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The problem of internal and external personal inclusion (on the example of Sergiev Posad children’s home for deaf-blind) 938
Suvorov A.V., Leading Researcher, Laboratory of Psychological and Pedagogical Problems of Continuous Education of children and youth with disabilities and Special Needs, Institute of Integrated (Inclusive) Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
The paper analyzes the forms of personal (extracurricular) inclusion as a process of overcoming the isolation of residents of a children’s home from each other as well as from the outside world, located behind the orphanage fence. Attention is drawn to the fact that the diversity of the contingent of such an institution, brings into focus of the experts’ attention the problem of overcoming the barriers between pupils, which the author defines as a problem of the internal (inside orphanage) personal inclusion. Integration into the outside world is considered as an external personal inclusion, carried out by the interaction of students with those who come from outside the orphanage – healthy school children, students, clergy and parishioners of the orphanage Church. We emphasize that the external inclusion through the library and computer lab is of particular importance. We highlight the issue of ill-being in the life prospects of graduates of this institution.
Keywords: inclusion (personal, internal, external), isolation (loneliness), prospects of adulthood.