Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Обучение иностранным языкам в условиях инклюзии. Teaching foreign languages in the inclusive classroom. Учебное пособие
.pdf
– those with special educational needs must have access to regular
schools which should accommodate them within a childcentred pedagogy
capable of meeting these needs;
– regular schools with this inclusive orientation are the most effective
means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all;
– moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the
entire education system.
Inclusive education, by its very nature, counteracts discriminatory attitudes towards the education of children belonging to social minority groups
and, therefore, proves to be the only possible norm for the comprehensive
fulfilment of the only possible norm for the implementation of international
legal instruments against discrimination.
The possibility of implementing an inclusive approach was provided
for in the legislation of the Russian Federation in the field of education
[Полуянова, 2020].
On 24 September 2008, Russia signed the Convention on the Rights
of Persons with Disabilities.
The recommendations of the Ministry of Education and Science of the
Russian Federation were also approved on 18 April 2008. The current legislation makes it possible to organise the education of children with special
needs in regular educational establishments, in the same class with children
who do not have developmental disorders.
Article 24 on education introduces the concept of “inclusive education”
and requires States Parties to ensure “inclusive education at all levels and
lifelong learning”. In December 2010, the State Duma of the Russian Federation began work on amending Russian legislation to bring it into line with
the Convention on the Rights of Persons with Disabilities. This was done
in preparation for the ratification of the Convention on the Rights of Persons
with Disabilities. All the necessary amendments to a number of laws were
made with effect from 1 January 2013 and 1 July 2013.
In 2012, Russia ratified the Convention on the Rights of Persons with
Disabilities, declaring to the world its readiness to implement it at all levels
of education. This defined our country’s educational policy in the field
of inclusive education.
21
In the Russian Federation, the law “On Education of the Russian Feder-
ation” N 273/ 2012 provides for inclusive education
25
. The law was adopted
in the 3rd reading by the State Duma of the Russian Federation
on 21 December 2012 and officially entered the life of educational organisations on 29 December 2013. For the first time in many years, the law establishes a special legal status of a student with disabilities as a person with
deficiencies in physical and/or mental development that prevent him or her
from receiving education without the use of special conditions. The deficiencies should be confirmed by the psychological, medical and pedagogical
commission.
On 1 September 2016, the federal state standard of primary general education for students with disabilities, known as inclusive education, came
into force, which had been approved by the Ministry of Education and Science of the Russian Federation on 19 December 2014
26
.
Today, there are two texts that specifically address inclusive education
in Russia:
1. Order of the Ministry of Education and Science of the Russian Federation dated 19 December 2014 N 1599 “On Approval of the Federal State
Educational Standard for Education of Students with Mental Retardation
(Intellectual Disabilities)”
27
.
2. Order of the Ministry of Education and Science of the Russian Federation dated 19 December 2014 N 1598 “On Approval of the Federal State
Educational Standard of Primary General Education for Pupils with Special
Needs”
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).
с ограниченными возможностями здоровья) [утв. приказом Минобрнауки
России от 19.12.2014 № 1598]. – Текст: электронный // ФГОС : официальный
сайт. – Загл. с титул. экрана. – URL: https://fgos.ru/fgos/fgos-1598/
казом Минобрнауки России от 19.12.2014 № 1599]. –Текст: электронный //
ФГОС : официальный сайт. – Загл. с титул. экрана. – URL: https://fgos.ru/fgos/
fgos-1599/
ниченными возможностями здоровья) [утв. приказом Минобрнауки России
28
.
25
Об образовании в Российской Федерации : Федеральный закон от
26
ФГОС Начальное общее образование обучающихся (обучающиеся
27
ФГОС Образование обучающихся с умственной отсталостью [увт. при-
28
ФГОС Начальное общее образование обучающихся (обучающиеся с огра-
22
The Herzen State Pedagogical University’s projects outline the requirements for implementing the basic educational programme for primary general education for children with disabilities, based on the federal state educational standards. The programme should include requirements:
– for deaf learners;
– for learners with hearing impairments;
– for blind learners;
– for learners with visual impairments;
– for learners with severe speech difficulties;
– for learners with physical disabilities;
– for learners with cognitive development disorders;
– for learners with intellectual disabilities;
– for learners with autism
29
.
The Russian Federation’s legislation on education gives parents of children with disabilities the right to choose a school for their children’s education. In the current social conditions, most parents prefer to have their children educated in regular schools, and a significant number of parents do not
agree to have their disabled children educated in special classes or schools
[Лошакова и др., 2002].
There exists a range of public organisations dedicated to achieving
complete inclusion of individuals with disabilities in all aspects of society,
with particular emphasis on improving their quality of life. Inclusive education is one of their key focuses
30
.
To achieve an equitable education for children with disabilities in mainstream schools, an adaptable environment must be established, enabling
their complete integration and personal growth within the educational institution. This includes arranging suitable resources like well-equipped classrooms and areas, as well as rehabilitation and medical equipment. The obligation to establish an environment and infrastructure that accommodates
от 19.12.2014 № 1598]. – Текст: электронный // ФГОС : официальный сайт. –
Загл. с титул. экрана. – URL: https://fgos.ru/fgos/fgos-1598/
29
Реестр примерных основных общеобразовательных программ). – Текст:
электронный // Министерство просвещения Российской Федерации : официальный сайт. – Загл. с титул. экрана. – URL: https://fgosreestr.ru/poop/
primernaya-adaptirovannaya-osnovnaya-obshheobrazovatelnaya-programmanachalnogo-obshhego-obrazovaniya-gluxix-obuchayushhixsya. – дата обращения:
07.10.2023.
30
Все включены : портал об инклюзивном образовании. – Москва. – URL:
https://inclusion24.ru/about/. – Текст : электронный.
23
the requirements of students with special educational needs (SEN) is stipulated in Article 15 of the Federal Law “On Social Protection of People
with Disabilities in the Russian Federation”
31
.
Inclusive policies and practices across various regions of Russia vary.
The Novosibirsk Region follows the Law “On the regulation of relations
in the field of education in the Novosibirsk Region” to guide its policies and
practices
32
.
2.3. Inclusive Education in the Foreign Language Classroom
Learning a foreign language presents a unique opportunity to engage
with diverse cultures and expand one’s understanding of the world. Mastery
of a language improves a child’s personality and social adaptability, equipping them to navigate a constantly changing world. Furthermore, foreign
languages broaden students’ linguistic horizons and contribute significantly
to their overall linguistic development, which is especially relevant for
working with students with disabilities and health problems.
According to the findings of G. A. Urusova, when implementing inclusive education in foreign language classes it is recommended:
– to develop lexical skills, which ensure that new words and expressions
are memorised and used in speech;
– use digital technology to enable a student with special educational
needs to enjoy learning a foreign language;
– create a favourable psychological climate;
– use health-saving technologies, such as adapted programmes, visual
and audio materials, interactive tasks, taking into account the peculiarities of
the psycho-physical development and abilities of such children;
31
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).
32
О регулировании отношений в сфере образования в Новосибирской обла-
сти : Закон Новосибирской области от 05 июля 2013 года № 361-ОЗ : [Принят
Законодательным собранием Новосибирской области 04 июля 2013 года].–
Текст : электронный // Гарант : информационно-правовой портал. – Новосибирск, 2023. – Загл. с титул. экрана. – URL: https:// base.garant.ru/7282698/
(дата обращения: 03.10.2023).
24
– create situations of success in every lesson, so that a disabled child
feels the joy of a small but well-done task [Уру сова, 2013].
In L. Vygotsky’s socio-cultural theory, impairment leads to a restructuring of social relations and a displacement of all systems of behaviour. The
primary concern with disability is not the physical limitation itself, but rather
the social implications that arise from it. L.S. Vygotsky advocated for an inclusive special education model that emphasizes positive differentiation,
whereby education is tailored to individual strengths rather than weaknesses.
L. S. Vygotsky discovered the links between socio-cultural processes
in society and mental processes in the individual. His vision of remedial education was based on the creation of disability-specific compensatory strategies.
L. S. Vygotsky emphasised the dynamic nature of disability and argued
that constant changes in disontogenesis take place at the structural and content levels, during the child’s development and under the influence of education and remediation. Basic principles of child development, such as the
internalisation of cultural activities and symbolic tools as an internal psychological process, are fully applicable to disabled children. On the other
hand, the development of handicapped children is very different in the way
and means of internalisation of culture: in disabled children compensatory
strategies (mechanisms) are built and social complications arise due to the
disability. He proposes the concept of the Zone of Proximal Development,
in which he divides development into two levels: “the distance between actual levels of development as determined by independent problem solving,
and the level of potential development as determined by problem solving
under adult guidance or in collaboration with more capable peers”
[Выготский, 1983, p. 123].
Vygotsky’s groundbreaking and even revolutionary theory of education
has helped to create a commitment to the development of the field of special
education and is fully applicable to teaching foreign languages to students
with disabilities.
Wang suggested some enlightenment about the influence of
L. S. Vygotsky in special education:
– cognitive development is triggered by social interaction. The disadvantageous social interactional environment may cause unfavourable development of cognitive ability;
– gradual assistance and guidance prompts the cognitive development
zone of the special children to expand;
– cognitive assessment needs help of consistent interactional procession,
for truly identifying the real potential of children;
25
– cognitive assessment not only finds out children’s initial learning level, but also pays attention to the level of improvement they get from the
teaching;
– effective teaching must offer students teaching material in accordance
with their learning level, inspiring relevant knowledge accumulation, concentrating on important information and raising interaction of positive and
negative cases as employed by Socrates [Wang, 2009].
Language learning strategies used to teach learners with SEN can be
cognitive, metacognitive or socio-affective.
Cognitive strategies are one type of learning strategy that learners use
in order to learn more successfully. These include repetition, organising new
language, summarising meaning, guessing meaning from context, using imagery for memorisation. All of these strategies involve deliberate manipulation of language to improve learning.
Metacognition – an ability to think about and regulate one’s own thinking. Metacognition can sometimes be difficult for students to achieve, but
it is an important goal because it gradually frees learners from dependence
on expert teachers to guide their learning. Reflective learners, you might
say, become their own expert guides.
Affective strategies are learning strategies concerned with managing
emotions, both negative and positive. The relationship between affective
strategies and learning is not clear, but a positive affective environment
helps learning in general.
Ehrman and Oxford, (1990) provided a classification comprising six
groups for language learning strategies (Table 1).
Direct strategies, in which is included memory “for entering infor-
mation into memory and retrieving it” and within it, strategies such as creat-
ing mental linkage, applying images and sounds, reviewing well and em-
ploying action. The second type is cognitive strategies or strategies
to manipulate the language and reproduce the meanings. These include
practicing, receiving and sending messages strategies, analyzing, reasoning
and creating structure for input and output. The third type is compensation
strategies in which guessing intelligently and overcoming limitations
in speaking and writing are examples.
Indirect strategies: Metacognitive strategies, such as centering learning,
arranging and planning and evaluating learning. Affective strategies include lowering your anxiety, encouraging oneself, and taking down one´s
emotional temperature and finally, social strategies such as asking questions, cooperating with others and empathizing with others [Ehrman, 1990].
26
Table 1
–
–
–
–
t
–
g
–
–
–
–
g
–
–
–
–
–
–
y
–
–
–
–
t
– App
–
–
–
–
–
g
–
–
y
–
–
r
–
–
–
Language Learning Strategies
LEARNING STRATEGIES
Cognitive strategies Metacognitive strategies Social strategies
Practicing
Repetition
Receiving and sending
messages:
the idea quickly
Gettin
Analysing
and reasoning
Creating structure for
input and output
Summarising
Translating
Using L1
Evaluating and
Monitoring your learning
Centering your learning:
Paying attention
Centering your learning:
Delaying speech production
to focus on listenin
Taking risks
– Thinking aloud
Showing evidence
of understanding or
sis (backchanneling)
anal
Empathising with o
Asking questions
Asking for confirmation
Following the conversation.
Asking for a review
Getting recognition
Asking for additional
inpu
roving
Face saving
hers
Affective strategies Memory Compensation strategies
Lowering anxiety
Using laugh to keep
a friendl
dialogue
Creating mental linkages
– Making associations
– Contextualizing words
Recalling
Resorting to visual residue – Language mixing
Wrapping up.
– Retaking previous ideas
Guessing intelligently
Overcoming limitations
in speaking and writing
– Approximating and
words
coinin
Description
Attempting to give
an answe
Code-switching
27
In the case of visually-impaired students, compensatory strategies are
effective because they are based on higher mental processes that may
be relatively unaffected by the severity or type of the person’s disability.
To be effective in using verbal communication, teachers need to use appropriate instructional strategies. Ellis proposes a series of principles
to guide second language instruction:
– instructions need to ensure that learners develop both a rich repertoire
of formulaic expressions and a rule-based competence;
– instruction needs to ensure that learners focus predominantly
on meaning;
– instruction needs to ensure that learners also focus on form;
– instruction needs to be predominantly directed at developing implicit
knowledge of the L2 while not neglecting explicit knowledge;
– instruction needs to take into account the learner’s built-in syllabus;
– successful instructed language learning requires extensive L2 input;
– successful instructed language learning also requires opportunities
for output;
– the opportunity to interact in the L2 is central to developing L2 proficiency;
– instruction needs to take account of individual differences in learners;
– in assessing learners’ L2 proficiency it is important to examine free
as well as controlled production [Ellis, 2005].
In a foreign language classroom, it is possible to learn through play,
which brings students closer together and teaches them tolerance towards
each other. Cooperation helps to overcome all psychological barriers and
makes children with disabilities feel like full members of the educational
setting. A variety of forms and methods of working in foreign language
classes will undoubtedly help children to socialise and find themselves
in this big world [Мосина и др., 2016].
Review questions:
1. What classes were opened in secondary schools in the USSR when
the idea of integrated education was introduced at the Research Institute of
Defectology of the Academy of Pedagogical in Sciences of the USSR?
2. When did Russia sign the Convention on the Rights of Persons with
Disabilities?
3. What are the main features of inclusive education in Russia according
to the Global Education Monitoring Report 2021?
28
4. What terminology related to inclusive education is defined and deciphered in the Law of Education of the Russian Federation?
5. What is the purpose of the adapted education programme?
6. What is the purpose of the individual curriculum?
7. What is the purpose of psychological-medical-pedagogical commissions in Russia?
8. What specialists are included in psychological-medical-pedagogical
commissions?
9. What departments are represented in the psycho-medical-educational
commissions?
10. What kind of assistance is provided by the psychological-medicalpedagogical commission in accordance with the Russian Federation law
on education?
11. What is the UNESCO Salamanca Declaration on inclusive education?
12. What are the international frameworks supporting the implementation of inclusive education in Russia?
13. What is an international statement that formulates the basic ideas
and principles of inclusive education?
14. What are the key laws and regulations that specifically address
inclusive education in Russia?
15. Outline the concept of the zone of proximal development.
16. What is the socio-cultural theory of inclusive education?
17. What three language learning strategies are used to teach learners
with SEN?
18. For which type of impairment are compensatory strategies considered to be more effective? Why?
19. Characterise appropriate instructional language learning strategies.
29
3. LEARNERS WITH SPECIAL EDUCATIONAL NEEDS:
TYPES AND CHARACTERISTICS.
DEFINING STUDENTS WITH SEN
3.1. The concept of the “norm” and the “anomaly”
in the development process
Determining a person’s level of normality is a complex and challenging
interdisciplinary issue. Normality is frequently defined as the absence
of pathology in an individual.
The meaning of the term “norm” in relation to one’s psychosocial development is becoming increasingly unclear, and it now has various connotations.
A statistical norm refers to the psychosocial development level of
an individual that matches the average qualitative and quantitative indicators obtained from a representative sample of people who share the same
age, gender, culture, and other relevant features. The use of statistical norms
can be crucial in identifying and measuring the severity of developmental
disorders, as well as determining the need for psychological, educational,
and medical interventions.
The notion of a functional norm rests on the premise that every individual’s developmental trajectory is singular and any deviation can only be
deemed as such when compared to their own personal developmental pattern. In this case, the standard can be defined as the relationship between an
individual and society in which the person productively engages in their
primary activity, satisfies their basic needs, and simultaneously fulfills societal expectations based on factors such as age, gender, and psychosocial development, while avoiding prolonged internal and external conflicts.
Thus, normal development is indicated when:
– a child’s level of development is equivalent to that of most children
their age or older, with consideration given to the developmental norms of
their society;
30
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]