Test on the topic: The history of the development of inclusive education for children with handicapped health in foreign countries and Russia
Form start
Question 1
For the first time the principles of inclusive education at the international level were fixed:
Choose one answer.
| a. in the Salamanca Declaration | ||
| b. in the Jomtien Convention | ||
| c. in the Convention on the Rights of Persons with Disabilities |
Question 2
In which country of the world did they first start teaching children with disabilities?
Choose one answer.
| a. France | ||
| b. Spain | ||
| c. Germany |
Question 3
In which country did the concept of "normalization" (integration) first appear?
Choose one answer.
| b. in Italy | ||
| c. in Norway |
Question 4
The task that is set for the territorial agency of special education
Choose one answer.
| a. formation of a set of resources necessary for teaching a child | ||
| b. ensuring the accessibility of buildings and premises of an educational institution | ||
| c. identifying the educational needs of the child |
Question 5
In which country is the teacher primary school should be a defectologist?
Choose one answer.
| a. in Azerbaijan | ||
| b. in Italy | ||
| c. in Belarus |
Question 6
According to Russian legislation, “Inclusive education is -
Choose one answer.
| a. ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities | ||
| b. providing a child with disabilities with the rights and real opportunities to participate in all types and forms social life, including education, on an equal footing and together with other members of society in conditions that compensate for deviations in development | ||
| c. special educational programs and teaching methods, textbooks, study guides, didactic and visual materials, technical means training for collective and individual use (including special ones), means of communication |
Question 7
In which country did the introduction of the voucher system stimulate the promotion of inclusive education in private schools?
Choose one answer.
| a. in England | ||
| b. in Russia | ||
| c. in America |
Question 8
What are the names of children for whose education it is necessary to create special conditions in Russian legislation?
Choose one answer.
| a. children with developmental disabilities | ||
| b. children with disabilities |
Test for final certification (test) for the course "Inclusive Education"
1. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
inclusion B) interaction,
individualization.
2. Choose the correct answer: Inclusion is:
A) the form of cooperation;
B) a special case of integration;
B) style of behavior.
3. Choose the correct answer: There are two types of integration:
internal and external,
B) passive and creative,
educational and social.
4. Choose the correct answer: Inclusion, that is, “inclusive education”, which includes
child with disabilities in one educational environment with normally developing peers are:
A) group integration,
B) educational integration,
B) communication.
5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only children with developmental disorders in the younger school age,
B) children studying only in special institutions.
6. Choose the correct answer: First time theoretical background integrated learning was a
works of a domestic scientist:
A.N., Leontieva, B) S.L. Rubinshtein,
L.S. Vygotsky.
7. Choose the correct answer: The first country in the field of implementation in teaching practice Inte (inclusive) education has become:
Great Britain, B) Russia,
8. Choose the correct answer: In the 70s. 20th century in the countries of and Eastern Europe, the first prece, closures of correctional institutions are observed, due to:
A) the absence of children with disabilities,
B) transfer of children with disabilities to kindergartens and schools general type,
B) teaching children with disabilities at home.
9. Choose the correct answer: In Russia, the first experimental experience of co-education of children with developmental disorders appears in:
60s XX century., B) 90s. XX.,
70s XX century..
10. Choose the correct answer: In Russia, in the first experimental experience of co-education of children with normal and impaired development, children took part preschool age in violation:
visual analyzer,
B) intellect
auditory analyzer.
11. Choose the correct answer: In the context of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:
A) inclusion cannot be massive,
B) inclusion should be massive,
12. Choose the correct answer: In accordance with the principles of the domestic concept of integrated (learning, it can be argued that inclusive education is most appropriate for:
children with disorders of the musculoskeletal system,
B) children with intellectual disabilities,
children with disabilities, with whom correctional and pedagogical work was started early.
13. Choose the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:
A) integration through early correction;
B) integration through mandatory correctional assistance to each integrated child;
B) integration through reasonable selection of children for integrated learning;
D) diagnostic information should be presented visually, in the form of graphs, figures.
13. Choose the correct answer: building between educational institutions different levels, types and interactions, which ensures the choice and predictability of an individual educational route for a child with disabilities, a complementary system of psychological and pedagogical
accompanying the education of the child and his family is called:
inclusive educational vertical,
B) inclusive educational horizontal,
inclusive educational parallel.
14. Choose the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:
general secondary school,
15. Choose the correct answer: The final level of the inclusive vertical is the stage:
A) Career guidance for graduates of schools with disabilities in the field of professional interests and elections
B) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers,
B) early integration of children with developmental disabilities in preschool institutions.
16. Choose the correct answer: Creating a system of polysubjective interaction involves the creation of:
A) inclusive horizontal,
B) inclusive vertical.
17. Choose the correct answer: The period becomes the initial level of the inclusive vertical:
A) youth
B) early childhood
B) primary school age.
18. Choose the correct answer: The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:
complexity continuity,
B) walking distance
unity, goals.
19. Choose the correct answer: Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions must be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each level of educational
verticals will be fixed in his individual map (“development map”).
A) succession,
B) walking distance.
20. Choose the correct answer: The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:
expanding access to education;
B) integration;
mainstreaming;
21. Choose the correct answer: According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.
A) the component of "life competence",
B) "academic" component.
22. Choose the correct answer: educational areas:
23. Choose the correct answer: Determine which of the educational areas of the SFES we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:
A) natural science
INCLUSIVE EDUCATION
Every child is special, that's for sure. And yet there are children who are referred to as "special" not to emphasize the uniqueness of their abilities, but to indicate the special needs that distinguish them. At present, there is an urgent need to understand their problems, respect and recognize their rights to preschool education, desire and willingness to include them in the children's community, and not hide them behind walls. special institution or leave at home, sitting by the window and watching peers.
The family of a child with disabilities is faced with the problem of access to educational services, the possibility of full participation in society. The creation of inclusive kindergartens guarantees an increase in the availability and quality of educational services for all categories of children of early and preschool age, as well as their parents.
Inclusive(French inclusif - including, from Latin include - I conclude, include) or included education - a term used to describe the process of teaching children with special needs V educational institutions. Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special needs. Inclusive education - the process of development general education, which implies access to education for all, in terms of adapting to the different needs of all children, which ensures access to education for children with special needs.
Eight principles of inclusive education:
The value of a person does not depend on his abilities and achievements;
Every person is capable of feeling and thinking;
Every person has the right to communicate and to be heard;
All people need each other;
Genuine education can only take place in the context of real relationships;
All people need the support and friendship of their peers;
For all learners, progress may be more in what they can do than in what they cannot;
Diversity enhances all aspects of human life.
The system of inclusive education includes educational establishments preschool, secondary, vocational and higher education. Its goal is to create a barrier-free environment in learning and vocational training people with disabilities. This set of measures implies both the technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, there is special programs aimed at facilitating the process of adaptation of children with disabilities in a preschool educational institution.
World practice of inclusive education
Abroad, since the 1970s, a package of regulations has been developed and implemented, contributing to the expansion educational opportunities disabled people. In the modern educational policy of the United States and Europe, several approaches have been developed, including: widening participation in education, mainstreaming, integration, inclusion, i.e. inclusion. Mainstreaming suggests that students with disabilities communicate with their peers on holidays, in various leisure programs. Integration means bringing the needs of children with mental and physical disabilities into line with an education system that remains largely unchanged, not adapted for them. Inclusion or inclusion reforming kindergartens and schools redesigning classrooms so that they meet the needs and requirements of all children without exception.
In the 1990s in the United States and European countries, a number of publications were published on the problem of self-organization of parents of children with disabilities, social activity of adults with disabilities and defenders of their rights, which contributed to the popularization of the ideas of inclusive education.
Studies of the economic efficiency of inclusive education conducted in the 1980s - 1990s. and demonstrate the benefits of integrated education in terms of benefits, benefits, achievements.
To date, most Western countries there has been some consensus on the importance of integrating children with disabilities. State, municipal kindergartens and schools receive budget funding for children with special needs, and, accordingly, are interested in increasing the number of students officially registered as disabled. The provisions on inclusive education are included in the UN Convention on the Rights of Persons with Disabilities, approved by the UN General Assembly on December 13, 2006.
The most common questions.
Many parents are suspicious and wary of inclusive education. They ask the same questions:
A special child may well communicate successfully in kindergarten, finish school, go to college and get a profession, but it is much more difficult for him than for an ordinary child. We cannot know in advance whether a special child will be able to develop to such an extent that others would consider him "like everyone else." But we can and must give it a chance! The child goes to kindergarten, i.e. lives like most preschoolers, and all this is valuable in itself.
In kindergarten, there educational sessions, discipline, a “special” child will be very difficult. And I don't see the benefit of my child's association with the "special" one?
Often, special children are intellectually quite able to cope with the program. It is more difficult for them to learn to interact and communicate. For preschoolers, there is still no difference whether a peer is special in front of them or not. They interact, help, play, with "special children", as well as with ordinary ones. During our work, we have become convinced that the attitude of children to each other's characteristics to a large extent depends on the attitude of adults to the characteristics of children.
Later in school, "special kids" are more likely to not be bullied by other kids. And ordinary children will be kinder, they will have a more developed sense of compassion. They will not scoff, they will always be ready to help.
The teacher pays more attention to "special" children, spends more time on them, as a result, normal children suffer, they receive less attention and knowledge.
There should not be more than 1-2 people in a group for special children, then this experience will only be useful for the rest, it all depends on the position of the teacher. Along with this, in our kindergarten, a volunteer, or a psychologist, is assigned to "special" children. In addition to the teacher, there is always a person who is ready to come to the aid of a “special” child.
Doesn't living with problematic "special" children negatively affect ordinary children?
The child will grow up, and he will have to meet with all sorts of children and adults, and he must be able to communicate with them. Leaving kindergarten for school, he must take out not only basic knowledge from here, but also social skills of communication and interaction with people. There are more and more problem children, so they will meet an ordinary child in any school. Finally, our country saw this problem and began to solve it, and not pretend that the problem does not exist.
If we were unable to convince you of the importance of inclusive education and you still have questions, we will be happy to answer them.
Natalia Korshunova
business game"Inclusive Education"
Target: increasing the psychological and pedagogical competence of teachers on the problem inclusive education.
Equipment: Board, chalk, sheets of paper, pens,
The course of the business game:
1. Dear teachers, today I want to tell you a parable called "Dare to Try"
Target: identifying your capabilities.
"The king offered his courtiers a test in order to choose from them worthy for an important post at court. Many strong and wise people gathered around him. He let everyone down gathered to a door in a remote corner of the garden. The door was huge and seemed to be rooted deep into the ground. “Which of you can open this stone mass?” asked the king. One by one, his courtiers stepped forward, looked around the door appraisingly, said "No" and stepped aside. Others, hearing what their predecessors were saying, did not venture to the test at all. Only one vizier approached the door, looked at it carefully, touched it with his hands, tried many ways to move it, and finally pulled it with a strong jerk. And the door opened. It was left loosely covered, and all that was needed was the will to realize it and the courage to act decisively. King said: "You will receive a post at court, because you did not rely only on what you saw and heard, you brought your own powers into play and ventured to try."
Why did other applicants turn down the opportunity to try to open? (answers)
What character traits characterize the last applicant? (answers)
"It often happens that a person perceives a situation, relying on his feelings, he comprehends the felt (seen) and it seems to him that he can realistically evaluate it and draw the right conclusions. However, it often happens that feelings deceive people and then they are not able to draw correct logical conclusions. How then to be? The answer is simple - you need to try to check your feelings and the correctness of the conclusions. Philosophical definition "Practice is the criterion of truth".
As a result of the impact of many adverse factors over the past 2 decades, the number of children with various forms of disorders of mental and somatic development has sharply increased (slide 2 - definition of HIA, disabled person)
According to statistics, today in Russia there are more than 2 million children with disabilities (8% of the entire child population, of which about 700 thousand are children with disabilities. The number of this category of children is growing every year.
also in last years there is a new trend - parents do not want to send their children to closed residential institutions (have no opportunity) and bring them up in the family, arranging them in general educational schools and kindergartens. And this desire of parents is enshrined in law.
One of the priority goals of Russia's social policy is the modernization education in the direction of increasing accessibility and quality for all categories of citizens. In this regard, the order of society for inclusive education.
The basis inclusive education is based on the ideology which excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Ensuring the realization of the right of children with disabilities to education is one of the most important tasks public policy in area education.
On the slide you see the definition concepts: a child with disabilities and a child with a disability. Colleagues, tell me, can a child with disabilities be disabled at the same time and vice versa? (answers)
Children with disabilities are not disabled until they are recognized as such by the federal government agency medical and social expertise (ITU) So way, a child with disabilities can be disabled at the same time. Conversely, a disabled child may not be a student with a disability.
One of the first ideas about inclusion was a simple"relocation" students from specialized schools and kindergartens to schools at the place of residence or from special classes to classes, groups general educational. (on a blackboard with chalk). However, as practice shows, this is not enough to increase the level of social adaptation and, moreover, improve the level education for children with disabilities. And often leads to disruption educational process for all children.
The question arises, or rather the multitude questions: ready, whether teachers, specialists, leaders of preschool educational institutions to work in a new way and how to make education children with disabilities has become of high quality?
Therefore, colleagues, to begin with, let's talk with you about the problems that directly concern each of us.
2. Exercise
Target: identifying problems associated with implementation inclusive education.
Teachers, I suggest in turn apply to each other with words “What are you sad about, madam?” in response, the teacher must answer "And I'm sad ma'am about that." and name the problem associated with the implementation inclusive education which is of particular concern to him. Let me start (briefly writing problems on the board while everyone is talking).
Dear teachers, you all see that there are problems and there are a lot of them. I propose to redefine them. (please list someone).
Now I propose to get acquainted with the experience of colleagues implementing inclusive education in your educational institution. Remember the philosophical definition "Practice is the criterion of truth"(video clip).
3. Exercise "Sinkwine"
Target: activate cognitive activity teachers.
To cope with our difficulties, we need to go deeper deal with the concept« Inclusive education» . To do this, I suggest that you compose a syncwine for the concept « Inclusive education» . All you know is the word "sinkwine" derived from French word "five" and means "poem of five lines".
(Work in groups. Each group reads out its own versions of the syncwine).
1. Noun 1 word (title).
2. Adjectives (2 words).
3. Verbs (3 words).
5. One word - noun (summary).
4. Exercise "I am a designer"
Target: determination of the main directions of work of the teaching staff in connection with the introduction inclusive education in preschool practice.
Watching an excerpt from an animated film "Flower - seven-flower".
Colleagues, what method did the girl use to make the boy healthy? (answers)
I propose to determine the main directions in the work of our team. In front of each group is a colored petal, symbolizing one of the directions in the work. Choose one of the options provided.
(after work, each group voices one of the chosen areas of work)
Resources:
Business game game for preschool teachers“We are studying the Federal State Educational Standard of preschool education» O. V. Kudasova
Test for final certification (test) for the course "Inclusive Education"
1. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
inclusion B) interaction
individualization.
2. Choose the correct answer: Inclusion is:
A) the form of cooperation;
B) a special case of integration;
B) style of behavior.
3. Choose the correct answer: There are two types of integration:
internal and external,
B) passive and creative,
educational and social.
4. Choose the correct answer: Inclusion, that is, “inclusive education”, which includes
a child with disabilities in the same educational environment with normally developing peers is:
A) group integration,
B) educational integration,
B) communication.
5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.
6. Choose the correct answer: For the first time, the theoretical justification for integrated learning was a
works of a domestic scientist:
A.N., Leontieva, B) S.L. Rubinshtein,
L.S. Vygotsky.
7. Choose the correct answer: The first country in the field of introducing Inte (inclusive) education into pedagogical practice was:
Great Britain, B) Russia,
France.
8. Choose the correct answer: In the 70s. 20th century in the countries of and Eastern Europe, the first prece, closures of correctional institutions are observed, due to:
A) the absence of children with disabilities,
B) transfer of children with disabilities to kindergartens and general schools,
B) teaching children with disabilities at home.
9. Choose the correct answer: In Russia, the first experimental experience of co-education of children with developmental disorders appears in:
60s 20th century B) 90sXX .,
70s XX century..
10. Choose the correct answer: In Russia, in the first experimental experience of joint education for children with normal and impaired development, preschool children with a violation took part:
visual analyzer,
B) intellect
auditory analyzer.
11. Choose the correct answer: In the context of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:
A) inclusion cannot be massive,
B) inclusion should be massive,
12. Choose the correct answer: In accordance with the principles of the domestic concept of integrated (learning, it can be argued that inclusive education is most appropriate for:
children with disorders of the musculoskeletal system,
B) children with intellectual disabilities,
children with disabilities, with whom correctional and pedagogical work was started early.
13. Choose the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:
A) integration through early correction;
B) integration through mandatory correctional assistance to each integrated child;
B) integration through reasonable selection of children for integrated learning;
D) diagnostic information should be presented visually, in the form of graphs, figures.
13.
Choose the correct answer: building between educational institutions of different levels, types and in interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical
accompanying the education of the child and his family is called:
inclusive educational vertical,
B) inclusive educational horizontal,
inclusive educational parallel.
G)
14. Choose the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:
general secondary school,
B ) preschool institutions,
families.
15. Choose the correct answer: The final level of the inclusive vertical is the stage:
A)career guidance for graduates of schools with disabilities health in the field of the emergence of professional interests and elections,
B) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers,
B) early integration of children with developmental disabilities in preschool institutions.
16. Choose the correct answer: Creating a system of polysubjective interaction involves the creation of:
A) inclusive horizontal,
B) inclusive vertical.
17. Choose the correct answer: The period becomes the initial level of the inclusive vertical:
A) youth
B) early childhood
B) primary school age.
18. Choose the correct answer: The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:
complexity continuity,
B) walking distance
unity, goals.
19. Choose the correct answer: Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions must be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each level of educational
verticals will be fixed in his individual map (“development map”).
A) succession,
B) professional competence,
B) walking distance.
20. Choose the correct answer: The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:
expanding access to education;
B) integration;
mainstreaming;
21. Choose the correct answer: According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.
A) the component of "life competence",
B) "academic" component.
22. Choose the correct answer: educational areas:
B) 4
23. Choose the correct answer: Determine which of the educational areas of the SFES we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:
A) natural science
B) art
IN)