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Problems of implementation of inclusive education in the USA and European countries 2316
Liventseva N.A., Educational Psychologist, City Resource Center for Development of Integrated (Inclusive) Education, Institute of Integrated (Inclusive) Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
The article represents an analytical review of empirical studies covering the problems of inclusive education in the developed countries: the USA, Great Britain, Scandinavian countries. The article examines 18 scientific publications on inclusive education in psychological periodicals of the USA and Europe issued in 2006—2011. They give coverage to empirical findings concerning the implementation of inclusive education and are subdivided into two thematically different groups. The first one includes investigations focused on the study of professional training for inclusion educators. It means the organization of the effective system of training for educators which can make them ready to provide inclusive education in classrooms; problems of educators' attitudes to inclusion as factors providing its successful implementation; development of educators' basic skills in their interactions with special children and their families. The second group of studies focuses on the problems of adaptation, namely, the way children with special needs adjust in a group of nominally healthy peers.
Keywords: investigation, inclusive education, professional training of educators, attitude, children with health disabilities, a special child, development in norm, interaction, social
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