The article analyzes current stage of development of special education in European countries, naturally linked to value orientations and ideals prevalent in the modern European civilization. There are studied and compared national characteristics of special education development in different European countries.
The author analyzes the changes taking place at the current stage of SES (special education system) reform. It describes new tasks and challenges faced by the contemporary special school, as well as its prospective development.
The authors describe various models of social and educational integration. Particular attention is paid to the need to transform special (correctional) educational institutions into institutions of combined type, which allows each child with developmental disabilities to choose the integration model available and useful for him. There is also shown for which children learning in the mainstream kindergartens or schools can be effective. Special attention is paid to study of attitude towards integration of educational process participants.
From the Experience of Educational Integration: Integrated Education of Preschool Children with Hearing Loss (from work experience), Moscow. SEI KINDERGARTEN No. 1365In the article the institution head reveals how the idea of co-education of children with normal and impaired hearing originated in a kindergarten of combined type, and how it was implemented.
Integrated Education of Preschool Children with Hearing Loss in a Mixed Group (From Work Experience). SEI KINDERGARTEN No. 1365, MoscowThe deaf-and-dumb pedagogue and educator talk about the country's first mixed group in which 4 children with impaired hearing and 10 preschoolers with normal hearing are raised together from the age of three. It is noted that education in such a group was fruitful for both deaf children and their peers with normal hearing.
The paper describes the experience of integrated care and education of preschool children with hearing loss in kindergarten of combined type, as well as prospects for its further development. The opinions of preschool institution manager, speech pathologists and music director on issues of educational integration are provided.
The article focuses on the role of special educational institutions in integration of children with hearing loss into groups of hearing peers. It describes the deaf-and-dumb pedagogue’s work on accompanying the child with hearing loss in a mainstream nursery and secondary school.
The article presents an experience of organization of a short stay class for children with hearing loss, who are getting a school education together with their non-disabled peers. The main difficulties in the teaching process and communication which deaf and hearing impaired children meet with are considered.
The paper describes the experience of transformation of a special (correctional) school for hearing-impaired and lately deaf children into the school of combined type with classes for children with normal hearing and hearing-impaired pupils. Unsolved organizational and methodical questions are raised. Positive integration experience in the first year of study is shown.
Integrated education of pupils with disabilities in general education institution. Secondary school No. 73, ChelyabinskThe paper proposes an original model of joint learning of normally developing children and pupils with speech disorders, mental retardation and mental deficiency - a flexible class. Children with developmental disabilities enter regular classes (by groups of 3 pupils) and study together with healthy children. Considering problematic subjects, pupils with mental retardation or mental deficiency from different classes of the same parallel merge into a flexible class and study according to a special correctional program.
This book was created as a guidance manual for mainstream kindergartens and schools where there are special children: with hearing disabilities, impaired movement, impaired vision. It is directly addressed to teachers of these mass institutions, as well as to a wider range of readers - all those who care for children with developmental disabilities. The manual was the first step made by pathologists to help specialists of the mainstream child care institutions. It was prepared in 1994 by leading researchers from the Institute of Special Education of Russian Academy of Education ordered by the Ministry of Education of the Russian Federation in accordance with the program “Children of Russia” (subprogram “Disabled children”).