Inclusive Approach to the Integration of Migrant Children in Education

2828

Abstract

The presented materials show that the adaptation and integration of migrants is one of the most important priorities of humanistic educational activities in the coming years, the implementation of which requires the active participation of the entire education system for children of the Russian Federation. Integration is considered by the authors as a mutual process of unification of migrants and the host population in a new socio-cultural environment, without loss for both sides of the key parameters of initial socio-cultural identities, often with the dominance of the cultural component of the host community. We substantiate the claim that the use of an inclusive approach allows to solve the contradiction between the need for adaptation of migrant pupils to the norms of the host culture and with their peers. We present a model of psycho-pedagogical diagnostics of special educational needs of a migrant child related to the five different characteristics: language, basic knowledge, emotional state, social skills, cultural norms and rules.

General Information

Keywords: integration of migrants, adaptation of migrants, migration psychology, ethnic psychology, migrant children, inclusive education, inclusion

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2015200103

For citation: Khukhlaev O.E., Chibisova M.Y., Shemanov A.Yu. Inclusive Approach to the Integration of Migrant Children in Education . Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2015. Vol. 20, no. 1, pp. 15–27. DOI: 10.17759/pse.2015200103. (In Russ., аbstr. in Engl.)

References

  1. Astaf’eva S. O rabote uchrezhdenii sfery stolich­nogo obrazovaniya po sotsiokul’turnoi adaptatsii detei migrantov: opyt, uroki, perspektivy [About the work of institutions of the Moscows sphere of educa­tion for social and cultural adaptation of migrant chil­dren: Experience, Lessons and Prospects]. Sotsial’­naya politika i sotsial’noe partnerstvo [Social Policy and Social Partnership], 2010, no.11, pp. 29–31.
  2. Berri Dzh V., Purtinga A .Kh., Sigal M. Kh. Kross­kul’turnaya psikhologiya. Issledovanie i primenenie [Cross-cultural psychology. Research and applica­tion]. Khar’kov: Publ. Gumanitarnyi tsentr, 2007. 560 p. (In Russ.).
  3. Berry J. Akkul’turatsiya i psikhologicheskaya ad­aptatsiya: obzor problemy [ Elektronnyi resurs] [Ac­culturation and psychological adaptation: A review of issues]. In Sholokhov I. (ed.).Razvitie lichnosti [Development of personality], 2001, no. 4. Avaliable at: http://rl-online.ru/articles/3_4-01/198.html (Ac­cessed 18.12.2014). (In Russ.).
  4. Khukhlaev O. E., Chibisova M. Yu., Kuzne­tsov I. M. School as Transmitter of Culture of Re­ceiving Society: Integration of Migrant Children in Educational Environment. Kul’turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2014. Vol. 10, no. 1, pp. 95–103. (In Russ., аbstr. in Engl.).
  5. Khukhlaev O. E., Kuznetsov I. M., Chibisova M.Yu. The integration of migrants in the educational environment: social and psychological aspects. Psikhologicheskaya nauka i obrazovanie [Psycho­logical Science and Education], 2013, no. 3, pp. 5–18. (In Russ., аbstr. in Engl.).
  6. Kuznetsov I. M. Migranty v megapolise i provintsii: variativnost’ realizatsii integratsionnogo potentsiala. [Migrants in the city and the province: the variability of the implementation of the integration potential]. In Gorshkov M. K. (ed.) Rossiya reformiruyushchay­asya. Ezhegodnik [Russia reformed]. Moscow: Publ. IS RAN, 2008, no. 7, pp. 270–275.
  7. Lebedeva N. M. Teoreticheskie podkhody k issledovaniyu vzaimnykh ustanovok i strategii mezhkul’turnogo vzaimodeistviya migrantov i nase­leniya Rossii [Theoretical approaches to the study of the mutual attitudes and strategies of intercultural interaction of migrants and the population of Russia]. In Lebedeva N. M. (eds.) Strategii mezhkul’turnogo vzaimodeistviya migrantov i naseleniya Rossii [Strategy of intercultural interaction of migrants and Russian population ]. Moscow: Publ. RUDN, 2009, pp. 10–64.
  8. Leongard E. I., Krasnova N. A., Pirozhnik N. T., Prudnikova M. S. Inklyuzivnoe obrazovanie v ra­zlichnykh usloviyakh integratsii [Inclusive education in different conditions of integration ]. Inklyuzivnoe obrazovanie [Inclusive education], 2010, no. 1, pp. 139–148.
  9.  Makarov A. Ya. Osobennosti etnokul’turnoi ad­aptatsii detei migrantov v moskovskikh shkolakh [Features of ethno-cultural adaptation of migrants’ children in Moscow schools]. Sotsiologicheskie issledovaniya [Sociological research], 2010, no. 8, pp. 94–101.
  10. Nazarova N. M. Integrirovannoe (inklyuziv­noe) obrazovanie: genezis i problemy vnedreniya [Elektronnyi resurs] [Integrated (inclusive) edu­cation: the genesis and implementation issues]. Materialy Internet-konferentsii «Sovremennye deti: kakie oni?» (15 dekabrya 2009 goda – 25 yanvarya 2010 goda, Moscow) [Proceed­ings of the Internet conference “Modern children: what are they?”]. URL: http://www.mgpu.ru/article. php?article=129 (Accessed 18.12.2014).
  11. Regame A. Obraz migrantov i migratsionnaya politika v Rossii [Image of migrants and migration policy in Russia].Antropologicheskii forum [Anthropological forum], 2010, no. 13, pp. 389–406. (In Russ.).
  12. Shapinskaya E. N. Obraz Drugogo v tekstakh kul’tury[The image of Another in the texts of culture ]. Moscow: Publ. URSS, 2012. 216 p.
  13. Shchedrina O. V. Vozmozhna li mul’tikul’turnaya model’ integratsii migrantov v Rossii? [Is it possible a multicultural model of integration of migrants in Rus­sia?]. Sotsiologicheskie issledovaniya [Sociological research ], 2004, no. 11, pp. 67–74.
  14. Shemanov A. Yu. Filosofskie i kul’turologicheskie problemy inklyuzii [Philosophical and cultural is­sues of inclusion]. Doklad na seminare «Filosof­skie i kul’turologicheskie osnovy inklyuzivnogo obrazovaniya» iz serii «Inklyuziya v obrazovanii» (Moskva, IPOI MGPPU, 27.02.2012) [Paper pre­sented at the seminar on “Philosophical and cul­tural foundations of inclusive education” from the series “Inclusion in Education”, Moscow, IPOI MSUPE, 27.02.2012. URL: http://edu-open.ru/ Portals/0/doklad_shemanovayu.doc (Accessed 18.12.2014).
  15. Solov’eva A. N. Etnichnost’ i kul’tura: Problemy diskurs-analiza [Ethnicity and Culture: Problems of discourse analysis]. Arkhangel’sk: Publ. “PGU”, 2009. 231 p.
  16. Ytterstad G. What is Really Meant by Unclusion: a Teacher’s Point of View. Psikhologi-cheskaya nauka i obrazovanie [Psychological Science and Education], 2011, no. 3, pp. 41–49. (In Russ., аbstr. in Engl.).
  17. Zvereva M. A., Kornilova M. V. Tipichnye trud­nosti pedagogov, rabotayushchikh v polikul’turnoi srede [Typical problems of teachers who work in a multicultural environment]. In Khukhlaev O. E. (eds.) Etnopsikhologiya: voprosy teorii i praktiki [Ethnopsychology: Theory and Practice]. Moscow: Publ. MGPPU, 2009, no. 2, pp. 48–65.
  18. Andrews P. The importance of acknowledging the cultural dimension in mathematics and learning research. Acta Didactica Napocensia, 2010. Vol. 3, no. 2, pp. 3–15.
  19. Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions on Immigration, Integration and Employment. Brussels: Publ. Commission of the European, 2003. Available at: URL:http:// eur-lex.europa.eu/LexUriServ/LexUriServ. do?uri=CELEX:52003DC0336:EN:NOT (Accessed 18.12.2014).
  20. Denmead T. Being and becoming: Elements of pedagogies described by three East Anglian creative practitioners. Thinking skills and Creativity, 2011. Vol. 6, pp. 57–66.
  21. Duarte G., Rafanello D. The migrant child: A special place in the field. Young Children, 2010. Vol. 56, no. 2, pp. 26–34.
  22. Entzinger H., Biezeveld R. Benchmarking in Im­migrant Integration. Report for the European Commis­sion. Rotterdam: European Research Centre on Migration and Ethnic Relations (ERCOMER), 2003. 53 p.
  23. Hickey-Moody A. “Turning away” from Intellectual Disability: Methods of Practice, Methods of Thought. Critical Studies in Education, 2003. Vol. 44, no. 1, pp. 1–22.
  24. Mghir R., Raskin A. The psychological effect s of the war in Afghanistan on young Afghan refugees from different ethnic backgrounds. International Journal of Social Psychiatry, 1999. Vol. 45, no. 1, pp. 29–40.
  25. Paliocosta P., Blandford S. Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 2010. Vol. 25, no. 4, pp. 179–186.
  26. Rashid N., Tikly L. Inclusion and Diversity in Education. Guidelines for Inclusion and Diversity in Schools. Madrid: Publ. LERKO PRINT, S. A., 2010. 44 p.
  27. Reynolds G. The Impacts and Experiences of Migrant Children in UK Secondary Schools. University of Sussex. Sussex Centre for Migration Research. Working Paper, 2008, no. 47. 34 p.

Information About the Authors

Oleg E. Khukhlaev, PhD in Psychology, Assistant Professor, Jewish Museum and Tolerance Center, Acre, Israel, ORCID: https://orcid.org/0000-0002-4620-9534, e-mail: huhlaevoe@mgppu.ru

Marina Y. Chibisova, PhD in Psychology, Associate Professor, Chair of Social Pedagogy and Psychology, Faculty of Pedagogics and Psychology, Moscow Pedagogical State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8174-6001, e-mail: marina_jurievna@mail.ru

Alexey Y. Shemanov, Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Leading Researcher, Scientific Laboratory of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3925-3534, e-mail: shemanovayu@mgppu.ru

Metrics

Views

Total: 5127
Previous month: 15
Current month: 6

Downloads

Total: 2828
Previous month: 9
Current month: 1