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Revisiting the problem inclusive education mode
https://doi.org/10.15372/PEMW20180317
Abstract
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).
About the Authors
M. R. ArpentievaRussian Federation
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
E. A. Bogomolova
Russian Federation
Elena A. Bogomolova – Candidate of Psychology, Associate Professor at the Chair of Psychological Development and Education.
26 Razina Str., 248 023 Kaluga
M. A. Spizhenkova
Russian Federation
Mariia A. Spizhenkova – Candidate of Philosophy, Associate Professor at the Chair of General and Law Psychology.
26 Razina Str., 248 023 Kaluga
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Supplementary files
For citation: Arpentieva M.R., Bogomolova E.A., Spizhenkova M.A. Revisiting the problem inclusive education mode. Professional education in the modern world. 2018;8(3):2090-2097. https://doi.org/10.15372/PEMW20180317
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