Resource Support for Educational Organizations in the Implementation Of Inclusive Education (the Experience of the Educational Organizations of the New Moscow District)

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Abstract

The article presents data of applied social and psychological research of resourcing inclusive practices in an educational organization. The theoretical part defines methodological grounds for facilitating specialized educational environment to students with physical limitations. It offers an analysis of characteristics of necessary recourses. Various international networking models of inclusive education are discussed. The empirical part is dedicated to a study facilitating specialized educational environments to students with disabilities as a managerial resource in the context implementation of the inclusive practices. It describes the details of activities carried out by the members of the network and concludes that such a multi-component model can be applied to facilitate specialized educational conditions for students with disabilities. Summarized the results of the event, held on the basis of educational organizations of the Troitsk and Novomoskovsk administrative districts. The results of this study can be relevant for the inclusive education system in Russia because of the significance of the resource deficit problem in educational organizations at the current stage of development of the Russian education system.

General Information

Keywords: inclusive education, students with disabilities, special educational conditions, educational organizations, networking, resource support

Journal rubric: Applied Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2017060305

Funding. This work was supported by grant RFBR № № 17-16-77601

For citation: Samsonova E.V., Gorbunova V. Resource Support for Educational Organizations in the Implementation Of Inclusive Education (the Experience of the Educational Organizations of the New Moscow District) [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2017. Vol. 6, no. 3, pp. 85–103. DOI: 10.17759/cpse.2017060305. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elena V. Samsonova, PhD in Psychology, Head of the Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

Victoria Gorbunova, Deputy Director, Center of additional education “Children's technology Park “Kvantoriumˮ, University of Technology, Moscow, Russia, e-mail: vgorbunova2010@gmail.com

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