profedПрофессиональное образование в современном миреProfessional education in the modern world2224-1841FSEP “Publisher SB RAS”10.15372/PEMW20180317profed-485Research ArticleПСИХОЛОГИЯPSYCHOLOGYК проблеме моделей инклюзивного образованияRevisiting the problem inclusive education modeАрпентьеваМ. Р.ArpentievaM. R.

Арпентьева Мариам Равильевна – член-корреспондент РАЕ, доктор психологических наук, доцент, профессор, старший научный сотрудник кафедры психологии развития и образования, Калужский ГУ им. К.Э. Циолковского; ведущий научный сотрудник кафедры теории и методики физической культуры, Югорский ГУ.

248023, Калуга, ул. Степана Разина, д. 22/48

Mariam R. Arpentieva – Correspondent Member of the Russian Academy of Natural Sciences, Dr. Psychological Sc., Associate Professor, Professor, Senior Research Fellow at the Chair of Psychological Development and Education, Tsiolkovskiy Kaluga SU; Leading Research Fellow at the Chair of Theory and Methodology of Physical Education, Yugra SU.

26 Razina Str., 248 023 Kaluga, tel. +79 533 134 816

mari-am_rav@mail.ruБогомоловаЕ. А.BogomolovaE. A.

Богомолова Елена Анатольевна – кандидат психологических наук, доцент, доцент кафедры психологии развития и образования.

248023, Калуга, ул. Степана Разина, д. 26

Elena A. Bogomolova – Candidate of Psychology, Associate Professor at the Chair of Psychological Development and Education.

26 Razina Str., 248 023 Kaluga

alex_bogomolov@mail.ruСпиженковаМ. А.SpizhenkovaM. A.

Спиженкова Мария Антониновна – кандидат философских наук, доцент кафедры психологии общей и юридической психологии.

248 023, Калуга, ул. Степана Разина, д. 26

Mariia A. Spizhenkova – Candidate of Philosophy, Associate Professor at the Chair of General and Law Psychology.

26 Razina Str., 248 023 Kaluga

stebbins@yandex.ruКалужский государственный университет им. К.Э. Циолковского, Югорский государственный университетРоссияTsiolkovskiy Kaluga State UniversityRussian FederationКалужский государственный университет им. К.Э. ЦиолковскогоРоссияTsiolkovskiy Kaluga State UniversityRussian Federation2018261020188320902097Copyright © Арпентьева М.Р., Богомолова Е.А., Спиженкова М.А., 20182018Арпентьева М.Р., Богомолова Е.А., Спиженкова М.А.Arpentieva M.R., Bogomolova E.A., Spizhenkova M.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://profed.edubiotech.ru/jour/article/view/485

Цели статьи – осмысление возможностей и функций инклюзивного образования, сравнительный анализ инклюзивной и эксклюзивной (специальной) моделей образования, выделение различных эффектов и практик инклюзивного образования. Данная проблема, несмотря на ее значительную изученность, продолжает оставаться теоретически и практически значимой и актуальной: создается все больше вариантов (практик) инклюзивного и эксклюзивного образования, изучаются их эффекты, сопоставляются положительные (функциональные) и отрицаемые (дисфункциональные) стороны инклюзивного и специального образования. Исследователями отмечается, что выгоды инклюзивного образования значимо выше, чем возможные потери. Специальное образование, как и дополнительное, альтернативное образование, может и должно играть роль дополняющего режима (стороны) инклюзивного или общего образования. При этом важно достичь того, чтобы образование было вариативным, ориентирующимся на особенности развития детей (с ОВЗ и без ОВЗ), а не только на внешние нормы и нормативы   (критерии).

The purpose of the article is to realize the possibilities and functions of inclusive education, to compare the inclusive and exclusive (special) models of education, to highlight the various effects and practices of inclusive education. This problem is rather explored but at the same time it is theoretically and practically significant and relevant as more and more variants (practices) of inclusive and exclusive education are being created, their effects are being studied, positive (functional) and negative (dysfunctional) aspects of inclusive and special education are compared. The author sees more advantages of inclusive education than possible disadavnatges. Special education as well as the formation of «additional», «alternative» can and should play the role of a complementary regime (party) of inclusive or general education. At the same time, it is important to achieve that education is variable, focusing on the developmental features of children (with HIA and without HIA), and not only external norms and standards  (criteria).

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The authors declare that there are no conflicts of interest present.