Современная зарубежная психология
2018. Том 7. № 1. С. 71–77
doi:10.17759/jmfp.2018070108
ISSN: 2304-4977 (online)
Ключевая категория анализа отношений в инклюзивных классах
Аннотация
Общая информация
Ключевые слова: инклюзивное образование, инклюзия, социальная ситуация развития, особые образовательные потребности, социальное участие, образовательные отношения, общение со сверстниками
Рубрика издания: Психология специального и инклюзивного образования
Тип материала: обзорная статья
DOI: https://doi.org/10.17759/jmfp.2018070108
Тематический сетевой сборник: Инклюзивное образование
Для цитаты: Юдина Т.А., Алехина С.В. Ключевая категория анализа отношений в инклюзивных классах [Электронный ресурс] // Современная зарубежная психология. 2018. Том 7. № 1. С. 71–77. DOI: 10.17759/jmfp.2018070108
Литература
- Алехина С.В. Инклюзивное образование: от политики к практике // Психологическая наука и образование. 2016. Том 21. № 1. С. 136–145. doi: 10.17759/pse.2016210112
- Вертгеймер М. Продуктивное мышление: пер. с англ. / общ. ред. С.Ф. Горбова, В.П. Зинченко; вступ. ст. В.П. Зинченко. М.: Прогресс, 1987. 336 с.
- Выготский Л.С. Проблема возраста // Психология. М.: ЭКСМО-Пресс, 2000. С. 892–910 (Серия «Мир психологии»).
- Выготский Л.С. Собрание сочинений. В 6 т. Т. 5: Основы дефектологии / под ред. Т.А. Власовой. М.: Педагогика, 1983. 368 с.
- Карабанова О.А. Ориентирующий образ в структуре социальной ситуации развития ребенка: от Л.С. Выготского к П.Я. Гальперину // Вестник Московского университета. Серия 14: Психология. 2012. № 4. С. 73–82.
- Карабанова О.А. Понятие «социальная ситуация развития» в современной психологии // Методология и история психологии. 2007. Т. 2. № 4. С. 40–56.
- Юдина Т.А., Алехина С.В. Исследования по проблемам социальной и образовательной инклюзии лиц с интеллектуальными нарушениями // Современная зарубежная психология. 2015. Т. 4. № 2. С. 40–46. doi: 10.17759/jmfp.2015040205
- Юдина Т.А., Алехина С.В. Психолого-педагогические условия включения детей с синдромом Дауна в инклюзивные классы начальной школы // Сибирский педагогический журнал. 2016. № 1. С. 94–101.
- Adams M., Fleer M. Social inclusion and exclusion of a young child: A cultural-historical perspective of an international mid-semester transition into an international school in Malaysia // Australasian Journal of Early Childhood. 2016. Vol. 41. № 3. Р. 86–94.
- Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire / M. Koster [et al.] // Journal of Psychoeducational Assessment. 2011. Vol. 29. № 3. Р. 199–213. doi: 10.1177/0734282910384065
- Avramidis E., Avgeri G., Strogilos V. Social participation and friendship quality of students with special educational needs in regular Greek primary schools // European journal of special needs education. 2018. Vol. 33. № 2. Р. 221–234. doi: 10.1080/08856257.2018.1424779
- Avramidis E. Self-concept, social position and social participation of pupils with SEN in mainstream primary schools // Research Papers in Education. 2013. Vol. 28. № 4. doi: 10.1080/02671522.2012.673006
- Being part of the peer group: a literature study focusing on the social dimension of inclusion in education / M. Koster [et al.] // International Journal of Inclusive Education. 2009. Vol. 13. № 2. P. 117–140. doi:10.1080/13603110701284680
- Bøttcher L. Transition between home and school in children with severe disabilities – Parents' possibilities for influencing their children's learning environment // Learning Culture and Social Interaction. 2014. Vol. 3. № 3. Р. 195–201. doi: 10.1016/j.lcsi.2014.02.011
- Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school / L. Scholes [et al.] // International Journal of Inclusive Education. 2017. Vol. 21. №. 10. P. 991–1010. doi: 10.1080/13603116.2017.1325075
- Children with Down syndrome in mainstream schools: peer interaction in activities / A.-S. Dolva [et al.] // European Journal of Special Needs Education. 2010. Vol. 25. № 3. Р. 283–294. doi: 10.1080/08856257.2010.492941
- Facilitating peer interaction support to children with Down syndrome in mainstream schools / A.-S. Dolva [et al.] // European Journal of Special Needs Education. 2011. Vol. 26. № 2. Р. 201–213. doi: 10.1080/08856257.2011.563607
- Garrote A. The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms // Frontline Learning Research. 2017. Vol. 5. № 1. Р. 1–15. doi:10.14786/flr.v5i1.266
- Garrote A., Dessemontet R.S., Opitz E.M. Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions // Educational Research Review. 2017. Vol. 20. Р. 12–23. doi: 10.1016/j.edurev.2016.11.001
- Gasser L., Malti T., Buholzer A. Children's moral judgments and moral emotions following exclusion of children with disabilities: Relations with inclusive education, age, and contact intensity // Research in Developmental Disabilities. 2013. Vol. 34. № 3. Р. 948–958. doi: 10.1016/j.ridd.2012.11.017
- Harma K., Gombert A., Roussey J-Y. Attitude et distance sociale des élèves non handicapés à l’égard de leurs pairs handicaps // Canadian Journal of Behavioural Science: Revue canadienne des sciences du comportement. 2014. Vol. 46. № 3. Р. 414–426.
- Hessels M., Schwab S. Social participation in Austrian secondary education measured with the Social Participation Questionnaire // Pedagogische studien. 2016. Vol. 93. № 2. P. 83–96.
- Kemp C., Carter M. The Social Skills and Social Status of Mainstreamed Students with Intellectual Disabilities // Educational Psychology. 2002. Vol. 22. № 4. Р. 391–411. doi: 10.1080/0144341022000003097
- Koster M., van den Bosch E., Pijl S. Evaluating the social dimension of inclusive education: the development of a teacher questionnaire to assess the social participation of students with special needs // Pedagogische studien. 2013. Vol. 90. № 4. P. 17–32.
- Krull J., Wilbert J., Hennemann T. The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes // Learning Disabilities: A Contemporary Journal. 2014. Vol. 12. № 2. Р. 169–190.
- Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools / S. Schwab [et al.] // European Journal of Special Needs Education. 2015. Vol. 30. № 1. Р. 1–14. doi: 10.1080/08856257.2014.933550
- Participation of children with intellectual disability compared with typically developing children / М. King [et al.] // Research in Developmental Disabilities. 2013. Vol. 34. № 5. Р. 1854–1862. doi: 10.1016/j.ridd.2013.02.029
- Primary School Children with Special Educational Needs and Their Social Participation / T. Henke [et al.] // Zeitschrift fur padagogische psychologie. 2017. Vol. 31. № 2. P. 111–123.
- Rose K., Barahona D., Muro J. Peer perceptions of students receiving pull-out services in elementary school: A multi-age study // International Journal of Inclusive Education. 2017. Vol. 21. № 4. Р. 376–388. doi: 10.1080/13603116.2016.1197323
- Schwab S. Assessment of social participation – Agreement between self- and other perceptions of social participation of students with and without special educational needs // Zeitschrift fur padagogische psychologie. 2016. Vol. 30. № 4. P. 227–236. doi: 10.1024/1010–0652/a000187
- Schwab S. Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria // Research in Developmental Disabilities. 2015. Vol. 43–44. Р. 72–79. doi: 10.1016/j.ridd.2015.06.005
- Schwab S., Huber C., Gebhardt M. Social acceptance of students with Down syndrome and students without disability // Educational Psychology. 2016. Vol. 36. № 8. Р. 1501–1515. doi: 10.1080/01443410.2015.1059924
- Social acceptance and the choosing of favourite classmates: A comparison between students with special educational needs and typically developing students in a context of full inclusion / L.D. Nepi [et al.] // British Journal of Special Education. 2015. Vol. 42. № 3. P. 319–337. doi: 10.1111/1467–8578.12096.
- Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands / M. Koster [et al.] // International Journal of Disability, Development and Education. 2010. Vol. 57. № 1. Р. 59–75. doi: 10.1080/10349120903537905.
- Szumski G., Karwowski M. School achievement of children with intellectual disability: The role of socioeconomic status, placement, and parents’ engagement // Research in Developmental Disabilities. 2012. Vol. 33. № 5. Р. 1615–1625. doi: 10.1016/j.ridd.2012.03.030
- Thompson I., Tawell A. Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties // Emotional and Behavioural Difficulties. 2017. Vol. 22. № 1. Р. 18–34. doi: 10.1080/13632752.2017.1287342
- Truly included? A literature study focusing on the social dimension of inclusion in education / G. Bossaert [et al.] // International journal of inclusive education. 2013. Vol. 17. № 1. Р. 60–79. doi: 10.1080/13603116.2011.580464
Информация об авторах
Метрики
Просмотров
Всего: 2676
В прошлом месяце: 6
В текущем месяце: 0
Скачиваний
Всего: 615
В прошлом месяце: 1
В текущем месяце: 0