Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs

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Abstract

In the article the authors set a goal setting for the current consideration of the prerequisites of lifelong education and psychological and pedagogical support for people with special educational needs, the content of the concept of continuing education is determined. Presented are data from studies examining the attendance of educational institutions for children with disabilities, as well as information reflecting the intentions of parents to continue their education for children under 15 years of age, information about people with disabilities studying in vocational educational programs that emphasize the relevance of the continuing education of persons with disabilities, reflect a low the degree of readiness of parents to continue their education with children with disabilities, the need to build a system of continuous support I have children, adolescents and adults with disabilities in all regions of Russia, forming the basis for the continuity of personal educational path, the importance of developing a scientific approach to its study. Specific conditions for building a tracking model are defined. The experience of research and organization of continuous support of individuals with autism spectrum disorders is considered. It is concluded that it is necessary to discuss the topics of psychological and pedagogical support at the stage of obtaining a profession and employment. The value of unique practices in building an individual educational trajectory is noted.

General Information

Keywords: children with disabilities, children with disabilities, continuing education, special educational needs, psychological and pedagogical support, special educational conditions

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2019110301

For citation: Rubtsov V.V., Alekhina S.V., Khaustov A.V. Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs [Elektronnyi resurs]. Psychological-Educational Studies, 2019. Vol. 11, no. 3, pp. 1–14. DOI: 10.17759/psyedu.2019110301. (In Russ., аbstr. in Engl.)

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Information About the Authors

Vitaliy V. Rubtsov, Doctor of Psychology, Professor, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), President of the Federation of Educational Psychologists of Russia, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2050-8587, e-mail: rubtsovvv@mgppu.ru

Svetlana V. Alekhina, PhD in Psychology, Chief, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com

Arthur V. Khaustov, PhD in Education, Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru