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  Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Open Access Journal

 

Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs 168

Rubtsov V.V., Doctor of Psychology, President, Moscow State University of Psychology & Education, Moscow, Russia, rubtsovvv@mgppu.ru
Alekhina S.V., PhD in Psychology, Vice-Rector for Inclusive Education, Director, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, svetlana_slim@mail.ru
Khaustov A.V., Doctor of Education, Director , Federal Resources Center for Children with ASDm Moscow State University of Psychology and Education. Moscow, Russia, Moscow, Russia, arch2@mail.ru
Abstract
In the article the authors set a goal setting for the current consideration of the prerequisites of lifelong education and psychological and pedagogical support for people with special educational needs, the content of the concept of continuing education is determined. Presented are data from studies examining the attendance of educational institutions for children with disabilities, as well as information reflecting the intentions of parents to continue their education for children under 15 years of age, information about people with disabilities studying in vocational educational programs that emphasize the relevance of the continuing education of persons with disabilities, reflect a low the degree of readiness of parents to continue their education with children with disabilities, the need to build a system of continuous support I have children, adolescents and adults with disabilities in all regions of Russia, forming the basis for the continuity of personal educational path, the importance of developing a scientific approach to its study. Specific conditions for building a tracking model are defined. The experience of research and organization of continuous support of individuals with autism spectrum disorders is considered. It is concluded that it is necessary to discuss the topics of psychological and pedagogical support at the stage of obtaining a profession and employment. The value of unique practices in building an individual educational trajectory is noted.

Keywords: children with disabilities, children with disabilities, continuing education, special educational needs, psychological and pedagogical support, special educational conditions

Column: Inclusion in Higher Education: Psychological and Pedagogical Research

DOI: http://dx.doi.org/10.17759/psyedu.2019110301

For Reference

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