Қазақстан республикасы бiлiм және ғылым министрлiгi
жүктеу/скачать 5.79 Mb. Pdf көрінісі
|
| № 3 (106) 2015
25 Inclusive education is a fundamentally new system, where students and teachers are working on a common goal - affordable and quality education for all children without exception. Analysis of research on inclusive education allows to note the following principles of inclusion: - the recognition of equal value to society of all pupils and teachers; - increase the level of participation of students in the cultural life of the local schools and a simultaneous decrease in the level of isolation of the students from the whole school life; - restructuring of the methods of working in the school so that it can fully meet the diverse needs of all students who lives near the school; - removing barriers to learning and participation in school life for all students, not just for those who have a disability, or refers to those who has special educational needs; - analysis and study attempts to overcome the barriers and improve access to schools for individual students, reforms and changes designed to benefit all students at the school as a whole; - differences between students - are resources that contribute to the pedagogical process, not an obstacle what must be overcome; -recognition of the students right to receive an education in the schools is located in the community; - improvement of the situation in schools as a whole, both for students and for teachers; - recognition of the schools role does not use only in improving the academic performance of students, but also in the development of social values; - supporting of the relations development and cooperation between schools and local communities; acknowledgment of the inclusion in education, as one aspect of inclusion in society. The essence of these principles is access to school education for all children living near the school. Should be provided with physical access of students with disabilities in school - transport, ramps, lifts. Necessary to make such structure in the curriculum to make it more mobile, and a variety of teach- ing methods to meet the needs of all students. Emphasis has extracurricular activities, forming of student personality regardless of his health and development opportunities. It should also be noted that the staff of educational institutions should be sufficiently staffed with highly qualified personnel, which would better meet the needs in education and social integration of children and adolescents with developmental disabil- ities, the optimal implementation of socio-psychological and medical support. Implementation of the basic principles of inclusive education for children with HIA in educational in- stitutions based on the following substantive and organizational approaches, methods, forms: • individual curriculum and individual student’s educational program - a child with HIA - to develop academic knowledge and life competencies; • social rehabilitation of the child with the HIA in an educational institution and outside it; • psycho-pedagogical support of the child with the HIA in learning and socialization; • psycho-pedagogical council of the educational institution; • Individual psychological and pedagogical map of a child with HIA; • student portfolio - a child with HIA; • competence of teachers in general education with elements of special education in the field of social adaptation and rehabilitation; • training of teachers of educational institution in the field of inclusive education; • operational program for the development of the educational program subjects in terms of children inclusive education with HIA in accordance with the educational standards; • tutor support a child with HIA in the learning process; • Adaptive Learning Environment - the availability of classes and other premises institutions (removing barriers, providing a friendly environment agencies); • Adaptive Learning Environment - equipping of the educational process of assisting tools and technol- ogy (technical means to ensure a comfortable and efficient access); • Adaptive Learning Environment - Correction and developing subject environment of learning and socialization; • consolidation of student staff, skills, collaboration, cooperation and mutual assistance; • orientation of educational institutions of the formation and development of tolerant perception and relations involved in the educational process. Analysis of published data, a survey of heads of educational institutions has identified the most import- ant requirements for adaptive educational environment of inclusive educational institution. These include: |