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Файл:Обучение иностранным языкам в условиях инклюзии. Teaching foreign languages in the inclusive classroom. Учебное пособие
.pdf
Министерство науки и высшего образования Российской Федерации
НОВОСИБИРСКИЙ ГОСУДАРСТВЕННЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ
Н. Н. ПОМУРАН
ОБУЧЕНИЕ ИНОСТРАННЫМ ЯЗЫКАМ
В УСЛОВИЯХ ИНКЛЮЗИИ
TEACHING FOREIGN LANGUAGES
IN THE INCLUSIVE CLASSROOM
Утверждено
Редакционно-издательским советом университета
в качестве учебного пособия
НОВОСИБИРСК
2023
1
ББК 81.432.1-923+74.5я73
П558
Рецензенты:
д-р филос. наук, канд. пед. наук, доцент, заведующий кафедрой
иноязычного образования НИПКиПРО Н. Е. Буланкина
канд. пед. наук, доцент кафедры ИЯ ГФ НГТУ И. В. Барабашёва
Помуран Н. Н.
П558 Обучение иностранным языкам в условиях инклюзии. Teaching
foreign languages in the inclusive classroom: учебное пособие /
Н. Н. Помуран. – Новосибирск: Изд-во
ISBN 978-5-7782-5073-4
Учебное пособие предназначено для магистрантов направления
44.04.01 Педагогическое образование, профиль «Обучение иностран-
ным языкам в цифровой среде». Учебное пособие написано на английском языке и включает семь разделов, в которых рассмотрены теоретические аспекты инклюзивного образования и отражены практики,
используемые в обучении иностранным языкам в условиях инклюзии.
Теоретический материал в каждом
для закрепления прочитанного материала.
Учебное пособие может быть использовано в качестве дополнительной учебной литературы для преподавателей иностранного языка
при обучении по программам дополнительного профессионального образования, а также может быть рекомендовано специалистам в области
методики преподавания иностранных языков.
ISBN 978-5-7782-5073-4 © Помуран Н. Н., 2023
© Новосибирский государственный
технический университет, 2023
НГТУ, 2023. – 95 с.
разделе сопровождается вопросами
ББК 81.432.1-923+74.5я73
2
ПРЕДИСЛОВИЕ
Учебное пособие предназначено для магистрантов, обучающихся
по направлению подготовки 44.04.01 Педагогическое образование,
профиль «Обучение иностранным языкам в цифровой среде», а также
для всех интересующихся проблемами инклюзивного образования.
Основной целью учебного пособия является формирование системы знаний о базовых концепциях инклюзии вообще и о практиках
обучения иностранному языку в условиях инклюзии, в частности
Подробно раскрываются инклюзивные практики, широко используемые в обучении иностранным языкам студентов с особыми образовательными потребностями, а также анализируются исследования, посвященные использованию современных педагогических технологий
обучения учащихся c разными формами ОВЗ.
В учебном пособии рассматриваются семь тем, предусмотренных
рабочей программой дисциплины “Inclusive education” / «Инклюзивное
образование»:
«Особые образовательные потребности и инклюзивное образова
ние» / “Special educational needs and inclusive education” знакомит обучающихся с основными понятиями и категориями инклюзивного образования, целями и задачами дисциплины.
«Инклюзивное и специальное образование в России: история развития и современное состояние» / “Inclusive and special education
in Russia: Past and Present” описывает нормативно-правовые основы
развития инклюзивного образования, дает краткий экскурс в историю
развития инклюзивного образования и знакомит с современными тенденциями
дактическими подходами к преподаванию иностранных языков в инклюзивных классах.
«Обучающиеся с особыми образовательными потребностями: типология и характеристика. Выявление учащихся с особыми образовательными потребностями» / “Learners with special educational needs:
развития инклюзивного образования в РФ, основными ди-
.
-
3
types and characteristics. Defining students with SEN” описывает ключе-
вые проблемы в определении «нормы» развития и выявления учащихся
с особыми образовательными потребностями, знакомит с понятиями
«особые образовательные потребности» и «инвалидность», с классификациями учащихся с особыми образовательными потребностями
и ОВЗ.
«Инклюзия для обучающихся с нарушением слуха и зрения» /
“Inclusion for learners with sensory impairments” характеризует требова-
ния к образовательной среде для обучающихся
с нарушениями зрения
и слуха, описывает основные проблемы и современные методы и технологии обучения иностранному языку обучающихся с нарушениями
зрения и слуха.
«Инклюзивное образование обучающихся с двигательными нарушениями и нарушениями речи» / “Inclusive education for students with
physical, speech and language disabilities” знакомит с требованиями
к образовательной среде для обучающихся с нарушениями функций
опорно-двигательного аппарата, анализирует современные
методы
и подходы к обучению учащихся с нарушением развития речи.
«Инклюзивное образование обучающихся с нарушениями интеллектуального развития»/ “Inclusive education for students with intellectual
disability or mental retardation” анализирует особенности развития обучающихся с нарушением интеллектуального развития, характеризует
требования к образовательной среде, описывает современные подходы
к обучению иностранным языкам.
«Инклюзивное образование обучающихся с расстройствами поведения и эмоционально-волевой
сферы (синдром дефицита внимания и
гиперактивности, расстройство аутистического спектра)» / “Inclusive
education for students with Behaviour Disorders and Emotional
Deregulation (Attention Deficit Hyperactivity Disorder and Autism
Spectrum Disorder)” знакомит с методами диагностики синдрома дефи-
цита внимания и гиперактивности, описывает основные характеристики обучающихся с расстройством аутистического спектра, акцентирует
внимание на требования к образовательной среде для обучающихся
с СДВГ и РАС , а также методами и технологиями обучения.
Каждый
раздел содержит теоретический материал по теме и вопросы для его закрепления. В конце учебного пособия представлен список
используемых источников и интернет-ресурсов, которые могут быть
полезны в качестве дополнительного материала для самостоятельной
работы.
4
1. SPECIAL EDUCATIONAL NEEDS
AND INCLUSIVE EDUCATION
1.1. The Complex Notion of Educational Inclusion,
Disability and Special Educational Needs
The word “disability” has become widely accepted and has replaced
terms such as “crippled” and “handicapped”, which are now considered offensive. A disabled person is a person who in his/her society is regarded as
disabled, because of a difference in appearances and/or behaviour. In most
instances, a disabled person has functional limitations and/or activity restrictions. A “functional limitation” disability may be defined as “specific
reductions in bodily functions that are described at the level of the person”.
While “activity restriction” disability may be defined as “specific reductions
in daily activities that are described at the level of the person”. Thus, disability indicates some form of limitation that deviates from normal standards
[Ghoshal, 2018].
The number of individuals with disabilities is on the rise worldwide.
The trend persists globally, with a growth rate of approximately 10 % annually. Hence, the issue of disability, including within the education system,
is being prioritised in most countries’ social policies.
One effective way to tackle the isolation and exclusion of individuals
with disabilities is to put in place an inclusive education system. This approach to education caters to all individuals, removes barriers linked to differences, and cultivates an environment that encourages the exploration
of innate potential.
In June 1994 representatives of 92 governments and 25 international organisations formed the World Conference on Special Needs Education,
held in Salamanca, Spain. They agreed a dynamic new Statement on the
education of all disabled children, which called for inclusion to be the norm
[Magnússon, 2019].
5
The word “inclusion” comes from the verb “include” (of French origin)
and means “to contain, include, involve, have as part of”. Today it is becoming a term that reflects a new way of looking not only at education but also
at the place of the individual in society.
The terms “inclusion” is used to refer to and describe the educational
process in which regular children and children with special educational
needs learn together. The term “special educational needs (SEN)” refers
to people who have learning difficulties or disabilities that make it harder
for them to learn than most children their age.
The idea of inclusion has emerged as part of a major shift in the way we
view human rights, dignity and identity. The change in attitudes towards
people with disabilities was only one manifestation of this shift. An ideology of inclusion has emerged from an understanding of the value of human
diversity and the differences between people.
When it was first used, the notion of inclusive education was related
to a response to what was widely seen as a core problem associated
with special education: the separation and segregation of learners with disabilities. Nowadays inclusive education reflected the idea that all children
should be educated together. However, the use of the term has broadened
over the past 30 years to address, as described in the Incheon Declaration,
the United Nations Educational, Scientific and Cultural Organization
(UNESCO) 2015 international policy agenda for 2030: all forms of exclusion and marginalization, disparities and inequalities in access, participation
and learning outcomes [Florian et al, 2010].
The concept of inclusion has been defined by Professor Peter Mittler
of the University of Manchester as follows: “Inclusive education is a step
towards the ultimate goal of creating an inclusive society that enables
all children and adults, regardless of gender, age, ethnicity, ability, developmental disability or HIV infection, to participate in and contribute
to society. In such a society, differences are respected and valued” [Sinason,
1996, p. 123].
Thus, the term “inclusive education” reflects a new perspective not only
on the education system but also on the place of the individual in society.
Inclusion means solving the problem of education of children with disabilities by adapting the educational spaces and the educational environment
to the needs of each child, including the reform of the educational process
(redesigning classrooms so that they meet the needs and requirements
of all children without exception, the necessary teaching aids according
6
to the type of disability, psychological and methodological training of teachers, etc.). Inclusion refers to integrating children with special educational
needs into mainstream institutions, with emphasis on eliminating all obstacles to the complete engagement of each child in the educational process
[Будникова, 2017].
Inclusive education embraces a number of important values:
– society should recognise the equality of all pupils and teachers;
– all pupils should participate in all aspects of school life, while the exclusion of certain groups of pupils should be reduced;
– pedagogical methods should be changed so that the school can fully
meet the diverse needs of all pupils living in the neighbourhood of the
school;
– identifying, examining and overcoming barriers to learning and enabling all pupils in the school, to participate fully in school life;
– introducing reforms and changes that benefit all pupils in the school
as a whole, not just one group;
– differences between pupils should be seen as resources that contribute
to the educational process rather than obstacles to be overcome;
– recognising the role of schools not only in raising the academic
achievement of pupils, but also in developing the social values of local
communities;
– recognising that inclusion in education is an aspect of inclusion in society.
The principles of inclusion define a new paradigm of relationships
in the field of education:
1. The value of the individual does not depend on his or her abilities
and achievements.
2. Everyone has the right to communicate and to be heard.
3. All people need each other.
4. Genuine education can only take place in the context of the community.
5. Genuine education can only take place in the context of real rela-
tionships.
6. All people need the support and friendship of their peers.
7. For all learners, progress is more about what they can do than what
they cannot do.
8. Diversity enriches all aspects of a person’s life [Алехина, 2013].
7
The broader view of inclusive education also requires consideration
of how teachers can be prepared and supported throughout their careers
to meet this challenge.
In 2008, the International Conference on Education held by UNESCO,
entitled “Inclusive Education: The Way of the Future”, presented six recommendations that focus on teacher education and development. These six
recommendations provide a clear outline of the task at hand:
1. Reinforce the role of teachers by working to improve their status
and their working conditions, and develop mechanisms for recruiting suitable candidates, and retain qualified teachers who are sensitive to different
learning requirements.
2. Train teachers by equipping them with the appropriate skills and materials to teach diverse student populations and meet the diverse learning
needs of different categories of learners through methods such as professional development at the school level, preservice training about inclusion,
and instruction attentive to the development and strengths of the individual
learner.
3. Support the strategic role of tertiary education in the pre-service
and professional training of teachers on inclusive education practices
through, inter alia, the provision of adequate resources.
4. Encourage innovative research in teaching and learning processes related to inclusive education.
5. Equip school administrators with the skills to respond effectively
to the diverse needs of all learners, and promote inclusive education in their
schools.
6. Take into consideration the protection of learners, teachers,
and schools in times of conflict [Florian, 2010].
1.2. The Concepts of Integration and Mainstreaming
and the Principle of Normalization
There are several important milestones in the evolution of the idea
of inclusive education.
Until about 1965, legislation governing services for exceptional learners
as well as all people with disabilities has reflected primarily the “medical
model”. In many countries the victims of war, particularly ex-combatants,
needed to be rehabilitated. Rehabilitation was first defined by F.I.R. von
Bus in 1903. The literal translation of the term rehabilitis means “restoration
8
of rights, abilities, good name” (lat. re – restoration), (“habilite” – Latin habilis – “able”) meaning: the key word in the term – “restoration” – has a
long-standing medical qualitative characteristic of it – “lost”.
According to World Health Organization (WHO) “rehabilitation” is defined as “a set of interventions designed to optimize functioning and reduce
disability in individuals with health conditions in interaction with their environment”
1
.
Rehabilitation helps a child, adult or older person to be as independent
as possible in everyday activities and enables participation in education,
work, recreation and meaningful life roles such as taking care of family.
It does so by working with the person and their family to address underlying
health conditions and their symptoms, modifying their environment to better
suit their needs, using assistive products, educating to strengthen selfmanagement, and adapting tasks so that they can be performed more safely
and independently. Together, these strategies can help an individual overcome difficulties with thinking, seeing, hearing, communicating, eating
or moving around.
Rehabilitation of people with disabilities is summarised as “meaning to
integrate or re-integrate physically, sensorially, mentally and/or psychologically impaired people into as full and as normal life roles as is possible.
It implies an understanding of the life role expectations of the particular
individuals had they been fully able-bodied” [Jackson, 1988].
In education, children with disabilities were placed in special and boarding schools. In response to the isolation of children with serious health problems, there have been calls in democratic countries to reform the whole system to make it more humane. The search for integrated learning has begun
in the European countries (the Scandinavian countries, the Nordic countries). Whereas in Scandinavia integration was mostly a matter of legislation
and practice, in the United States it was preceded by educational research
and experimentation.
The term “integration” comes from the Latin word “integrare”, which
means to make up for, to supplement. The term was originally used
in the education context in the United States and was originally applied
to problems of racial and ethnic minorities. In Europe, the term was used
in the context of disability issues.
At the beginning of the 21st century, integration in a broader sociophilosophical sense was understood as the process when people without dis-
1
World Health Organization : official site. – URL: https://www.who.int/news-
room/fact-sheets/detail/rehabilitation (access date: 03.06.2023). – Text : electronic.
9
abilities live together with people with disabilities. Integration enables
a person with a disability to participate in all social processes, at all levels
of education, recreation, work and different social roles. This right is guaranteed by the law in most countries of the world. Foreign pedagogy sees
integration as an opportunity, as the right of children with disabilities to live
and learn together with mainstream children, with economic, organisational,
didactic and methodological support and accompaniment of this process.
However, “integration” refers to placement of students in special education
classes located on integrated school sites [Малофеев и др., 2008].
In the USA, in 1962, M.C. Reynolds published a programme of special
education, according to which children with disabilities were given the
opportunity to participate in mainstream education on the principle
of “no more special education than necessary” [Reynolds, 1994].
Mainstreaming is a concept used in the international literature to refer
to a strategy whereby pupils with disabilities are involved in a variety
of leisure activities with their peers, thus enabling them to increase their
social contacts. The main shortcomings of the above forms of integration
are that they do not always serve the same educational goals.
Researchers argue that the main drawbacks of integration and mainstreaming are the inadequate educational environments for individuals with
disabilities. Such individuals are compelled to fit into an unchanged schooling system that is often unsuitable for their unique needs. Consequently,
they must be prepared both cognitively and emotionally to cope with mainstream education. To enhance the learning process, an integrated system
of defectology, psychology and pedagogy must be implemented [Будникова
и др. 2017].
In the 1970s, the term “normalizing” was introduced in the Nordic countries as a substitute for the “medical model”. This concept shaped policy
for children with special needs for the next 15–20 years.
The principle of normalization states that exceptional learners are entitled to programs that allow them to experience respect and dignity. This includes regular school participation, regular class participation, skill enhancement, image enhancement, autonomy, and empowerment [Borich,
1997].
The concept of normalization is based on the following points:
– the child with developmental disabilities is an individual in a process
of development, who can cope with a wide range of activities;
– society must acknowledge this fact and provide appropriate living
conditions to support them.
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