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Socio-psychological relatedness of integrative and inclusive educational programs 1219
Raskhodchikova M.N., PhD in Psychology, Associate Professor, Chair of Theoretical Foundations of Social Psychology, Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
Kondratyev M.Yu., Doctor of Psychology, Corresponding Member, Russian Academy of Education, Moscow, Russia, email@example.com
The article is devoted to the problem of integration of students with special educational needs into the educational environment. With the socio-psychological model of entering the individual in his group reference proposed by A.V. Petrovsky, we showed that the current inclusive educational programs take into account, as a rule, only the first stage of entering the individual in a group – the adaptation stage that gives the person with special needs not so much subjective as objective properties and role requirements. However, full integration of a student into the group (which is not possible without further integration of the individual into society) requires integrative educational programs aimed at full implementation of cycle of entering the person with special needs into particular students group. In contrast to inclusive education programs,integrative ones provide targeted psycho-educational and psycho-social work with a student group that acts as a full-fledged social subject.
Keywords: reference group, integration of individual, inclusive.
Column: Social Psychology of Education