Role of educational environment for students with health disadvantages
, Specialist of the City Institute for Integrative (inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
The article describes the inclusive environment's support practices promoting to basic purposes of inclusive education, i.e., involvement of a bigger number of students with health disabilities into society. The article regards a number of supporting models, which prepare students for transition into an inclusive class, contribute to successful adaptation in the classroom and affect social relations of students as connected with the way they are perceived and accepted by other people. We analyzed the methodological foundation of inclusive education, drawing on theoretical underpinnings of the inclusive model, and tried to observe their coincidences with the concepts of cultural-historical approach in psychology.
Keywords: inclusive education; support; education; solitude; theory of Binet and Simon; students; behavior repertoire; Foucault's theory
Column: Special (branch) psychology
- Vygotskii L.S. Pedagogicheskaia psikhologiia. M.: AST, 2010. 71 s.
- Lichnostnye resursy preodoleniia zatrudnennykh uslovii razvitiia //
Lichnostnyi potentsial: Struktura i diagnostika / Pod red. D.A. Leont'eva. M.:
Smysl, 2011. 680 s.
- Bossaert G. Loneliness among students with special educational needs in
mainstream seventh grade / G. Bossaert, H. Colpin, S.J. Pijl, K. Petry //
Research in Developmental Disabilities. 2012. Vol. 33. P. 1888—1897.
- Claibornea L.B. White a Inclusion and mastery: variations on the theme of
subjection / L.B. Claibornea, S. Cornforth, S.A. Davies, E.J. Milligan //
Gender and Education. 2009. Vol. 21, Iss. 1, January. P. 47—61.
- Knestinga K., Hokansonb C., Waldronc N. Settling In: Facilitating the
transition to an inclusive middle school for students with mild disabilities
International Journal of Disability // Development and Education. 2008. Vol.
55, Iss. 3, September. P. 265—276.
- Molteni P. Our Autism World // Autism World Magazine. 2013. Vol. 13. P.
- Molteni P., Guldberg K. Promoting multidisciplinary teamwork for autism: An
English school experience // Italian Journal of Special Education for
Inclusion. 2013. № 1. P. 83—94.
- Nikopoulos C.K., Keenan M. Using Video Modeling to Teach Complex Social
Sequences to Children with Autism // Journal of Autism Development Disorder.
2007. № 37. P. 678—693. P: Нет отсылки в тексте.
- Nirje B. The normalization principle and its human management implications
// Changing patterns in residential services for the mentally retarded / R.
Kugel, W. Wolfensberger (Eds.). Washington, DC: President's Commission on
Mental Retardation, 1969. P. 179—195.
- Osborne P. Reed School factors associated with mainstream progress in
secondary education for included pupils with Autism Spectrum Disorders Research
// Autism Spectrum Disorders. 2011. № 5. P. 1253—1263.
- Renzaglia M. Promoting a Lifetime of Inclusion / Adelle Renzaglia, Meagan
Karvonen, Erik Drasgow, and Craig C. Stoxen // Autism and Other Developmental
Disabilities. 2003. Vol. 18, Iss. 3. P. 140—149.
- Smith G.J., McDougall D., Edelen-Smith P. Behavioral Cusps: A
Person-Centered Concept for Establishing Pivotal Individual, Family, and
Community Behaviors and Repertoires // Autism and other developmental
disabilities. 2006. Vol. 21, Iss. 4. P. 223—229.
- Stewart M., Barnfather A., Magill-Evans J., Ray L.N. Letourneau Brief
report: An online support intervention: Perceptions of adolescents with
physical disabilities // Journal of Adolescence. 2011. № 34. P. 795—800.