SUCCESSES AND PROBLEMS OF INCLUSION AS A CULTURE  OF HUMAN RELATIONS

M. R. Arpentieva; E. A. Bogomolova; M. A. Spizhenkova

doi:10.15372/PEMW20180219

SUCCESSES AND PROBLEMS OF INCLUSION AS A CULTURE OF HUMAN RELATIONS

M. R. Arpentieva, E. A. Bogomolova, M. A. Spizhenkova

https://doi.org/10.15372/PEMW20180219

Full Text:

Abstract

There is a significant number of psychologically important and difficult moments in the training of people with HIA, which must be taken into account while working with them. Inclusion of students who are age-appropriate in the general education class, along with disabled persons and without it, is beneficial for all parties. There are many ways of teaching, as different students learn differently. Students with disabilities get more pleasure from an inclusive atmosphere because they can get help from their peers with different abilities and compete on the same level due to equal opportunities. The society is not ready to accept disabled people “on an equal footing”. Many people with disabilities who are accustomed to the consumer and limiting the style of relationships are often not ready to join the community in conditions other than caring for their rights. The discussion about the responsibilities and the role of disabled people in the community has not even begun: the only implied claims to them are probably the demands of gratifying satisfaction and «non-interference» in the life of non-disabled people. However, the doctrine of inclusion was created in order to expand these ideas, including, to form ideas about the culture of inclusion as a culture of mutual aid as mutual duties and rights, mutual service.

Keywords

inclusion, teachers, students, the concept of disability, the category of disabled people, psychological inclusion,

About the Authors

M. R. Arpentieva

Tsiolkovskiy Kaluga State University.
Russian Federation

Mariam R. Arpentieva – Doctor of Psychological Sc, Associate professor, Leading Research Fellow at the Chair of Theory and Mathodology of Physical Training.

16 Chekhova Str., Yugra, 628012, Khanty-Mansyisk Autonomous District.

E. A. Bogomolova

Tsiolkovskiy Kaluga State University, Yugra State University.
Russian Federation

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

26 Razina Str., 248023, Kaluga.

M. A. Spizhenkova

Tsiolkovskiy Kaluga State University, Yugra State University.
Russian Federation

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

26 Razina Str., 248023, Kaluga.

References

1. Harry B. [Cultural Diversity, Families and the Special Education System]. New York, NY: Teachers College Press Publ., 1992, 296 p.

2. Ladson-Billings B. [Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching]. Theory Into Practice, 1992, vol. 31(4), pp. 312–320.

3. McCurdy E.E., Cole C. L. [Use of a peer support intervention for promoting academic engagement of students with autism in general education settings]. Journal of autism and developmental disorders, 2014, vol. 44(4), pp. 883–893. DOI:10.1007/s10803–013–1941–5. PMID24146130

4. Banerji M., Dailey R. [A Study of the effects of an inclusion model on students with specific learning disabilities]. Journal of Learning Disabilities, 1995, vol. 28(8), pp. 511–522.

5. Cross T.B., Bazron B., Dennis K. W. [Towards Culturally Competent System of Care]. Washington, DC: Georgetown University Child Development Center Publ., 1989, 320 p.

6. Giangreco M.F., Cloninger C. J., Iverson V. S. [Choosing outcomes and accommodations for Children (COACH): A guide to educational planning for students with disabilities]. Baltimore: Paul H Brookes Publishing Co Publ., 1998. 400 p.

7. Gillies R.M. [The effects of cooperative learning on junior high school students during small group learning]. Learning and Instruction there are inclusion units and other rooms in some schools which focus on these aspects, 2004, vol. 14(2), pp. 197–213.

8. Stainback, W., Stainback S. [Controversial Issues Confronting Special Education]. New York: Allyn & Bacon Publ., 1995, 384 p.

9. [UNESCO Policy Guidelines on Inclusion in Education]. UNESCO: Paris. 2009. Available at: http://unesdoc.unesco.org/images/0017/001778/177849e.pdf (accesed October 20, 2017).

10. Wilkinson R., Pickett K. [The Spirit Level- Why Equity is Better for Everyone]. England, London: Penguin Books Publ., 2010, 240 p.

11. Arpentieva M.R., Bogomolova E. A. [Psychological and social support of disabled people]. Professional library of the social service worker. Moscow: Sotsialnoe obsluzhivanie Publ., 2016, no. 12, 256 p. (In Russian)

12. Ibrashim L., Panaitova S. [First steps to inclusion]. Komrat: USAID, MCSSP, 2011, 116 p. (In Russian)

13. Nazarenko M.A., Dziuba S. F., Dukhnina L. S., Nikonov E. G. [Inclusive education and education process in universities]. International journal of applied and fundamental research, 2013, no. 7, pp. 184–186. (In Russian)

14. Shemanov A. Iu., Popova N. T. [Inclusion in cultorological view]. Psychology and education, 2011, no. 1, pp. 74–82. (In Russian).

15. Piters T. [Autism: from theory to pedagogical impact]. St. Petersburg: Institute of Special Pedagogics and Psychology Publ., 1999, 192 p. (In Russian).

16. Spizhenkova M.A. [Peculiarities of kindergarten teachers attitude to inclusion]. Proceedings of Internat. sci.conf. “Social and psychological support of inclusive education. Orekhovo-Zuevo, 2015, 320 p. (In Russian).

17. Finsen A. [Psychosis and Stigma]. Moscow: Aleteya Publ., 2001, 216 p. (In Russian).

18. Forest M., Pearpoint J. MAPS: Action planning. J. Pearpoint, M. Forest, J. Snow. The Inclusion Papers: Strategies to Make Inclusion Work. Toronto, Canada: The Inclusion Press Publ., 1992, pp. 52–56.

19. O’Brien J., O’Brien L. C. [Inclusion as a force for school renewal]. Inclusion: A Guide for Educators. Ed. by S. Stainback, W. Stainback. Baltimore, MD: Paul H. Brookes Publishing Co Publ.. 1996, 400 p.

20. Bowe Fr. [Making Inclusion Work]. N.Y.: Pearson, 2004; Merrill Education. Prentice Hall. 2005, 658 p.

21. Feldman R. S. [Understanding Psychology]. N.Y.: McGraw-Hill Education Publ., 2014, 784 р.

22. Hastings R.P., Oakford S. [Retrieved Student teachers’ attitudes toward the inclusion of children with special needs]. Educational Psychology, 2003, no. 23, pp. 87–95.

23. Kavale K. A. [Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea]. International Journal of Disability, Development, and Education, 2002, no. 49, pp. 201–214.

24. Praisner C. L. [Attitudes of elementary school principals toward the inclusion of students with disabilities]. Exceptional Children, 2003, no. 69, рp. 135–145.

25. Jorgensen C., Schuh M., Nisbet J. [The inclusion facilitator’s guide]. Baltimore: Paul H. Brookes Publishing Co Publ., 2005, 272 p.

26. Holland R. [Vouchers Help the Learning Disabled: Lesson from 22 countries: Special-education students thrive in private schools]. School Reform News. The Heartland Institute, 2002, January 6; The Washington Times Washington, DC, 2002, June 5.

27. Strully J., Strully C. [Friendships as an educational goal: What we have learned and where we are headed]. Inclusion: A guide for educators. Ed. W. Stainback & S. Stainback. Baltimore: Paul H. Brookes Publishing Co Publ., 1996, 400 p.

28. Boer de S. R. [Successful inclusion for students with autism: creating a complete, effective ASD inclusion program]. San Francisco: Jossey-Bass Publ., 2009, pp. 38–42.

Supplementary files

For citation: Arpentieva M.R., Bogomolova E.A., Spizhenkova M.A. SUCCESSES AND PROBLEMS OF INCLUSION AS A CULTURE OF HUMAN RELATIONS. Professional education in the modern world. 2018;8(2):1902-1911. https://doi.org/10.15372/PEMW20180219

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution 4.0 License.

ISSN 2224-1841 (Print)

Username
Password