Problems and perspectives on development of inclusive education in the Kabardino-Balkarian Republic.
Abstract
The paper is directed towards identifying problems and perspectives of implementing inclusive education. The paper describes cluster model of developing inclusive education using information and communication technologies. The most important social and academic advantage, inclusive education has, is that conditions are created for maximum self-actualization and self-fulfillment of handicapped children. There is a description of the study results evidencing that society and education environment should be prepared to improve the quality of handicapped children life.
References
Ainscow M., (2006). Booth T., Dyson A. Improving schools, Developing inclusion. – London: Routledge, 2006. – 218 p
Alekhina N.V., Alekseeva M.N., Agafonova E.L. (2011). Readiness of teachers as the main factor of successful inclusive process in education // Psychological Science and Education. -2011. – No.1 – p.85.
Bakhshandeh, M., Sedrposhan, N., & Zarei, H. (2015). The Effectiveness of Cognitive-Behavioral Group Counseling to Reduce Anxiety, Marriage; Single People have to be Married in Esfahan City (2013-2014). UCT Journal of Social Sciences and Humanities Research, 3(1), 10-13.
Bogdanova A.A. (2016). Establishing professional competence of teachers pursuing inclusive education // Scientific support of personnel development system. 2016. No.3 (28).
Bubeeva B.N. (2010). Problem of inclusive education of children with special learning needs // Journal of Buryatsky State University. – 2010. – No.1. p.221-225.
Carrington S. (2017). Inclusive Education. In: Plows V., Whitburn B. (eds) Inclusive Education. Innovations and Controversies: Interrogating Educational Change. Sense Publishers, Rotterdam.DOIhttps://doi.org/10.1007/978-94-6300-866-2_15Publisher Name Sense Publishers, Rotterdam, Online ISBN978-94-6300-866-2
Chiang, P.-M., & Tzou, H.-I. (2018). The application of differential person functioning on the science literacy of Taiwan PISA 2015. Humanities & Social Sciences Reviews, 6(1), 08-13. https://doi.org/10.18510/hssr.2018.612
D’Alessio S. (2011). Inclusive Education and Special Needs Education. In: D’Alessio S. (eds) Inclusive Education in Italy. Studies in Inclusive Education, vol 10.
Iravani, M. R., Niknejadi, F., & Jahandoost, Z. (2015). The Relationship Between Age And Job Satisfaction Consultants Government Girls High School In Isfahan In 2012-2013 Academic Year. Health, 70(22.65), 24.
Karpenko M.P. (2007). Distance learning: experience of creating and developing // Sociological studies. – 2007. -No.3 – pp.63-68
Khutorsky A.V. (1999). Concept of distance learning // Distance and virtual learning: Russian and foreign periodicals digest. M.: SGU, 1999. – No.4. – p21.
Kobrina L., Nikitina M., Utorplova M. (2008). Integration in education as one of directions for developing social and pedagogical system of the region // Journal of Leningradsky State University named after A.S. Pushkin, 2008. – No.3. – pp. 15-29.
Kopytin A.I. (2005). Art-therapy in general education school. Guidelines. – St. Petersburg: Academy of post-diploma pedagogical education, 2005.
Kuzmina O.S. (2015). Preparation of teachers for working under conditions of inclusive education/ Dissertation for Ph.D. in Pedagogy degree. – Omsk, 2015. – 319p.
Laas N.I., Derevyannaya O.V. (2017). Inclusive education as a direction for social protection of handicapped children//Journal of University. – 2017. – No.2 – p.234.
Mailybaev, G. S., Zhexembayeva, Z. R., Nurgaliyeva, S. A., Zholumbayeva, R. M., & Utegulov, D. E. (2018). The efficiency of the education system in Kazakhstan: Programme for International Student Assessment (PISA). Opción, 34(85-2), 600-626.
Mwaniki, P., & Ondiek, C. O. (2018). Evaluation of the Effects of SaaS on SMEs in Nairobi County, Kenya. Journal of Information Systems Engineering & Management, 3(3), 20.
Selivanova Yu.V. (2017). Inclusive education of handicapped children: Special aspects of social relations // Special education. – 2017. No.1. – 178-180pp.
Semago N.Y. (2010). Inclusion as new philosophy of education and practices // Autism and developmental delays. – No.4. -2010. – 1-9pp.
Singh, P., Teoh, S. H., Cheong, T. H., Md Rasid, N. S., Kor, L. K., & Md Nasir, N. A. (2018). The Use of Problem-Solving Heuristics Approach in Enhancing STEM Students Development of Mathematical Thinking. International Electronic Journal of Mathematics Education, 13(3), 289-303.
Taştan, S.B., Davoudi, S.M.M., Masalimova, A.R., Bersanov, A.S., Kurbanov, R.A., Boiarchuk, A.V., Pavlushin, A.A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students, EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353-2366.
Vorobyeva D.V. (2011). Concept of psychological and professional readiness of teachers when working with handicapped children using inclusive practices: collection of articles, Materials of Xth International scientific and practical conference. Part I. – Novosibirsk: SibAK, 2011. pp. 87- 92.
Vygotsky L.S. (1999). Thinking and discourse. Edition 5, corrected – M.: Labirint, 1999. – 352p/ Выготский Л.С. Мышление и речь. Изд. 5, испр. - М.: Лабиринт, 1999. — 352 с.
Yakovenko L.N. (2015). Discourse space of higher education objectives and values in information society [Text] / L.N. Yakovenko // Science and World – 2015 – V.1 – 2015. – V.1. – No.8 (24). – p.122-123.
