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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

 
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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

Published

For citation: Semago, N.Y., Semago, M.M., Semenovich, M.L., Dmitrieva, T.P., Averina, I.E. (2011). Inclusive Education as a First Step Towards the Inclusive Society. Psychological Science and Education, 16(1), 51–59. (In Russ.). URL: https://psyjournals.ru/en/journals/pse/archive/2011_n1/39850 (viewed: 05.12.2025)

© Semago N.Y., Semago M.M., Semenovich M.L., Dmitrieva T.P., Averina I.E., 2011

License: CC BY-NC 4.0

References

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Information About the Authors

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

Mikhail M. Semago, Candidate of Science (Psychology), associate professor, Senior Research Fellow, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of psychology and education, Professor of the Department of Correctional Pedagogy and Special Psychology of the Academy of Advanced Professional Education and Research of the Russian Academy of Sciences, Moscow, Russian Federation

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, Russian Federation, 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, Russian Federation

Irina E. Averina, Fellow, City Resource Center for the Development of Inclusive Education, Institute ofProblems of Integrative (Inclusive) Education, Moscow State University of psychology and education (MSUPE), Teacher-defectologist, speech therapist, psychologist. Montessori teacher. Leading expert of the ANO "Family Support Center "Nelishnie Deti". Head of the project of educational family camps-intensives "DRUGAYA ZHIZN". Head of the project of preparing children with disabilities for school "Tochka Opory". Curator and head of the project of an autonomous class for children with multiple developmental disabilities in Zheleznovodsk, Russian Federation

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