On the Possibility of Individualized Education Process on the Basis of Reflexive Activity Approach in Inclusive Practice

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Abstract

The article examines problems of individualized education process in school transition to inclusive practices, i.e. inclusion of children with disabilities in regular education process. In addition, the authors characterize the reflexive activity approach to assistance in overcoming learning difficulties as one of the ways of solving problems of individualized education. The article is addressed to the specialists who work with children with special needs and disabilities individually or in class in regular schools.

General Information

Keywords: individualized education process; inclusive education; reflexive activity approach; children with special needs and disabilities; problem situation as a resource for development; subjective child's position; cooperation between a child and an adult; proximal development zone.

Journal rubric: Perspectives of Inclusive Education

Article type: scientific article

For citation: Zaretsky V.K., Gordon M.M. On the Possibility of Individualized Education Process on the Basis of Reflexive Activity Approach in Inclusive Practice. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011. Vol. 16, no. 3, pp. 19–26. (In Russ., аbstr. in Engl.)

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Information About the Authors

Victor K. Zaretsky, PhD in Psychology, Professor, Chair of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8831-6127, e-mail: zaretskiyvk@mgppu.ru

Margarita M. Gordon, Senior Lecturer, Department of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-1800-9524, e-mail: gordonmm@mgppu.ru

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