To the Problem of Development of Theoretical and Methodological Outlines of Integrated Education

Nazarova N. M., Professor, Head of Chair of Psychological and Pedagogical Bases of Special Education, Department of Special Pedagogics, Moscow, Russia, natus.50@mail.ru

Nowadays inclusive education in Russia does not have clear theoretical and methodological guidelines, and in fact is a simple transfer of the most well-established foreign models of educational integration to the rigid teaching conditions of Russian regular schools. The problem is in the fact that the theoretical understanding of inclusive processes by Russian researchers is carried out only on the basis of methodology of Soviet psychology and Soviet defectology, while international studies are multifundamental. These issues certainly impact the implementation technology of inclusive processes and the final result. The article presents a brief analysis of the current status and possible prospects of exploration and development of theoretical and methodological basis of inclusive education: a philosophical comprehension of integration and theoretical and methodological development on general and particular scientific levels. The comparison of inclusive experience in Russia with theoretical and methodological guidelines of integrated education worldwide, development of methodological bases of integrated education taking into account both Russian realities and global patterns of inclusive education should help Russia to enhance integration processes, overcome the mistakes and prevent them in the future.

Keywords: integration; inclusion; freedom of choice; philosophy of inclusion; methodology of inclusion; models of inclusion; constructivist didactics; autopoiesis; special pedagogy; humane pedagogy.

Column: Perspectives of inclusive education