Education child - this is one of the main problems during its formation.This is especially important when the family grows disabled.In accordance with Russian legislation, each of them has the right to education as well as vocational guidance, social adaptation and provide the educational environment that parents choose.But in practice, the situation is somewhat different.That is why the psychological and pedagogical practice not so long ago took shape a new learning system - inclusive education.
It implies an organization of educational process in which he is absolutely accessible to all.This is done due to the fact that the inclusive education as possible adapts to all the needs of each child.
basic principles of his following:
- Value of any person can not depend on its achievements and abilities.
- Each child is given the ability to think and feel.
- Any person has the opportunity and the right to communicate, as well as the fact to be heard.
- All people need each other.
- The full inclusive education is possible only if carried out in the living relationship, because every child needs friendship and support of peers.
- in the educational process should be diversity.
Therefore, it will be effective only if they comply with specific conditions:
- must put appropriate targets for all pupils;
- conditions for the greatest possible disclosure of the potential of a disabled child;
- constant and the greatest possible support of everyone;
- formation in secondary schools and preschools combined groups of healthy and special children.
However, inclusive education in Russia is only beginning to emerge.Therefore, there are some problems that are constantly faced by all participants in this process, especially in the first stage.Basic can be formulated as follows.
Firstly, the perception of this educational situation teachers.The fact that an effective inclusive education will only be the case if the teachers will be able to meet the professional roles that is required of them.But not all teachers are willing to risk in agreeing to the conversion of the general education classroom in the "hodgepodge" of normal and special children.
Thus, there is a psychological barrier.Teachers are afraid that they can not handle that responsibility and avoid special risk.Therefore, uncertainty, fear of teachers significantly interfere with their professional and personal development in the field of inclusive education.
Second, not all parents of children with disabilities are able to decide on what to give to your child in a regular class.The fear is that it might offend them.
Moreover, normal family children, as a rule, are against the fact that in the classroom, students will attend special.They fear that all the teacher's attention will be directed only to them, "decelerating" learning process.While other children will not be provided with the necessary support for them.
Third, special difficulties arise in relationships with peers.Experience shows that there are many problems in this area.But as a rule, peers are so atypical children under adult stance and attitudes of the teaching staff and the parents.
Therefore it is necessary to solve the problem isolated and psychologically prepare the subjects of the educational process.Only in this case, inclusive education can steadily penetrate into the Russian system of education.
