Experts “Strategy 2020″ The impact of the widespread introduction of inclusion: it does not lead to equality of rights, and the loss of children with special educational needs receive appropriate education opportunities.
On the problem in an interview with RIA Novosti said the director of the Institute for Special Education of the Russian Academy of Education Nicholas Malofeev.
- Nicholas, inclusive education received in this country becoming more common. But experts say that sometimes it is not good, and harm to children with disabilities. What is the problem?
- The fact that children with disabilities learn in terms of inclusion, but in recent years, this form is received in Russia becoming more common, of course, can not but rejoice. Confuse the pace at which this process takes place in the last three years. According to the Ministry of Education, over 50% of children with disabilities (HIA) enrolled in regular or remedial classes. How to evaluate an indicator? Offer a focus on international experience. Referring to the situation in the EU. According to official figures (SpecialNeedsEducation. CountryData, 2010), in terms of inclusion in the study of Iceland 95.4% of children with special educational needs in England – 50.2%, Germany 17%, and in Denmark only 5.9%. On whom will be?
Another issue that we have children with HIA study in normal or remedial classes, but because the basic principle of inclusion – no special schools and spetsklassov. And no less fundamental questions could be multiplied. That’s why I think that the attempt to substitute a total special education inclusion, its hasty introduction of wide can lead to the loss of children with HIA right to receive education, ensuring their progress in the mental, social and cultural development. The formal inclusion is a hidden form of discrimination. Learn more about write my resume!
- What are the conditions for successful development of inclusion?
- This is the development of early intervention services, providing medical and psycho-pedagogical support of everyone “included” the child, the selection of appropriate forms of co-education and education for each child, taking into account the peculiarities of its development. A particular model of integration should be available and useful to the child. Naturally, in this case it should not interfere with the quality education normally developing children.
- What makes a good inclusive school working on a formal? What should be the learning environment in an inclusive school?
- First, the spatial accessibility. All school premises shall be adjusted to the special needs of children with disabilities. It is clear that children with impaired vision, hearing or musculoskeletal these needs are different.
Secondly, children and teaching teams, parent community must be prepared to take “listed” on an equal footing. Not turning away, not lisping, and “like all”.
Third, although it should be remembered first of all, all the teachers and employees of institutions must clearly understand what exactly are the special educational needs of each individual student is included. Today often hear: “I teach children with HIA.” Asked to repeat: “If you say, for example, children with hearing impairment, it is – the deaf? Hearing? Late-? Implanted?” “Just with the HIA” … Such inclusion is not necessary!
- What is the fate of the federal state educational standards for children with disabilities? In interviews, you said that without the introduction of inclusion is unlikely to be successful.
- They have not yet been adopted. Recently, however, the State Duma Committee on Education held parliamentary hearings on inclusive education. As a result of the hearings in particular, is supposed to intensify work on the GEF-primary education for children with disabilities.
- As a special school work now? Does the introduction of the closure of their inclusion?
- No, of course. Inclusion, as is now the leading trend should not be a substitute for a system of teaching children with HIA as a whole. While this is only one form, which will not be a monopoly, and along with others – both traditional and innovative. According to the Ministry of Education, by the end of 2011 the share of traditional educational institutions, where conditions for unhindered access for disabled persons, was 4.6% of the total number. By the end of 2012 figure should rise to 5.5%. The numbers are pleased, but they give no reason to roll the system of special schools.
In many regions, special schools, by the way, are working very productively. I can name only, visited recently and saw it with my own eyes – in Pskov, Samara, Leningrad, Tyumen, Novosibirsk, Kursk, Nizhny Novgorod and Vologda regions, the Republic of Chuvashia, and others.
A child with disabilities should have the opportunity to exercise their right to education in any type of educational institution and to receive him with the necessary specialized care.
