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Файл:Обучение иностранным языкам в условиях инклюзии. Teaching foreign languages in the inclusive classroom. Учебное пособие
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The following five steps have been taken to adapt schools and classrooms to the needs of normalization:
1. Classify exceptional learners in terms of instructional needs –
not cognitive deficits. When classifications are used for learners, they are
based strictly on current educational needs [Dever, 1990]. Thus, learners are
not blind, deaf, mentally retarded, learning disabled, or emotionally disturbed. Instead, they are learners who require intensive instruction in mobility, pedestrian skills, signing, reading recognition, money management,
housekeeping, word recognition, or social skills.
2. Assess learning environments – not psychological processes. They spend
more time in classrooms evaluating how well teachers teach and model appropriate behaviour rather than taking children out of classrooms to measure IQ.
3. The key need for exceptional learners is the need for faultless instruction. Assuming that all students can learn, then the focus of special education should be on designing instructional programs to help exceptional
learners acquire skills. Although many of these learners will have needs for
social, psychological, nutritional, and health services, the justification for
special education services should be in terms of instructional needs. Moreover, skill learning should be the principal criterion by which the effectiveness of special education is judged.
4. Set up teaching teams to help all learners. Learning support teams,
which collaborate in regular classrooms, provide instruction to those students making the slowest progress by offering small-group or one-to-one
instruction without regard for labels or classifications. They also help
to adapt the regular classroom for learners who are making rapid progress.
5. Prepare regular education students for mainstreaming. Schools help
regular students to understand the nature of disabling conditions through
special instructional units and simulation activities. One elementary school
teacher prepared her class to accept a learner with physical handicaps
by having them construct puppets portraying themselves. She constructed
a puppet personifying the new classmate. Students’ puppets asked the teacher’s puppet questions like “Can I help you?” and “Can you play with the rest
of the class?” [Gary, 1997].
Review questions:
1. What was the main agenda of the Incheon Declaration held by
UNESCO in 2015?
2. What is the goal of inclusion?
3. What are the values of inclusive education?
11
4. What is the main concept of the “medical model”?
5. What is rehabilitation?
6. Describe in your own words the principle of normalization. What are
some of the issues it represents?
7. Describe the concepts of mainstreaming and integration.
8. What are some of the disadvantages of mainstreaming and integration?
9. What is the difference between integration and mainstreaming?
12
2. INCLUSIVE AND SPECIAL EDUCATION IN RUSSIA:
PAST AND PRESENT
2.1. Development of Inclusive Education
in the Russian Federation
In inclusive education, the Russian Federation has only recently gained
widespread traction.
However, the USSR had long researched integrated education at the Research Institute of Defectology, Academy of Pedagogical Sciences of the
USSR, led by Professor V. Rau and E. Leongard during the 1970s. From the
1980s, a group of researchers headed by V. Rau has been continuing the
work. Since the early 1990s, several educational institutions in Russia, including Moscow, St. Petersburg, and Novosibirsk, have implemented school
integration practices. The driving force behind promoting these integration
ideas has predominantly been specialists in special education.
“Special catch-up” classes, comprising groups of 10–12 pupils with
the same disability and who have passed a psycho-medical-pedagogical
commission, were introduced in schools. These classes follow a tailored
curriculum for each child. The aim of these classes is to enable the students
to meet the same standards as their non-disabled peers by the end of Year 5,
except in cases of organic disorders [Полуянова, 2021].
Russia began to tackle the problem of socialising children with disabilities by establishing special rehabilitation centres. The first inclusive educational institutions appeared in 1980–1990s. The opening of those institutions
happened because of the proactive position of public and non-governmental
organizations, as well as associations of parents of children with disabilities.
In 1991, the first school of inclusive education “Ark” (Kovcheg) initiated
by the Center for Clinical Pedagogy and a public organization, Association
of Parents of Disabled Children, was opened in Moscow. In the fall of 1992,
the project “Integration of Persons with Disabilities” was started, as a result
13
of which experimental institutions for integrated education of children
with disabilities were created in eleven regions of the country. In order to
train teachers for working with children with disabilities in 1996, the board
of the Ministry of Education and Science introduced the courses “Fundamentals of special (correctional) pedagogy” and “Psychology of children
with disabilities” into the curriculum of pedagogical universities. On January 31, 2001, the Concept paper on Inclusive Education for People with disabilities was adopted at the International Scientific and Practical Conference
on Education.
In 2008, Russia signed the Convention on the Rights of Persons
with Disabilities
2
, and in 2012 it was approved at the legislative level.
Between 2008 and 2009, the Ministry of Education and Science
of the Russian Federation implemented an experimental model that promoted inclusive education across a range of educational establishments in several regions, including the Arkhangelsk, Vladimir, Leningrad, Moscow,
Nizhniy Novgorod, and Samara regions. At present, the implementation of
inclusive education in Russia is based on the Constitution of the Russian
Federation
Protection of Disabled Persons in the Russian Federation”
by the Convention on the Rights of the Child
2
electronic // United Nations : official site. – URL: https://social.desa.un.org/issues/
disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd (access date:
03.10.2023).
3
нием 12.12.1993 с изменениями, одобренными в ходе общероссийского голосования 01.07.2020]. – Текст : электронный // Консультант-Плюс : информационно-правовой портал. – Москва, 2023. – Загл. с титул. экрана. – URL:
https://www.consultant.ru/document/cons_doc_LAW_28399/ (дата обращения:
03.10.2023).
4
29.12.2012 № 273-ФЗ : [Принят Государственной Думой 21 декабря 2012 года :
одобрен Советом Федерации 26 декабря 2012 года]. – Текст : электронный //
Гарант : информационно-правовой портал. – Москва, 2023. – Загл. с титул.
экрана. – URL: https://base.garant.ru/70291362/ (дата обращения: 03.10.2023).
5
ральный закон от 24.11.1995 № 181-ФЗ : [Принят Государственной Думой
20 июля 1995 года].– Текст : электронный // Консультант Плюс : информационно-правовой портал. – Москва, 2023. – Загл. с титул. экрана. –
3
, the Federal Law “On Education”4, the Federal Law “On Social
6
.
5
, and is regulated
Convention On The Rights Of Persons With Disabilities (CRPD). – Text :
Конституция Российской Федерации : [Принята всенародным голосова-
Об образовании в Российской Федерации : Федеральный закон от
О социальной защите инвалидов в Российской Федерации : Феде-
14
The first Russian city to legalize the right of a disabled child to secondary
education was Moscow. In April 2010, the Moscow City Duma adopted the
law “On education of people with disabilities in the city of Moscow” (Moscow City Law No.16 dated 28.04.2010). The new law guarantees people
with disabilities their constitutional right to education and conditions necessary for them to get education services according to their individual needs.
According to the Global Education Monitoring Report 2021
7
, nearly
4,5% of Russian children lived with disabilities in 2021 and needed special
remedial education to meet their specific educational requirements. However, inclusive education in Russia remains in its initial stage of development,
resulting in an exceedingly limited market for educational services catering
to children with disabilities. In rural areas, youngsters with disabilities are
often excluded from educational opportunities due to economic factors.
Despite the introduction of an inclusion policy nearly a decade ago, specialised educational facilities continue to be the dominant method for teaching
children with disabilities. Difficulties in training and educating disabled
children, as in some other countries of the region, may be attributed to a severe lack of qualified professionals: teachers, special needs specialists, psychologists, educators, social workers, and inadequate training of the available workforce.
Funding for both inclusive and comprehensive schools is allocated on
a per capita basis. However, limited financial resources and high expenses
mean that schools with a focus on training “special needs” children struggle
to perform optimally.
Inclusive policies and practices differ across various regions of Russia.
Inclusive education for disabled and special needs students has stimulated
the development of accessible and quality education for all children,
thus eliminating barriers. The city of Moscow, in the 2010 Education of Persons with Disabilities Law as amended in 2016, offers a definition of inclusive education as the possibility for learners with disabilities to receive education alongside their peers. This includes joint education, activities, and
URL: https://www.consultant.ru/document/cons_doc_LAW_8559/ (дата обращения: 03.10.2023).
6
Convention on the Rights of the Child. – Text : electronic // United Nations
digital library : official site. – URL: https://digitallibrary.un.org/record/54570?ln=en
(access date: 03.10.2023).
7
Global Education Monitoring Report 2021.– Text : electronic // UNESCO official site. – URL: https://gem-report-2020.unesco.org/wp-content/uploads/2021/
02/Russian_Federation.pdf (access date: 05.05.2023).
15
continuous training (Art. 2.3 of the Education Act No. 273 of the Russian
Federation).
In the Russian Federation, the regulation of inclusive education is based
on the Law on Education of the Russian Federation
8
. The law defines a student with disabilities as an individual with confirmed physical and/or psychological developmental disabilities, deemed by the psychological, medical, and
pedagogical commission as preventing them from fully participating in education without special conditions. The law provides detailed definitions and explanations of relevant terminology (Article 2 of the Federal Law No. 273
“On Education in the Russian Federation”).
Inclusive education implies ensuring equal access to education for all
students, taking into account the diversity of their special education needs
and individual capabilities (Art. 2.27 of the Federal Law No. 273 “On Education in the Russian Federation”).
A student with health limitations (OVZ) is an individual who has physical and/or psychological development impairments, as assessed by the psychological, medical and pedagogical commission (PMPC), which prevent
him or her from acquiring education without the creation of special conditions (Art. 2 of the Federal Law No. 273 “On Education in the Russian Federation”). The 2012 Law on Education defines students with disabilities and
recognizes the special education needs of those learners.
The adapted education programme is designed to meet the diverse needs
of learners, including children and youth with visual and hearing impairments, students with severe speech disorders, children with multiple disabilities and children with cognitive development disorders.
The individual curriculum is aimed at learning the content of an educational programme, taking into account the characteristics and educational
needs of a particular student.The individual curriculum is a special curriculum adjusted for potential and needs of a learner with an official status OVZ
(limited health potential). Such a curriculum is called “adapted main educa-
tional curriculum” and it will have variations depending on clinical reasons
for a child’s disability or problem. There are four main types of the curricula
for all categories of disabilities:
8
Об образовании в Российской Федерации : Федеральный закон от
29.12.2012 № 273-ФЗ : [Принят Государственной Думой 21 декабря 2012 года :
одобрен Советом Федерации 26 декабря 2012 года]. – Текст : электронный //
Гарант : информационно-правовой портал. – Москва, 2023. – Загл. с титул.
экрана. – URL: https://base.garant.ru/70291362/ (дата обращения: 03.10.2023).
16
– a student studies the curriculum fully meeting the final requirements
and within the specified time range, identical to the curriculum of his mainstream peers and stays with them in a regular class;
– a student covers the curriculum within a prolonged period of time,
gets additional correctional and developmental services and special conditions within a regular class;
– a student covers a less challenging curriculum than his peers within a prolonged period, does not participate in final exam procedures, the purpose of
developing life skills dominates over academic competencies. Such curriculum
is usually offered to students with mental retardation (intellectual disabilities);
– a student with significant or medium scope mental retardation studies
using a special individual developmental curriculum (СИПР), and mostly
not in mainstream schools but in special centres commissioned for complex.
The needs of disabled and special needs students are identified by the
special interdepartmental commissions called “Psychological-Medical-
Pedagogical Commissions”, PMPC. The PMPC activities are based on collaboration of the Department of Education, Department of Health Care,
and Department of Social Protection as it provides recommendations on
teaching, health rehabilitation, and necessity of provision of personal assistants, wheelchairs or other technical rehabilitation devices.
Collaboration among various ministries and departments in the regions
of the Russian Federation is anticipated for arranging yearly summer camps
and health campaigns. Typically, low-income families and students with
special needs are welcomed to partake in summer camps found in the region
or resorts located in other parts of the country, such as the Black Sea
or the Baltics, during June to August
9
.
Under the Russian Federation Law on Education, psycho-medical-
pedagogical assistance includes:
– psychological and educational counselling for students, their parents
(legal representatives) and teachers;
– corrective developmental and compensatory classes for students,
speech therapy for students;
– a range of rehabilitation and other medical activities;
– assistance to students in career guidance, vocational training and social adaptation “Psychological and educational support”.
9
Global Education Monitoring Report 2021. – Text : electronic // UNESCO official site. – URL: https://gem-report-2020.unesco.org/wp-content/uploads/2021/02/
Russian_Federation.pdf (access date: 05.05.2023).
17
Concerning the policy approach, the country is committed to developing
a system of inclusive education and to simultaneously supporting the existing organizations providing adapted education programmes, such as correctional schools, pre-primary education programmes and special kindergartens. The Ministry of Education holds an annual countrywide competition
for best inclusive school to identify and promote the best education practices for the inclusion of students with disabilities
10
.
2.2. Laws, Policies and Programmes
of Inclusive Education in Russia
The development of inclusive education is based on key international
instruments – declarations and conventions adopted under the leadership
of the United Nations (UN) and the United Nations Educational, Scientific
and Cultural Organisation (UNESCO) relating to human rights and nondiscrimination on all grounds [Будникова, 2017].
1. Universal Declaration of Human Rights (UN, 1948)
2. Declaration of the Rights of the Child (UN, 1959)
3. Convention against Discrimination in Education (UN, 1960)
4. Declaration on Social Progress and Development (UN, 1969)
5. Declaration on the Rights of Mentally Retarded Persons (UN,
15
1971)
.
11
.
12
.
13
.
14
.
10
UNESCO : official site. – URL: https://education-profiles.org/europe-andnorthern-america/russian-federation/~inclusion (access date: 04.10.2023). – Text :
electronic
11
Universal Declaration of Human Rights. – Text : electronic // United Nations : official site. – URL: https://www.un.org/en/about-us/universal-declarationof-human-rights (access date: 03.10.2023).
12
Declaration of the Rights of the Child. – Text : electronic // United Nations
digital library : official site. – URL:https://digitallibrary.un.org/record/195831?
ln=en (access date: 03.10.2023).
13
Convention against Discrimination in Education (1960). .– Text : electronic //
UNESCO official site. – URL: https://unesdoc.unesco.org/ark:/48223/pf000
0188526 (access date: 05.05.2023).
14
Declaration of social progress and development. – Text : electronic // United
Nations digital library : official site. – URL: https://digitallibrary.un.org/record/
57722?ln=en (access date: 03.10.2023).
18
6. Declaration on the Rights of Disabled Persons (UN, 1975)16.
7. Sanberg Declaration (UNE SCO, Torremolinos, Spain, 1981).
8. World Programme of Action concerning Disabled Persons (UN,
17
1982)
.
9. Convention on the Rights of the Child (UN, 1989)
18
.
10. World Declaration on Education for All adopted by the World Conference on Education for All: Meeting Basic Learning Needs (Jomtien,
Thailand 5–9 March 1990)
11. UN Standard Rules on the Equalisation of Opportunities for Persons
with Disabilities (UN, 1993)
19
.
20
.
12. The Salamanca Statement and Framework for Action on Special
Needs Education adopted by the World Conference on Special Needs Education: Access And Quality Salamanca (Spain, 7–10 June 1994)
13. Hamburg Declaration on Adult Learning (V International Conference on Adult Education, Hamburg, Germany, 1997)
15
Declaration on the Rights of Mentally Retarded Persons. – Text : electronic //
United Nations digital library : official site. – URL: https://digitallibrary.un.org/
record/214973?ln=en (access date: 03.10.2023).
16
Declaration on the Rights of Disabled Persons. – Text : electronic // United
Nations digital library : official site. – URL: https://digitallibrary.un.org/record/
57726?ln=en (access date: 03.10.2023).
17
World Programme of Action Concerning Disabled Persons. – Text : electronic // United Nations : official site. – URL: https://www.un.org/development/desa/
disabilities/resources/world-programme-of-action-concerning-disabledpersons.html (access date: 03.10.2023).
18
Convention on the Rights of the Child. – Text : electronic // United Nations
digital library : official site. – URL: https://digitallibrary.un.org/record/54570?ln=en
(access date: 03.10.2023).
19
World Declaration on Education for All. – Text : electronic // UNESCO : official site. – URL: https://unesdoc.unesco.org/ark:/48223/pf0000127583 (access
date: 03.10.2023).
20
Standard Rules on the Equalization of Opportunities for Persons with Disabilities. ). – Text : electronic // United Nations : official site. – URL: https://www.un.org/
development/desa/disabilities/standard-rules-on-the-equalization-of-opportunities-forpersons-with-disabilities.html (access date: 03.10.2023).
21
The Salamanca Statement and Framework of Action on Special Needs Education Adopted by the World Conference on Special Needs Education: Access and
Quality, Salamanca, Spain 7–10 June 1994, UNESCO. – Text : electronic //
UNESCO : official site. – URL: https://unesdoc.unesco.org/ark:/48223/pf0000
098427 (access date: 03.10.2023).
22
.
21
.
19
14. The Dakar Framework for Action: Education for All: meeting our
collective commitments (including six regional frameworks for action)
(World Education Forum, Dakar, Senegal, 2000)
15. Convention on the Rights of Persons with Disabilities (UN, 2006)
23
.
24
.
These international legal regulations and modern Russian legislation
confirm the right of every individual to an education that does not discriminate on any grounds, be it gender, race, religion, cultural, ethnic or linguistic
affiliation, health, social origin, socio-economic status, refugee, asylum
seeker, immigrant, forced migrant, etc.
The basic ideas and principles of inclusive education were formulated
primarily in the Salamanca Declaration on “Principles, Policies and Practices in Special Needs Education (1994)”. More than three hundred participants representing 92 governments and 25 international organizations
in the Salamanca Statement on Education for All stated that “a major reform
of general education institutions is required”, recognising “the urgent need
for providing education for children, young people and adults with special
educational needs as part of the regular system education”. It has been proclaimed that:
– every child has a fundamental right to education, and must be given
the opportunity to achieve and maintain an acceptable level of learning;
– every child has unique characteristics, interests, abilities and learning
needs;
– education systems should be designed and educational programmes
implemented to take into account the wide diversity of these characteristics
and needs;
22
Hamburg Declaration on Adult Learning Adopted by the V International
Conference on Adult Education, Hamburg, Germany, 1997, UNESCO. – Text :
electronic // UNESCO : official site. – URL: https://unesdoc.unesco.org/ark:/
48223/pf0000116114 (access date: 03.10.2023).
23
The Dakar Framework for Action: Education for All: meeting our collective
commitments (including six regional frameworks for action) Adopted by the World
Education Forum, Dakar, Senegal, 2000, UNESCO. – Text : electronic // UNESCO :
official site. – URL: https://unesdoc.unesco.org/ark:/48223/pf0000121147 (access
date: 03.10.2023).
24
Convention On The Rights Of Persons With Disabilities (CRPD). – Text : electronic // United Nations : official site. – URL: https://social.desa.un.org/issues/
disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd (access date:
03.10.2023).
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