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Специальное образование / Special Education / Spezialausbildung

Афонькина Ю.А., Кузьмичева Т.В.

Состояние и перспективы развития инклюзивного образования в Мурманской области

Афонькина Юлия Александровна, кандидат психологических наук, доцент, заведующий кафедрой специальной педагогики и специальной психологии Мурманского государственного гуманитарного университета

E-mail: julia3141@rambler.ru

**Кузьмичева Татьяна Викторовна, кандидат педагогических наук, доцент, директор Психолого-педагогического института Мурманского государственного гуманитарного университета, руководитель Ресурсного Центра инклюзивного образования

E-mail: tvkuzmicheva@gmail.com

В статье представлен анализ современного состояния практики инклюзивного образования детей с особыми образовательными потребностями в Баренцевом Евро-Арктическом регионе с учетом российского и международного опыта реализации инклюзии. Описана структура региональной модели психолого-педагогического сопровождения детей с ограниченными возможностями здоровья.

Ключевые слова: региональная модель инклюзивного образования, дети с особыми образовательными потребностями, психолого-педагогическое сопровождение, психолого-медико-педагогический консилиум, ресурсный центр, сотрудничество в Баренцевом Евро-Арктическом регионе.

Литература

Саламанкская декларация о принципах, политике и практической деятельности в сфере образования лиц с особыми потребностями (Саламанка, Испания, 7—10 июня 1994 г.) [Электронный ресурс] // РООИ «Перспектива». Режим доступа: http://perspektiva-inva.ru/protec-rights/law/international/vw-504/

Федеральный Закон от 29.12.2012 № 273-ФЗ (ред. от 07.05.2013 с изменениями, вступившими в силу с 19.05.2013) «Об образовании в Российской Федерации» [Электронный ресурс] // Законодательная база Российской Федерации. Режим доступа: http://zakonbase.ru/zakony/ob-obrazovanii/

Письмо Министерства образования и науки РФ от 18.04.2008 № АФ-150/06 «О создании условий для получения образования детьми с ограниченными возможностями здоровья и детьми-инвалидами» [Электронный ресурс] // Информационно-правовой портал ГАРАНТ. Режим доступа: http://iv.garant.ru/ SESSION/PILOT/main.htm.

Приказ Министерства образования и науки Мурманской области от 28.10.2011 № 2011 «Об организации регионального эксперимента  по созданию в образовательных учреждениях Мурманской области модели инклюзивного образования детей с ограниченными возможностями здоровья» [Электронный ресурс] // ЦПМПК Мурманской области: Региональный эксперимент по созданию в образовательных учреждениях Мурманской области модели инклюзивного образования детей с ОВЗ. Нормативные документы. Режим доступа: http://cpmpkmurmansk.ucoz.ru/index/regionalnyj_ehksperiment_po_ sozdaniju_v_obrazovatelnykh_uchrezhdenijakh_murmanskoj_oblasti_modeli_inkljuzi/0-15.

Приказ Министерства образования и науки Мурманской области от 30.11.2012 № 2506 «Об утверждении Положения об организации интегрированного (инклюзивного) образования детей с ограниченными возможностями здоровья в образовательных учреждениях Мурманской области» [Электронный ресурс] // Министерство образования и науки Мурманской области. Официальный сайт. Режим доступа: http://minobr.gov-murman.ru/files/pr2506-12.pdf.

Винзер М. От интеграции к инклюзии: история специального образования в XX веке // Дефектология. 2010. № 6. С. 9—11

Дрягина И.С. Создание профессионального педагогического сообщества как основной ресурс развития инклюзивного образования // Дефектология. 2013. № 1. С. 68—74

Инклюзивное образование: проблемы, опыт, перспективы: Материалы Всероссийской виртуальной научно-практической конференции «Инклюзивное образование: проблемы, опыт, перспективы» (1 февраля — 31 марта 2011г.) / Отв. ред. Т.В. Кузьмичева, А.В. Гущина. Мурманск: МГГУ, 2011.

Кузьмичева Т.В. Инклюзивное образование в Баренцевом Евро-Арктическом регионе // Высшее образование в России. 2013. № 7. С. 63—67.

Кузьмичева Т.В., Кобзева О.В. К вопросу подготовки педагогов инклюзивного образования // Письма в Эмиссия.Оффлайн (The Emissia.Offline Letters): электронный научный журнал. 2013. № 1.С. 19—42.

Малофеев Н.Н. Похвальное слово инклюзии или речь в защиту самого себя // Дефектология.2011.а. № 4. С. 3—17.

Малофеев Н.Н. Система специального образования на этапе модернизации // Дефектология. 2011.б. № 2. С. 3—17.

Семаго М.М. Инклюзивное образование :от методологической модели к практике / М.М. Семаго, Н.Я. Семаго // Вестник Московского городского педагогического университета. 2010. № 4(14). С. 81—91.

Традиционные и инновационные подходы к организации психолого-педагогической помощи лицам с ограниченными возможностями здоровья: Материалы Всероссийской виртуальной научно-практической конференции «Традиционные и инновационные подходы к организации психолого-педагогической помощи лицам с ограниченными возможностями здоровья» (1 октября — 30 ноября 2011 г.) / Отв. ред. Т.В. Кузьмичёва. Мурманск: МГГУ, 2012.

Шматко Н.Д., Головчиц Л.А., Стребелева Е.А. Подходы к модернизации системы дошкольного образования детей с ограниченными возможностями здоровья // Дефектология. 2009. № 2. С. 19—23.

Ainscow M. "Developing Inclusive Education Systems: What Are the Levers for Change?." Inclusion and Diversity in Education. Eds. P. Hick, and G. Thomas. London: Sage Publications, 2009, volume 2, pp. 1—13.

Chapin III F.S., Peterson G., Berkes F., Callaghan T.V., Angelstam P., Apps M., Beier C., Bergeron Y., Crépin A- S., Danell K., Elmqvist T., Folke C., Forbes B., Fresco N., Juday G., Niemelä J., Shvidenko A., Whiteman G. "Resilience and Vulnerability of Northern Regions to Social and Environmental Change." AMBIO: A Journal of the Human Environment 33.6 (2004): 344—349.

Clark C., Dyson A., Millward A., Robson S. "Theories of Inclusion, Theories of Schools: Deconstructing and Reconstructing the “Inclusive School”." British Educational Research Journal 25.2 (1999): 157—177.

Drabble S. Support for Children with Special Educational Needs (SEN). RAND Europe, 2013. PDF-file. <http://www.rand.org/content/dam/rand/pubs/research_reports/RR100/RR180/RAND_RR180.pdf>.

Kesälahti E. Aspects of Administrative Support in Implementing Inclusive Education: A Case Study of Three Finnish Comprehensive Schools. Master’s Thesis. Rovaniemi: University of Lapland, 2014. PDF-file. <http://www.doria.fi/bitstream/handle/10024/97380/Kes%C3%A4lahti.Essi.pdf?sequence=4>.

Kesälahti E., Väyrynen S. Learning from Our Neighbours: Inclusive Education in the Making. Report Produced as a Part of A School for All — Development of Inclusive Education Project, Funded by the EU (Kolarctic ENPI CBC). Rovaniemi: University of Lapland Printing Centre, 2013. PDF-file. <http://www.doria.fi/bitstream/handle/10024/98914/Learning%20from%20Our%20Neighbours%20-%20 Inclusive%20Education%20in%20the%20Making.pdf?sequence=4>.

Mitchell D. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. New York: Routledge, 2014.

Nelson C. "The Polar Bear in the Room: Diseases of Poverty in the Arctic."International journal of circumpolar health 72.1 (2013): 1—4.

Tarr J.M., Tsokova D., Takkunen U.-M. "Insights into Inclusive Education through a Small Finnish Case Study of an Inclusive School Context." International Journal of Inclusive Education 16.7 (2012): 691—704.

Thomas G. "A Review of Thinking and Research about Inclusive Education Policy, with Suggestions for a New Kind of Inclusive Thinking." British Educational Research Journal 39.3 (2013): 473—490.

Waitoller F.R., Artiles A.J. "A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program." Review of Educational Research 83.3 (2013): 319—356.

"What Is Kolarctic ENPI CBC. What's New in Kolarctic ENPI CBC." Kolarctic CBC 2014—2020 — Public Hearings in Finland and Sweden. Kolarctic ENPI CBC: Cross-Border Cooperation, n.d. Web. <http://www.kolarcticenpi.info/en;jsessionid=f7558e0f33018abdd3eb4e150546>.

Young T.K., Rawat R., Dallmann W., Chatwood S., Bjerregaard P., eds. Circumpolar Health Atlas. Toronto: University of Toronto Press, 2012.

Afonkina Yu.A., Kuzmicheva T.V.

State and Prospects of Inclusive Education Development in the Murmansk Region

Yulia A. Afonkina, Ed.D, Associate Professor, Head of the Department of Special Education and Special Psychology, Murmansk State Humanitarian University

E-mail: julia3141@rambler.ru

Tatiana V. Kuzmicheva, Ed.D, Associate Professor, Director of Psychological and Pedagogical Institute of Murmansk State Humanitarian University, Head of Resource Center of Inclusive Education (Murmansk Region)

E-mail: tvkuzmicheva@gmail.com

In many developed countries of the world by the end of the twentieth century, inclusive education of children with special needs became the leading trend in the development of education. This presupposes additional special conditions, assistance and support that are created for children enrolled in the educational process. From the one hand, common problems of Barents Euro-Arctic region (BEAR) as the area of difficult living environment require of international cooperation in the field of education a whole and in inclusive education in particular. However, from the other hand, each country implements its own model of inclusive education, which indicates the impossibility of creating a of universal integrative education models. In this case, national approach does not interfere transnational cooperation, on the contrary, enriches it substantively and institutionally.

The subject of our study is inclusive education in Murmansk region, which is a key segment of BEAR, the site for Russian-Finnish educational project ‘A School for All — Development of Inclusive Education’ (since 2012), aimed at creation of the multicultural educational environment for children with special educational needs (SEN). In Murmansk region, in addition to children with disabilities, special category that is in the educational process, is children of migrant families

Our paper is a brief overview of the development of inclusive education for children of preschool and school age. For this purpose, we used a normative and institutional analysis and institutional modeling.

Thus, we developed and tested a regional model of psychological and pedagogical support for children with special educational needs in terms of inclusive education. Central link of this model is the Murmansk State Humanities University and Resource Center of Inclusive Education, created on its base and having service for psychological and pedagogical support of migrants within its structure. Under the conditions of the region, the main organizing element of educational institutions on the practical development of inclusive education is the work of psychological, medical and pedagogical consilium. Psychological, medical and pedagogical consilium (PMPK) is a permanent staff of an educational institution that implements a specific strategy of training and education of a child with SEN. PMPK solves the following tasks:

(i) organization of comprehensive diagnostic evaluation of students to identify their special educational needs;

(ii) drawing up of the characteristics of the pupil with SEN;

(iii) development of individual educational routes for pupil with SEN;

(iv) assistance to families in matters of education and adaptation of pupils with SEN;

(v) adoption of decision on the necessity of attract additional resources to best meet the special educational needs of pupils and creating conditions for this;

(vi) monitoring of results of support of pupils with SEN in an educational organization.

Since 2010, in aims of human resources development for needs of inclusive education in Murmansk region, MSHU trains bachelors in "Psycho-pedagogical education" (specialization "Psychology and Pedagogy of Inclusive Education").

Thus, analyzing the institutional features of the development of inclusive education in the Murmansk region, we conclude that there are conditions which ensure equal access to quality education for all children, regardless of their individual characteristics, mental and physical abilities. Finnish researchers report (Kesälahti E., Väyrynen S. Learning from Our Neighbours: Inclusive Education in the Making. Report Produced as a Part of A School for All — Development of Inclusive Education Project, Funded by the EU (Kolarctic ENPI CBC). Rovaniemi: University of Lapland Printing Centre, 2013) also confirms this conclusion.

Keywords: regional model of inclusive education; children with special educational needs; psychological and educational support; psychological, medical and pedagogical consultation; resource center; co-operation in the Barents Euro-Arctic Region.

References:

Ainscow M. "Developing Inclusive Education Systems: What Are the Levers for Change?." Inclusion and Diversity in Education. Eds. P. Hick, and G. Thomas. London: Sage Publications, 2009, volume 2, pp. 1—13.

Chapin III F.S., Peterson G., Berkes F., Callaghan T.V., Angelstam P., Apps M., Beier C., Bergeron Y., Crépin A- S., Danell K., Elmqvist T., Folke C., Forbes B., Fresco N., Juday G., Niemelä J., Shvidenko A., Whiteman G. "Resilience and Vulnerability of Northern Regions to Social and Environmental Change." AMBIO: A Journal of the Human Environment 33.6 (2004): 344—349.

Clark C., Dyson A., Millward A., Robson S. "Theories of Inclusion, Theories of Schools: Deconstructing and Reconstructing the “Inclusive School”." British Educational Research Journal 25.2 (1999): 157—177.

Drabble S. Support for Children with Special Educational Needs (SEN). RAND Europe, 2013. PDF-file. <http://www.rand.org/content/dam/rand/pubs/research_reports/RR100/RR180/RAND_RR180.pdf>.

Dryagina I.S. "Creation of Professional Teaching Community as the Main Resource of Inclusive Education Development." Defectology 1 (2013): 68—74. (In Russian).

"Federal Law no. 273-FZ, 29 Dec. 2012 (Ed. 7 May 2013 with Changes Effective from 19 May 2013) “On Education in the Russian Federation”." Legal Base of the Russian Federation. N.p., n.d. Web. <http://zakonbase.ru/zakony/ob-obrazovanii/>. (In Russian).

Kesälahti E. Aspects of Administrative Support in Implementing Inclusive Education: A Case Study of Three Finnish Comprehensive Schools. Master’s Thesis. Rovaniemi: University of Lapland, 2014. PDF-file. <http://www.doria.fi/bitstream/handle/10024/97380/Kes%C3%A4lahti.Essi.pdf?sequence=4>.

Kesälahti E., Väyrynen S. Learning from Our Neighbours: Inclusive Education in the Making. Report Produced as a Part of A School for All — Development of Inclusive Education Project, Funded by the EU (Kolarctic ENPI CBC). Rovaniemi: University of Lapland Printing Centre, 2013. PDF-file. <http://www.doria.fi/bitstream/handle/10024/98914/Learning%20from%20Our%20Neighbours%20-%20 Inclusive%20Education%20in%20the%20Making.pdf?sequence=4>.

Kuzmicheva T.V. "Inclusive Education in the Barents Euro-Arctic Region." Higher Education in Russia 7 (2013): 63—67. (In Russian).

Kuzmicheva T.V., ed. Proceeding of the All-Russian Virtual Scientific and Practical Conference "Traditional and Innovative Approaches to Psychological and Educational Assistance to Persons with Disabilities" (Murmansk, 1 Oct. — 30 Nov. 2011). Murmansk: Murmansk State Humanities University Publisher, 2012. (In Russian).

Kuzmicheva T.V., Gushchina A.V., eds. Proceedings of the All-Russian Virtual Scientific and Practical Conference "Inclusive Education: Problems, Experience and Prospects" (Murmansk, 1 Feb. — 31 March 2011). Murmansk: Moscow State Mining University, 2011. (In Russian).

Kuzmicheva T.V., Kobzeva O.V. "On the Issue of Training Teachers for Inclusive Education." The Emissia.Offline Letters 1 (2013): 19—42. (In Russian).

"Letter of the Ministry of Education and Science of the Russian Federation no. AF-150/06, 18 Apr. 2008 “On Creation of Conditions for the Education of Children with Disabilities and Handicapped Children”." Information and Legal Portal GARANT. GARANT-Service Ltd., n.d. Web. <http://iv.garant.ru/SESSION/PILOT/main.htm>. (In Russian).

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"Order of Ministry of Education and Science of the Murmansk Region from 28.10.2011 № 2011 “On the Organization of a Regional Experiment on Creating of Model of Inclusive Education for Children with Disabilities in Educational Institutions of the Murmansk Region”." Regional Experiment to Create Model of Inclusive Education for Children with Disabilities in Educational Institutions of the Murmansk Region: Normative Documents. Central Psychological, Medical and Pedagogical Commission of the Murmansk Region, n.d. Web. <http://cpmpkmurmansk.ucoz.ru/index/regionalnyj_ehksperiment_po_sozdaniju_v_obrazovatelnykh_uchrezhdenijakh_murmanskoj_oblasti_modeli_inkljuzi / 0-15>. (In Russian).

"Order of Ministry of Education and Science of the Murmansk Region no. 2506, 30 Nov. 2012 “On Approval of the Regulation on Organization of Integrated (Inclusive) Education of Children with Disabilities in Educational Institutions of the Murmansk Region”." Official Website of Ministry of Education and Science of the Murmansk Region. Governance of the Murmansk Region, n.p. PDF-file. <http://minobr.gov-murman.ru/files/pr2506-12.pdf>. (In Russian).

Semago M.M., Semago N.Ya. "Inclusive Education: From Methodological Model to Practice." Herald of the Moscow City Pedagogical University 4 (2010): 81—91. (In Russian).

Shmatko N.D., Golovchits L.A., Strebeleva E.A. "Approaches to the Modernization of the System of Preschool Education for Children with Disabilities." Defectology 2 (2009): 19—23. (In Russian).

Tarr J.M., Tsokova D., Takkunen U.-M. "Insights into Inclusive Education through a Small Finnish Case Study of an Inclusive School Context." International Journal of Inclusive Education 16.7 (2012): 691—704.

Thomas G. "A Review of Thinking and Research about Inclusive Education Policy, with Suggestions for a New Kind of Inclusive Thinking." British Educational Research Journal 39.3 (2013): 473—490.

UNESCO, Ministry of Education and Science, Spain. 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. PDF-file. <http://www.unesco.org/education/pdf/SALAMA_E.PDF>.

Vinzer M. "From Integration to Inclusion: The History of Special Education in the XX Century." Defectology 6 (2010): 9—11. (In Russian).

Waitoller F.R., Artiles A.J. "A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program." Review of Educational Research 83.3 (2013): 319—356.

"What Is Kolarctic ENPI CBC. What's New in Kolarctic ENPI CBC." Kolarctic CBC 2014—2020 — Public Hearings in Finland and Sweden. Kolarctic ENPI CBC: Cross-Border Cooperation, n.d. Web. <http://www.kolarcticenpi.info/en;jsessionid=f7558e0f33018abdd3eb4e150546>.

Young T.K., Rawat R., Dallmann W., Chatwood S., Bjerregaard P., eds. Circumpolar Health Atlas. Toronto: University of Toronto Press, 2012.

 
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