Inclusion
Almanac #34 · Issue #34 · 2018
Institutionalization towards inclusive education of children with special needs
Declaration of unlimited rights without proper state resources and society consent leads to substitution of real inclusion with formal placement of a child to a public school and makes his state just worse, not any better. High-quality inclusion requires provision of each child with special needs with proper conditions. The article offers a brief survey of approaches to organization of education of children with special needs in different countries.
Keywords
Institutionalization towards inclusive education of children with special needs
inclusionintegration
special education
standards
educational route
Inclusive education of children with mental developmental delay: prerequisites and conditions of realization
The article offers a discussion of the problem of choosing optimum educational route for very heterogeneous category of children mental developmental delay. There are evidence, that the choice of inclusive education should be based on defined child's mental development variant and his educational needs. The author describes the total set of conditions, required for a child with mental developmental delay in the beginning of his inclusive education; aims of psychological support are defined.
Keywords
Inclusive education of children with mental developmental delay: prerequisites and conditions of realization
children with mental developmental delaymental development variant
special educational needs
educational route
inclusive education
psychological support
Differential approach to the assessment of educational achievements in learning adapted basic educational program for elementary general education in pupils with mental developmental delay i
The article represents the experience of one particular educational institution in assessing educational achievements in pupils with mental developmental delay: different variants of tests and examinations, arrangement of «individual student's profile», organization of diagnostic monitoring.
Keywords
Differential approach to the assessment of educational achievements in learning adapted basic educational program for elementary general education in pupils with mental developmental delay i
mental developmental delaymonitoring
assessment
diagnostics
differentiation
special educational needs
special education
Inclusive education of children with locomotor apparatus impairment at the elementary school: choice of educational route
The article represents the research results on special educational needs and special conditions design for children with locomotor apparatus impairment at the elementary school (inclusive education). The author gives typology of these children based on their differences in special educational needs. Also the problem of the choice of educational rout is discussed, with special emphasis on implementation of Federal state educational standard for children with special needs and widespread inclusive education.
Keywords
Inclusive education of children with locomotor apparatus impairment at the elementary school: choice of educational route
integrationhandicapped children
elementary school
special education
diagnostics
psychophysical development
educational rout
special educational needs
Psychological and pedagogical diagnostics and choice of educational route for children with autism spectrum disorder
The article offers analysis of difficulties of psychological and pedagogical diagnostics of children with autism: choice of educational route can be based only on clinical inference. The problem is that children with different educational needs have the same clinical diagnosis, so the diagnosis is not enough for the choice of the educational route. Methods of psychological diagnostics that allow to define the child's problems, needs and qualify developmental disorders are described.
Keywords
Psychological and pedagogical diagnostics and choice of educational route for children with autism spectrum disorder
children with autismautism spectrum disorder
educational route
special educational needs
Special learning conditions at the elementary school for children with autism spectrum disorder. Dynamic model of integration
The article describes special learning conditions for children with autism spectrum disorder at the elementary public school. The conditions are the part of dynamic model of integration. Methods and technologies of meeting special educational needs of these children are described.
Keywords
Special learning conditions at the elementary school for children with autism spectrum disorder. Dynamic model of integration
children with autism spectrum disorderdynamic model of integration
special learning conditions at the elementary school
special educational needs
adapted educational program
Modern model of inclusion
, ,
The article describes existing model of inclusive education of children with special needs (mainly with autism spectrum disorder) at public school. These children are capable to deal with general curriculum in case their special needs are met. Conditions for successful inclusion and benefits for the school are described.
Keywords
Modern model of inclusion
inclusive educationpsychological support
behavioral
neuropsychological
individual curriculum
varied learning
emotional-semantic approach
Peculiarity of volitional processes and proper social environment for a person with autism spectrum disorder
The article describes ways of maintaining social environment that alleviates volitional impairment in adults with autism spectrum disorder. Rules of dialogic interaction are an important feature of such environment.
Keywords
Peculiarity of volitional processes and proper social environment for a person with autism spectrum disorder
autism spectrum disordervolitional processes
social environment
dialogic interaction
Inclusion: how to recognize a child with speech disorders through his writing
The article is about inclusive education of children with speech disorders and aims to help public school teachers to gain an understanding of difficulties these children face in reading and writing. Through understanding of the origin of the mistakes children make the teacher can define his own role in teaching the child and to establish efficient collaboration with a speech-therapist. Special emphasis is made on differentiation of specific mistakes caused by speech disorders and common mistakes of children, who are just learning to write. The article will be useful also for parents of children with speech disorders learning at public school.
Keywords
Inclusion: how to recognize a child with speech disorders through his writing
inclusionoral and written speech
general underdevelopment of speech
written speech disorder
dyslexia
dysgraphia
acoustical
articulate
phonetic-phonemic underdevelopment of speech
phonemic analysis and synthesis
phonemic hearing
lexical
optical
grammatical
A blind child and sighted adults: how to communicate
Nowadays a family, upbringing a blind child, can choose an educational institution for him: a school can be public or specialized. According to Federal state educational standard for elementary general education a blind child can get the general education (variant 3.1) if it is possible to meet his special needs. Public school teachers have to organize the environment and choose proper teaching methods, buy at first they should learn special rules of interaction with a blind child: how to communicate, how to support, how to help, without impeding his own activity and independence. The article contains advice for public school teachers who are going to meet a blind child in their class.
Keywords
A blind child and sighted adults: how to communicate
educational institutionspecial educational needs
blind schoolboy
support
communication