All articles

The article is dedicated to the analysis of the concept of “multicultural education” in the context of the development of an inclusive society, in particular, on the comparison on the implementation of multicultural component in the Russian educational system and the experience and implementation of a multicultural educational environment and bilingual education in Germany. The authors consider the adaptation and integration of migrants as one of the most important humanistic priorities of educational activities, the implementation which requires active participation of the entire education system in accordance with the “concept of state free migration policy of the Russian Federation „for the period up to 2025, which prioritizes the tasks of assisting migrants in the process of social and cultural adaptation and integration, e.g. on the topic of speech development, interaction and the improvement of the system of measures, that ensure respect the attitude of migrants to the culture and traditions of the host community. Multicultural education in Russia is viewed in the context of a multinational environment and migration policy. One part oft he article is to analyze the concept of a teachers multicultural (intercultural) competence as non-an integral part of general pedagogical competence. The need to develop a teacher‘s multicultural worldview has to be put in the context of the migration policy development, diversity and globalism of intercultural relations and intercultural communication. The authors are explaining an example of Russian practice implementing a multicultural educational environment and development experience (bi) multicultural environment on the example of the federal state of Berlin. The educational practice and policy will be shown on the implementation of bilingual education in preschool and school organizations, technologies for integrating bilingual children, migrant children, examples of identifying the level of language development (testing of bilingual children for knowledge of the German language). The article describes cognitive development features of bilingual children, considering the connection in the picture the world of the child of several cultures, which is primarily manifested at the linguistic level and special communication skills. The article substantiates the importance of language development, relevance and the need for an inclusive aproach in the process of integrating children, carriers of bilingual and bicultural component of personality. Multicultural, multi-confessional environment is defined as social inclusion, but inclusive education is set in the context of cultural diversity. A social inclusive approach is seen as a necessity for the successful implementation of polycultural education.

The article describes the characteristics of children with Down’s Syndrome. It presents the main factors which may result in the birth of children with this syndrome, historical information and data related to the structure of the defects with Down Syndrome. The mechanism of the most common speech disorder in children, Dysarthia, is given. The process of psychological, medical and pedagogical consultation is examined and the opportunity for children in kindergarten to learn according to the adjusted program is described. Recommendations are given to kindergarten level educators concerning the involvement of a child in the education process, specifically in terms of implementing principles of inclusive education. The article highlights the sections related to intervention in the compensating groups or inclusive groups. Exercises for preschool educators are also described. The methods of Dr. Libby Kumin are analyzed.

The article analyzes the development of inclusive education in Russia. Inclusive education is one of the most debated problems in modern education. This article defines the term “inclusive education”, delineates the difference between “integration” and “inclusion”, presents aims and values of inclusive education, proves the principles on which inclusion is based and examines the education policies currently implemented in Russia. The methodology is based upon the system-activity approach and Vygotsky’s cultural-historical perspectives. Comparative and categorical analyses, synthesis, observations and logical generalization are used during the study of the development of inclusive education. The inclusive approach is compared to the new policies that have been implemented over the last 10 years in education in Russia and have faced some obstacles. On one hand inclusive education brings all the conflicts and drawbacks that exist in the educational system into sharp focus. On the other hand it allows one to develop a strategy to overcome these drawbacks. The article highlights inclusive technologies that individualize the process of education and allow educators to effectively work with diverse particularities of children. These methods consist of: an organized, structured and open environment; team teaching methods, such as team education, tutoring, inter-pair education, practice interacting, arrangement of environment, group activities, direct instructions of social skills, development of social skills through peers, individual approach to the process of education and evaluation of children’s achievements, and involvement with the community; methods taken from the fields of Psychology, speech therapy, special education, applied behavioral analysis and neuropsychology. The use of these recommendation for improvement advances inclusive education and increases the efficacy of inclusive policy.

This article presents the positive performance of the preschool for preschoolers with cerebral palsy and locomotor disabilities in terms of social adaptation for children with severe developmental handicaps, partner relationships with their families, and the development of inclusive competence in parents. The above issues are consistently discussed. Options for interaction between the modern family with a preschool age child and preschool educators are given. This article pays attention to the terms “social practice” and “social tests” as socialization options for preschoolers with disabilities. This article helps conceptualize problems emerging in inclusive education and recommends solutions. This aid is addressed to preschool and kindergarten educators, students of pedagogical universities, and students of the career development system.