СОСТОЯНИЕ И ПЕРСПЕКТИВЫ РАЗВИТИЯ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В МУРМАНСКОЙ ОБЛАСТИ

• Main Authors: Афонькина, Юлия, Кузьмичева, Татьяна
• Format: Text
• Language: unknown
• Published: Автономная некоммерческая организация Научно-издательский Центр "Пространство и Время" 2015
• Subjects: РЕГИОНАЛЬНАЯ МОДЕЛЬ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ; ДЕТИ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИ; ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ; ПСИХОЛОГО-МЕДИКО-ПЕДАГОГИЧЕСКИЙ КОНСИЛИУМ; РЕСУРСНЫЙ ЦЕНТР; СОТРУДНИЧЕСТВО В БАРЕНЦЕВОМ ЕВРО-АРКТИЧЕСКОМ РЕГИОНЕ; Arctic; Murmansk; Rovaniemi; Lapland
• Online Access: http://cyberleninka.ru/article/n/sostoyanie-i-perspektivy-razvitiya-inklyuzivnogo-obrazovaniya-v-murmanskoy-oblasti; http://cyberleninka.ru/article_covers/15712911.png

В статье представлен анализ современного состояния практики инклюзивного образования детей с особыми образовательными потребностями в Баренцевом Евро-Арктическом регионе с учетом российского и международного опыта реализации инклюзии. Описана структура региональной модели психолого-педагогического сопровождения детей с ограниченными возможностями здоровья. In many developed countries of the world by the end of the twentieth century, inclusive education of children with special needs became the leading trend in the development of education. This presupposes additional special conditions, assistance and support that are created for children enrolled in the educational process. From the one hand, common problems of Barents Euro-Arctic region (BEAR) as the area of difficult living environment require of international cooperation in the field of education a whole and in inclusive education in particular. However, from the other hand, each country implements its own model of inclusive education, which indicates the impossibility of creating a of universal integrative education models. In this case, national approach does not interfere transnational cooperation, on the contrary, enriches it substantively and institutionally. The subject of our study is inclusive education in Murmansk region, which is a key segment of BEAR, the site for Russian-Finnish educational project ‘A School for All Development of Inclusive Education’ (since 2012), aimed at creation of the multicultural educational environment for children with special educational needs (SEN). In Murmansk region, in addition to children with disabilities, special category that is in the educational process, is children of migrant families Our paper is a brief overview of the development of inclusive education for children of preschool and school age. For this purpose, we used a normative and institutional analysis and institutional modeling. Thus, we developed and tested a regional model of psychological and pedagogical support for children with special educational needs in terms of inclusive education. Central link of this model is the Murmansk State Humanities University and Resource Center of Inclusive Education, created on its base and having service for psychological and pedagogical support of migrants within its structure. Under the conditions of the region, the main organizing element of educational institutions on the practical development of inclusive education is the work of psychological, medical and pedagogical consilium. Psychological, medical and pedagogical consilium (PMPK) is a permanent staff of an educational institution that implements a specific strategy of training and education of a child with SEN. PMPK solves the following tasks: (i) organization of comprehensive diagnostic evaluation of students to identify their special educational needs; (ii) drawing up of the characteristics of the pupil with SEN; (iii) development of individual educational routes for pupil with SEN; (iv) assistance to families in matters of education and adaptation of pupils with SEN; (v) adoption of decision on the necessity of attract additional resources to best meet the special educational needs of pupils and creating conditions for this; (vi) monitoring of results of support of pupils with SEN in an educational organization. Since 2010, in aims of human resources development for needs of inclusive education in Murmansk region, MSHU trains bachelors in "Psycho-pedagogical education" (specialization "Psychology and Pedagogy of Inclusive Education"). Thus, analyzing the institutional features of the development of inclusive education in the Murmansk region, we conclude that there are conditions which ensure equal access to quality education for all children, regardless of their individual characteristics, mental and physical abilities. Finnish researchers report (Kesälahti E., Väyrynen S. Learning from Our Neighbours: Inclusive Education in the Making. Report Produced as a Part of A School for All Development of Inclusive Education Project, Funded by the EU (Kolarctic ENPI CBC). Rovaniemi: University of Lapland Printing Centre, 2013) also confirms this conclusion.