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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Review of Current Foreign Research in Inclusive Education 2070

Liventseva N.A.
Educational Psychologist, City Resource Center for Development of Integrated (Inclusive) Education, Institute of Integrated (Inclusive) Education Problems, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: natalia.liventseva@gmail.com

Abstract
Today implementation of inclusive education is a priority direction of development in social and educational policy of the majority of developed and developing countries. This trend is mainly reflected in the materials of scientific periodicals in the field of special and pedagogical psychology in the USA and countries of Europe. According to the opinion of the majority of foreign experts, the success of inclusion depends largely on the proper use of the whole complex of pedagogical and psychological resources. So, the following challenges are marked among them: the professional competence of inclusive educators; reorganization of the training and professional support system of the pedagogical staff; attitude to disability among teachers and healthy children and its impact on the efficacy of inclusive education; change in the structure of curriculum and classroom space to meet the needs of all categories of children. This article provides a review of scientific research on inclusive education in american and european periodicals in the period from 2006 to 2011. The issues reflect the main trends of the development of inclusive education in these areas.

Keywords: inclusive education; special needs; teachers; professional competence; attitude; peers; interaction.

Column: Reviews of Literature

For Reference

References
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