Main Approaches to School Inclusive Education

Two approaches to inclusive education are covered: systematic and axiological (valuable). The authors have positioned these approaches as the base, expressing doubts about the independent status of certain approaches, distinguished by modern researchers (command, conductive, individual). It is noted...

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Autores principales:	I. S. Samokhin, N. L. Sokolova, M. G. Sergeyeva
Formato:	article
Lenguaje:	RU
Publicado:	Tsentr nauchnykh i obrazovatelnykh proektov 2017
Materias:	inclusive education system approach axiological approach values principles suffering compassion Slavic languages. Baltic languages. Albanian languages PG1-9665
Acceso en línea:	https://doaj.org/article/48593eda23b749b5a7d8412defde118e
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id	oai:doaj.org-article:48593eda23b749b5a7d8412defde118e
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spelling	oai:doaj.org-article:48593eda23b749b5a7d8412defde118e2021-12-02T07:58:01ZMain Approaches to School Inclusive Education2225-756X2227-129510.24224/2227-1295-2017-8-398-412https://doaj.org/article/48593eda23b749b5a7d8412defde118e2017-08-01T00:00:00Zhttps://www.nauka-dialog.ru/jour/article/view/483https://doaj.org/toc/2225-756Xhttps://doaj.org/toc/2227-1295Two approaches to inclusive education are covered: systematic and axiological (valuable). The authors have positioned these approaches as the base, expressing doubts about the independent status of certain approaches, distinguished by modern researchers (command, conductive, individual). It is noted that the axiological approach focuses on the content of the new educational paradigm, while system approach - on its form. Also, the authors emphasize that the study allowed them to permanently ensure the interdisciplinary character of the phenomenon of inclusive education, its intersection with philosophy, cultural studies and other humanities. The relevance of the chosen topic is determined by the purpose of the implementation of the Federal law “On education in Russian Federation” in connection with which there is a need to study theoretical and practical components of “including” training and education. The novelty of the research is seen in the consideration of compassion as the basic value of Russian inclusive education (in contrast to the American tradition, the origins of which appear to be reasonable to seek in the democratic ideals, the cult of “diverse unity” (“E pluribus unum”)). Nevertheless, the authors come to the conclusion that another feeling must appear instead of compassion - respect. Teacher is advised to explain to the students that the disabilities of their peers forces them to serious and responsible work, which can be equated to a feat.I. S. SamokhinN. L. SokolovaM. G. SergeyevaTsentr nauchnykh i obrazovatelnykh proektovarticleinclusive educationsystem approachaxiological approachvaluesprinciplessufferingcompassionSlavic languages. Baltic languages. Albanian languagesPG1-9665RUНаучный диалог, Vol 0, Iss 8, Pp 398-412 (2017)
institution	DOAJ
collection	DOAJ
language	RU
topic	inclusive education system approach axiological approach values principles suffering compassion Slavic languages. Baltic languages. Albanian languages PG1-9665
spellingShingle	inclusive education system approach axiological approach values principles suffering compassion Slavic languages. Baltic languages. Albanian languages PG1-9665 I. S. Samokhin N. L. Sokolova M. G. Sergeyeva Main Approaches to School Inclusive Education
description	Two approaches to inclusive education are covered: systematic and axiological (valuable). The authors have positioned these approaches as the base, expressing doubts about the independent status of certain approaches, distinguished by modern researchers (command, conductive, individual). It is noted that the axiological approach focuses on the content of the new educational paradigm, while system approach - on its form. Also, the authors emphasize that the study allowed them to permanently ensure the interdisciplinary character of the phenomenon of inclusive education, its intersection with philosophy, cultural studies and other humanities. The relevance of the chosen topic is determined by the purpose of the implementation of the Federal law “On education in Russian Federation” in connection with which there is a need to study theoretical and practical components of “including” training and education. The novelty of the research is seen in the consideration of compassion as the basic value of Russian inclusive education (in contrast to the American tradition, the origins of which appear to be reasonable to seek in the democratic ideals, the cult of “diverse unity” (“E pluribus unum”)). Nevertheless, the authors come to the conclusion that another feeling must appear instead of compassion - respect. Teacher is advised to explain to the students that the disabilities of their peers forces them to serious and responsible work, which can be equated to a feat.
format	article
author	I. S. Samokhin N. L. Sokolova M. G. Sergeyeva
author_facet	I. S. Samokhin N. L. Sokolova M. G. Sergeyeva
author_sort	I. S. Samokhin
title	Main Approaches to School Inclusive Education
title_short	Main Approaches to School Inclusive Education
title_full	Main Approaches to School Inclusive Education
title_fullStr	Main Approaches to School Inclusive Education
title_full_unstemmed	Main Approaches to School Inclusive Education
title_sort	main approaches to school inclusive education
publisher	Tsentr nauchnykh i obrazovatelnykh proektov
publishDate	2017
url	https://doaj.org/article/48593eda23b749b5a7d8412defde118e
work_keys_str_mv	AT issamokhin mainapproachestoschoolinclusiveeducation AT nlsokolova mainapproachestoschoolinclusiveeducation AT mgsergeyeva mainapproachestoschoolinclusiveeducation
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Main Approaches to School Inclusive Education

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