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Psychological Science and Education
2011. Vol. 16, no. 1, 51–59
ISSN: 1814-2052 / 2311-7273 (online)

Inclusive Education as a First Step Towards the Inclusive Society

2661

N.Y. Semago, M.M. Semago, M.L. Semenovich, T.P. Dmitrieva, I.E. Averina

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Abstract

The article presents the main directions of development of the inclusive education. The general approach to the construction of methodological model of inclusive practice is disclosed, including the triad principle of analysis and additional categories needed to be included in the ontological basis of modeling of inclusive processes in educational systems. The possibility of using the categorical matrix of synergetics as a interdisciplinary methodology equally applicable to natural science and humanities is discussed. The authors believe that additional categories that can be effectively used in constructing the model of inclusive education should include the category of synchronicity and measure’s fractality. In the context of development of inclusive processes and the proposed methodological model the core components of the first phase of the process are presented - the organization of the psycho-medical-pedagogical counseling, the outlines of early care for children with disabilities in the inclusive aspect, the activities of coordinator for inclusion, the modular system of training for all professionals. The development of these components from the perspective of the proposed additional categories is shown.

General Information

Keywords: inclusive education, methodological model, substantial foundations, synergetic concept, categories of analysis, support for child with disabilities, modeling of support components

Journal rubric: Perspectives of Inclusive Education

Article type: scientific article

For citation: Semago N.Y., Semago M.M., Semenovich M.L., Dmitrieva T.P., Averina I.E. Inclusive Education as a First Step Towards the Inclusive Society. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011. Vol. 16, no. 1, pp. 51–59. (In Russ., аbstr. in Engl.)

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Information About the Authors

Natalya Y. Semago, PhD in Psychology, Associate Professor, Senior Researcher, Institute of Inclusive Education Problems, Moscow State University of psychology and education (MSUPE), Moscow, Russia, e-mail: nmsemago@mail.ru

Mikhail M. Semago, PhD in Psychology, Associate Professor, Senior Research Fellow, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia

Marina L. Semenovich, Chief the Center for Psychological, Medical and Social Support to Children and Adolescents , Moscow State University of psychology and education (MSUPE), Moscow, Russia, e-mail: cpmsdip@yandex.ru

Tatyana P. Dmitrieva, Fellow, City Resource Center for the Development of Inclusive Education, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia

Irina E. Averina, Fellow, City Resource Center for the Development of Inclusive Education, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia

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