & Korotkova, A. L. (2016). Organization of learning process and development of programmes for special education needs students in inclusive education in Russia. International Electronic Journal of Mathematics Education, 11(6), 1635-1642. Borland, J., & James, S. (1999). The learning experience of students with disabilities in higher education. A case study of a UK university. Disability & Society, 14(1), 85-101. Boyle, C., & Sharma, U. (2015). Inclusive education – Worldly views? Support Learn 30, 2–3. Chigrina, А.Ya. (2010). Social policy in respect of the disabled children. Bulletin of Vyatsky State Humanitarian University 4, 136-141. Daniels, H., & Garner, P. (2013). Inclusive education. Routledge. Denisova, М.Yu. (2014). Peculiarities of professional training of students for work with children with restrictions in development. Bulletin of Penza State Universities 1(5), 14-18 Dumbayev, А.Ye. (2006). A disabled person, the society and the law. Almaty: Verena Limited Partnership, 180. Dyachenko, М.I. (1978). Psychological problems of readiness for activity. Minsk: Belorussian State University, 182. Federal law “On education in the Russian Federation” N 273-FZ dd. December 29, 2012, as amended in 2015-2016. 26 June 2019 retrieved from http://zakon-ob-obrazovanii.ru/ Federal law dd. 30.06.2007 N 120-FZ (rev. dd. 02.07.2013) “On modifying of certain acts of the Russian Federation on matters of individuals with restricted health abilities”. 26 June 2019 retrieved from http://www.consultant.ru/document/cons_doc_LAW_140563/ Fedorov, V.A., & Tretyakova, N.V. (2015). Quality management of educational institutions in protecting students’ health: conceptual and structural-functional innovations. Scientific bulletin of National Mining University 6(150), 134–143. Fedorov, V.A., & Tretyakova, N.V. (2016). Educational Institution Health Service Management: Key Aspects of Communication and Interaction Within the Team. Iejme - mathematics education 11(7), 2841-2857 Fedorov, V.A., & Tretyakova, N.V. (2017). Vocational-pedagogical education in Russia: historical and logical periods. The Education and science journal 3, 93-119. Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE‐R) scale for measuring pre‐service teachers’ perceptions about inclusion. Exceptionality Education International 21(3), 50– 65. Hegel, G.V. (1977). Encyclopedia of philosophic sciences: in 3 volumes. Moscow: Mysl, 471. Husnutdinova, M.R. (2017). Risks of inclusive education. The Education and science journal. (3), 26-46. Husnutdinova, M.R. (2018). Basic Models for the Development of Inclusive Education in Moscow. The Education and science journal 20(9),115-138. Kamenopoulou L., Buli-Holmberg J., Siska J. (2016) An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education. International Journal of Inclusive Education 20(7), 743-755. Kantor, V.Z., & Proekt, Y.L. (2019). Inclusive higher education: socio-psychological well-being of students. The Education and science journal. 21(2), 51-73. Ketrish, Ye.V., Mironova, S.P., Andryukhina, Т.V. (2012). Competence-based approach as the methodological basis of formation of future teachers’ projecting competency. Pedagogical journal of Bashkortostan, 4 (41), 62-68. Khafizullina, I.N. (2010). Formation of inclusive competence of future teachers in process of professional training: the thesis of …, Cand. Ped. Sc. Astrakhan: Astrakhan State University, 213. Khitryuk, V.V. (2013). Readiness of teachers for work under conditions of inclusive education. Bulletin of Chuvashian State Pedagogical University named after I.Ya. Yakovlev 3, 189–193. Khitryuk, V.V. (2015). Formation of inclusive readiness of future teachers under conditions of higher education: the thesis of … , Dr. Ped. Sc. Kaliningrad: Baltic Federal University named after Immanuel Kant, 390. Kobrina, L.М. (2009). Integration in the special and general education as condition of development of the regional socio-pedagogical system. Messenger of the Southern State University 8, 222-233. Kovalev, А.G. (1965). Psychology of Personality. Moscow: Prosveshcheniye Publishing House, 289. Kuzmina, N.V., & Kukharev, N.V. (1996). Psychological structure of a teacher’s activity. Gomel: Gomel State University, 57. Kyriaki, M. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education 21, 146-159. Malofeyev, N.N. (1996). Special education in Russia and abroad. Moscow: Pechatny Dvor Publishers, 182. Malofeyev, N.N. (2007). The special child – Yesterday, Today, Tomorrow. Moscow: State Scientific Institution Institute for Correctional Pedagogy, 145. Malofeyev, N.N. (2007). Why integration into education is logical and inevitable. Almanac of Institute for Correctional Pedagogy, 11. Malyarchuk, N.N. (2009) Health culture of a teacher (personalistic and professional aspects): synopsis of the thesis of … Dr. Ped. Sc. Tyumen: Tyumen State University, 524. Martynova, Ye.А. (2014). Structure and content of competences of pedagogic personnel of the inclusive vocational education. Scientific messages of Chelyabinsk Institute for Raising Skills of Education Personnel 2(19), 40–47. Molina, V. M., Perera Rodríguez, V. H., Melero Aguilar, N., Cotán Fernández, A., & Moriña, A. (2016). The role of lecturers and inclusive education. Journal of Research in Special Educational Needs, 16, 1046-1049. Morgenstern, F. (2018). Teaching plans for handicapped children. Routledge. Moswela, E., & Mukhopadhyay, S. (2011). Asking for too much? The voices of students with disabilities in Botswana. Disability & Society 26(3), 307-319. Nasibullov, R. R., & Kashapova, L. (2015). Conditions of Formation of Social Successfulness of Students with Disabilities in the System of Continuous Inclusive Education on the Basis of Value Approach. International Journal of Environmental and Science Education, 10(4), 543-552. Nazarova, N.М. (2010). Integrated (inclusive) education: Genesis and problems of implementation. Social pedagogy 1, 77–87. Nazarova, N.М. (2011). Revisiting the problem of development of theoretical and methodological bases of the educational integration. Psychological science and education 3, 5–11. Newman, J. (1991). Handicapped persons and their families: Philosophical, historical, and legislative perspectives. The family with a handicapped child, 2, 1-26. O'Hanlon, C. (2018). Special education integration in Europe. Routledge. Pastorova, А.Yu. (2013). How people are divided? Down's syndrome XXI century 2, 42-46 Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31(1), 50-58. Popper, K. (1983). Logics and growth of scientific knowledge. Moscow: Progress Publishers, 605. Purgina, Е.I. (2014). Philosophic bases of inclusive education in the context of the special federal state standard for physically handicapped children. Pedagogical education in Russia 2, 152–156. Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society 23(7), 773–785. Shipitsyna, L.М. (1995). Integrated training of children with developmental problems. Bulletin of psychic-social and correction-rehabilitation work 3, 29-36. Shipitsyna, L.М. (2004). Integration of children with restricted health abilities. Upbringing and educating of children with developmental delays 2, 7-9. Shumilovskaya, Yu.V. (2011). Training of a future teacher for work with pupils under conditions of inclusive education: synopsis of the thesis of... Cand. Ped. Sc. Shuya: Shuya State Pedagogical University, 26. Slastyonin, V.А. (1997). Pedagogy: Innovation activity. Moscow: Magistr Publishers, 233. Slastyonin, V.А. (2002). Pedagogy. Moscow: Akademiya Publishing Centre, 576. Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge. Slyusareva, Ye.А. (2014). The professiogram of inclusive education. Bulletin of the University (State University of Management) 5, 266–270. Solomin, V. (2010). Applying of humanitarian technologies by physical culture specialists in conditions of inclusive education. Adaptive physical culture 4, 15-17. The Declaration of the Rights of the Child. (1959) UN web-site. 26 June 2019 retrieved from http://www.un.org/ru/documents/decl_conv/declarations/childdec.shtml The Declaration of the Rights of the Disabled Persons (1975) UN web-site. 26 June 2019 retrieved from http://www.un.org/ru/documents/decl_conv/declarations/handicapped.shtml The Universal Declaration of Human Rights. (1948). UN web-site. 26 June 2019 retrieved from http://www.un.org/ru/documents/decl_conv/declarations/declhr.shtml Veresha, R. (2018). Preventive Measures Against Computer Related Crimes: Approaching An Individual. Informatologia, 51(3-4), 189-199. Veresha, R. V. (2016). Mistake of Criminal Law and Its Influence on the Classification of Crime. International Journal of Environmental and Science Education, 11(15), 8017-8025. Vinevskaya, А.V. (2011). Technologies of vocational training of a future teacher in conditions of inclusive education. Bulletin of education and science 1, 27–34. Winser M. A. (1993). The History of Special Education From Isolation to Integration. Washington: D.C. Gallaudet University Press. Yemelyanova, Т.V., & Aleksandrov Yu.М. (2013). Theoretic aspects of readiness of specialists in field of physical culture and sports for work in conditions of inclusive education. Togliatti. Science Vector of Togliatti State University 3, 420-423. Zamskiy, S. (1980). History of oligophrenopedagogy. Moscow: Prosveshcheniye Publishing House, 190. Zorina E.E. (2018). Eradicating the barriers to inclusive higher education. The Education and science journal 20(5), 165-184.
Abstract
References
- Alekhina, S.V., & Semago, М.М. (2012). Creation and approbation of a model of psychologic-pedagogical support of the inclusive practice: Methodical collection. Moscow: Moscow State Vocational-Pedagogical University, 156. Alekhina, S.V., Alekseyeva, М.N., & Agafonova, Ye.L. (2011). Readiness of teachers as the basic factor of successfulness of the inclusive process in education. Psychological science and education 1, 83–92. Alnahdi, G. H. ( 2014). Special education programs for students with intellectual disability in Saudi Arabia: issues and recommendations. Journal of the International Association of Special Education 15(1), 83–91. Alnahdi, G. H., Saloviita, T., & Elhadi, A. (2019). Inclusive education in Saudi Arabia and Finland: pre‐service teachers’ attitudes. Support for learning, 34(1), 71-85. Angelova, I.A., Le-van, T.N., & Mantarova, A.I. (2016). Professional development of teachers in the field of inclusive education in school (the experience of Russia and Bulgaria). The Education and science journal, 6, 168-186. Aybazova, М.Yu., & Lavrinets, K.Yu. (2011). Educating physically handicapped children in conditions of orphan asylums. Bulletin of University of Russian Academy of Education 1, 144-148. Biktagirova, G. F., & Korotkova, A. L. (2016). Organization of learning process and development of programmes for special education needs students in inclusive education in Russia. International Electronic Journal of Mathematics Education, 11(6), 1635-1642. Borland, J., & James, S. (1999). The learning experience of students with disabilities in higher education. A case study of a UK university. Disability & Society, 14(1), 85-101. Boyle, C., & Sharma, U. (2015). Inclusive education – Worldly views? Support Learn 30, 2–3. Chigrina, А.Ya. (2010). Social policy in respect of the disabled children. Bulletin of Vyatsky State Humanitarian University 4, 136-141. Daniels, H., & Garner, P. (2013). Inclusive education. Routledge. Denisova, М.Yu. (2014). Peculiarities of professional training of students for work with children with restrictions in development. Bulletin of Penza State Universities 1(5), 14-18 Dumbayev, А.Ye. (2006). A disabled person, the society and the law. Almaty: Verena Limited Partnership, 180. Dyachenko, М.I. (1978). Psychological problems of readiness for activity. Minsk: Belorussian State University, 182. Federal law “On education in the Russian Federation” N 273-FZ dd. December 29, 2012, as amended in 2015-2016. 26 June 2019 retrieved from http://zakon-ob-obrazovanii.ru/ Federal law dd. 30.06.2007 N 120-FZ (rev. dd. 02.07.2013) “On modifying of certain acts of the Russian Federation on matters of individuals with restricted health abilities”. 26 June 2019 retrieved from http://www.consultant.ru/document/cons_doc_LAW_140563/ Fedorov, V.A., & Tretyakova, N.V. (2015). Quality management of educational institutions in protecting students’ health: conceptual and structural-functional innovations. Scientific bulletin of National Mining University 6(150), 134–143. Fedorov, V.A., & Tretyakova, N.V. (2016). Educational Institution Health Service Management: Key Aspects of Communication and Interaction Within the Team. Iejme - mathematics education 11(7), 2841-2857 Fedorov, V.A., & Tretyakova, N.V. (2017). Vocational-pedagogical education in Russia: historical and logical periods. The Education and science journal 3, 93-119. Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE‐R) scale for measuring pre‐service teachers’ perceptions about inclusion. Exceptionality Education International 21(3), 50– 65. Hegel, G.V. (1977). Encyclopedia of philosophic sciences: in 3 volumes. Moscow: Mysl, 471. Husnutdinova, M.R. (2017). Risks of inclusive education. The Education and science journal. (3), 26-46. Husnutdinova, M.R. (2018). Basic Models for the Development of Inclusive Education in Moscow. The Education and science journal 20(9),115-138. Kamenopoulou L., Buli-Holmberg J., Siska J. (2016) An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education. International Journal of Inclusive Education 20(7), 743-755. Kantor, V.Z., & Proekt, Y.L. (2019). Inclusive higher education: socio-psychological well-being of students. The Education and science journal. 21(2), 51-73. Ketrish, Ye.V., Mironova, S.P., Andryukhina, Т.V. (2012). Competence-based approach as the methodological basis of formation of future teachers’ projecting competency. Pedagogical journal of Bashkortostan, 4 (41), 62-68. Khafizullina, I.N. (2010). Formation of inclusive competence of future teachers in process of professional training: the thesis of …, Cand. Ped. Sc. Astrakhan: Astrakhan State University, 213. Khitryuk, V.V. (2013). Readiness of teachers for work under conditions of inclusive education. Bulletin of Chuvashian State Pedagogical University named after I.Ya. Yakovlev 3, 189–193. Khitryuk, V.V. (2015). Formation of inclusive readiness of future teachers under conditions of higher education: the thesis of … , Dr. Ped. Sc. Kaliningrad: Baltic Federal University named after Immanuel Kant, 390. Kobrina, L.М. (2009). Integration in the special and general education as condition of development of the regional socio-pedagogical system. Messenger of the Southern State University 8, 222-233. Kovalev, А.G. (1965). Psychology of Personality. Moscow: Prosveshcheniye Publishing House, 289. Kuzmina, N.V., & Kukharev, N.V. (1996). Psychological structure of a teacher’s activity. Gomel: Gomel State University, 57. Kyriaki, M. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education 21, 146-159. Malofeyev, N.N. (1996). Special education in Russia and abroad. Moscow: Pechatny Dvor Publishers, 182. Malofeyev, N.N. (2007). The special child – Yesterday, Today, Tomorrow. Moscow: State Scientific Institution Institute for Correctional Pedagogy, 145. Malofeyev, N.N. (2007). Why integration into education is logical and inevitable. Almanac of Institute for Correctional Pedagogy, 11. Malyarchuk, N.N. (2009) Health culture of a teacher (personalistic and professional aspects): synopsis of the thesis of … Dr. Ped. Sc. Tyumen: Tyumen State University, 524. Martynova, Ye.А. (2014). Structure and content of competences of pedagogic personnel of the inclusive vocational education. Scientific messages of Chelyabinsk Institute for Raising Skills of Education Personnel 2(19), 40–47. Molina, V. M., Perera Rodríguez, V. H., Melero Aguilar, N., Cotán Fernández, A., & Moriña, A. (2016). The role of lecturers and inclusive education. Journal of Research in Special Educational Needs, 16, 1046-1049. Morgenstern, F. (2018). Teaching plans for handicapped children. Routledge. Moswela, E., & Mukhopadhyay, S. (2011). Asking for too much? The voices of students with disabilities in Botswana. Disability & Society 26(3), 307-319. Nasibullov, R. R., & Kashapova, L. (2015). Conditions of Formation of Social Successfulness of Students with Disabilities in the System of Continuous Inclusive Education on the Basis of Value Approach. International Journal of Environmental and Science Education, 10(4), 543-552. Nazarova, N.М. (2010). Integrated (inclusive) education: Genesis and problems of implementation. Social pedagogy 1, 77–87. Nazarova, N.М. (2011). Revisiting the problem of development of theoretical and methodological bases of the educational integration. Psychological science and education 3, 5–11. Newman, J. (1991). Handicapped persons and their families: Philosophical, historical, and legislative perspectives. The family with a handicapped child, 2, 1-26. O'Hanlon, C. (2018). Special education integration in Europe. Routledge. Pastorova, А.Yu. (2013). How people are divided? Down's syndrome XXI century 2, 42-46 Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31(1), 50-58. Popper, K. (1983). Logics and growth of scientific knowledge. Moscow: Progress Publishers, 605. Purgina, Е.I. (2014). Philosophic bases of inclusive education in the context of the special federal state standard for physically handicapped children. Pedagogical education in Russia 2, 152–156. Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society 23(7), 773–785. Shipitsyna, L.М. (1995). Integrated training of children with developmental problems. Bulletin of psychic-social and correction-rehabilitation work 3, 29-36. Shipitsyna, L.М. (2004). Integration of children with restricted health abilities. Upbringing and educating of children with developmental delays 2, 7-9. Shumilovskaya, Yu.V. (2011). Training of a future teacher for work with pupils under conditions of inclusive education: synopsis of the thesis of... Cand. Ped. Sc. Shuya: Shuya State Pedagogical University, 26. Slastyonin, V.А. (1997). Pedagogy: Innovation activity. Moscow: Magistr Publishers, 233. Slastyonin, V.А. (2002). Pedagogy. Moscow: Akademiya Publishing Centre, 576. Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge. Slyusareva, Ye.А. (2014). The professiogram of inclusive education. Bulletin of the University (State University of Management) 5, 266–270. Solomin, V. (2010). Applying of humanitarian technologies by physical culture specialists in conditions of inclusive education. Adaptive physical culture 4, 15-17. The Declaration of the Rights of the Child. (1959) UN web-site. 26 June 2019 retrieved from http://www.un.org/ru/documents/decl_conv/declarations/childdec.shtml The Declaration of the Rights of the Disabled Persons (1975) UN web-site. 26 June 2019 retrieved from http://www.un.org/ru/documents/decl_conv/declarations/handicapped.shtml The Universal Declaration of Human Rights. (1948). UN web-site. 26 June 2019 retrieved from http://www.un.org/ru/documents/decl_conv/declarations/declhr.shtml Veresha, R. (2018). Preventive Measures Against Computer Related Crimes: Approaching An Individual. Informatologia, 51(3-4), 189-199. Veresha, R. V. (2016). Mistake of Criminal Law and Its Influence on the Classification of Crime. International Journal of Environmental and Science Education, 11(15), 8017-8025. Vinevskaya, А.V. (2011). Technologies of vocational training of a future teacher in conditions of inclusive education. Bulletin of education and science 1, 27–34. Winser M. A. (1993). The History of Special Education From Isolation to Integration. Washington: D.C. Gallaudet University Press. Yemelyanova, Т.V., & Aleksandrov Yu.М. (2013). Theoretic aspects of readiness of specialists in field of physical culture and sports for work in conditions of inclusive education. Togliatti. Science Vector of Togliatti State University 3, 420-423. Zamskiy, S. (1980). History of oligophrenopedagogy. Moscow: Prosveshcheniye Publishing House, 190. Zorina E.E. (2018). Eradicating the barriers to inclusive higher education. The Education and science journal 20(5), 165-184.
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