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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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On the methodological approaches to the study of problems of inclusive education

Abstract
We present a brief analysis of the theoretical and methodological principles of inclusive education, focused on the disclosure of its nature, methods and conditions of implementation at the present stage of development of the Russian education system to ensure harmonious inclusion of children with disabilities, which is to be secured by targets and structural and functional changes in the existing traditional educational system. We consider in detail the anthropological, system, personal-social-activity, competence approaches, their instrumental value, turning to the procedural characteristics, structural components, functions of systems, subsystems and their relationships, orientation to the search for mechanisms and principles of movement of the emerging innovative practices. Attention is drawn to the fact that such a methodological analysis will help to understand the logic of the processes occurring in education, caused by social demand, to justify the trajectory of inclusion in the Russian education and society.

Keywords: inclusive education, system, anthropological, competence, personal- social-activity approaches as methodological bases of the analysis and modeling of inclusive education

Column: Methodology of inclusive education

For Reference

References
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