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  Previous issue (2019. Vol. 8, no. 1)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: http://dx.doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Development of inclusive practices in foreign and national schools in the 90-ies of the twentieth century

Chelnokova T.A., Doctor of Education, Professor of the Department of Theoretical and Inclusive Education, Kazan Innovative University named after V.G. Timiryasov (IEML), Kazan, Russia, nauka@ieml.ru
Klimko N.V., Ph.D. in Pedagogy, Associate Professor of the Department of Theoretical and Inclusive Education, Faculty of Psychology and Pedagogy, Kazan Innovative University named after V.G. Timiryasov (IEML), Kazan, Russia, nklimko@ieml.ru
Paranina N.A., Ph.D. in Pedagogy, Associate Professor of the Department of Theoretical and Inclusive Education, Faculty of Psychology and Pedagogy, Kazan Innovative University named after V.G. Timiryasov (IEML), Kazan, Russia, paranina@ieml.ru
Abstract
The beginning of the formation of the inclusive practices in foreign countries is connected with 80-90s of the last century and was inspired by an adoption of international acts designed to protect the educational rights of children with disabilities. In Russia, the active development of inclusive practices begins with the adoption of the Federal law “On education of the Russian Federation” No. 273-FZ (29.12. 2012). It was the date when the new model of education of persons with HIA had acquired legal status. However, the introduction of inclusive education in Russian schools is confronting with many difficulties and in order to resolve them we need to carry out a retrospective analysis of processes and events observed in late 90s by foreign scholars, who brought inclusive education into life. The authors also find it necessary to turn to new developments in the Russian educational system in order to estimate it from the point of view of the latest global trends. During last decades there appeared classes with pedagogical support, in which pupils with previous PMPC training can study; school psychology services start to function; the new educational system, designed with a special focus on tolerant relationships, provided favorable conditions for students with certain developmental disorders. In the opinion of the authors of the article, their own past and present experience alongside with the analysis of foreign inclusive practices can play a positive role in overcoming obstacles to the development of inclusive education in Russia

Keywords: modern education, educational space, mass school, inclusive practice, education of persons with disabilities

Column: Psychology of special and inclusive education

DOI: http://dx.doi.org/10.17759/jmfp.2018070101

For Reference

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