Volkova T.V., Hentschel T. Inclusion Concepts. Examples of Inclusive and Socio-Psychological Practices in the German Education System
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
This paper is devoted to the analysis of the concept of “inclusion”, the existing problems and challenges of the implementation of inclusive education in the world, in particular through the example of the development of inclusion and the implementation of inclusive and socio-psychological practices in the education system in Germany. It describes the system of services for persons with disabilities, based on the classification by ICF, which is a standard and instrument of the World Health Organization, where disability is not considered as a property of a person, but a social phenomenon. The research is aimed at the organization of an inclusive environment, which does not exist in isolation, does not belong to a particular area of education, but is a natural part of society, and a general pedagogical concept. Ways of developing inclusion and inclusive education in particular are considered with regard to the history and mentality of countries, where the global community has moved away from a narrow view of inclusion as interaction with people with disabilities, and towards a broad acceptance of inclusion, where societies are diverse, with no segregation on the basis of diversity, from language and religion to disability, development and gender philosophy, which is the ideological basis for inclusion.
Inclusion as a special, progressive worldview is the emotional maturity of society, a well-thought-out structure of interaction between the child’s family and society and with other families, schools and other social institutions. The existing problems in the implementation of inclusive approaches in education in Russian practice are considered, in particular, the issues of human resources potential. The key principles of remedial and inclusive education, including in Russian educational practice, based on research by Lev Vygotsky, are presented.
References
1. Deutscher Verein für öffentliche und private Fürsorge e.V. (2009): Empfehlungen des Deutschen Ver-eins zur Bedarfsermittlung und Hilfeplanung in der Eingliederungshilfe für Menschen mit Behinde-rungen. https://www.deutscher-verein.de/de/uploads/empfehlungen-stellungnahmen/dv-06-09. pdf (abgerufen am: 26.09.2018).
2. Dieter Krowatschek, Sybille Albrecht, Gita Krowatschek. Marburger Konzentrationstraining (MKT) für Kindergarten,Vorschule und Eingangsstufe, 2018 | 5. Unveränderte borgmann publishing (Verlag)
3. Fedyushina E.E. (2018) Detskij sad «Hand in hand» v Kepenike: ruka ob ruku s inklyuziej [“Hand in hand” kindergarten in Kepenik: hand in hand with inclusion]. Obrazovatel’nyj portal «Pedsovet» [Educational portal “Teachers’ Meeting”] [Elektronnyj resurs]. Access mode: https://pedsovet.org/beta/article/detskij-sad-hand-in-hand-v-kepenike-ruka-ob-ruku-s-inkluziej
4. Guralnick, M.J. (2000): Interdisciplinary Clinical Assessment of Young Children with Developmental Disabilities. Baltimore, Maryland, Paul H. Brookes Publishing Co
5. Henchel’ T. (2018) Detskij sad v Germanii: korotko o glavnom [Kindergarten in Germany: briefly about the main thing]. Obrazovatel’nyj portal «Pedsovet» [Educational portal “Teachers’ Meeting”] [Elektronnyj resurs]. Access mode: https://pedsovet.org/beta/article/detskij-sad-v-germanii-korotko-o-glavnom?fbclid=IwAR0qKgna6bRh_SVP...
6. Henchel’ Tomas (2018): Nam ponadobitsya ne odno desyatiletie dlya sozdaniya organichnoj inklyuzivnoj sredy [It will take us decades to create an organic and inclusive environment]. Obrazovatel’nyj portal «Pedsovet» [Educational portal “Teachers’ Meeting”] [Elektronnyj resurs]. Access mode: https://pedsovet.org/beta/article/tomas-hencel-nam-ponadobitsa-ne-odno-desatiletie-dla-sozdania-orga...
7. Imms, Ch., Adair, B., Keen, D., Ullenhag, A., Rosenbaum, P., Granlund, M. (2016): ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities. Developmental medicine and child neurology 58 (1), 29–38, https://doi.org/10.1111/ dmcn.12932
8. International Classification of Functioning, Disability and Health (ICF). World Health Organization, 2001. Available at: http://psychiatr.ru/download/1313?view=name=CF_18.pdf (accessed 21.03.2018).
9. International Classification of Functioning, Disability and Health: Children & Youth Version: ICF-CY. World Health Organization, 2007
10. Kuz’menkova L.V., Mal’ceva M.N., Sudnikova I.A. (2018) Ispol’zovanie mezhdunarodnoj klassifikacii funkcionirovaniya i ogranichenij zhiznedeyatel’nosti v rabote psihologicheskoj sluzhby centra social’noj adaptacii, reabilitacii i abilitacii [Using the international classification of functioning and life restrictions in the work of the psychological service of the center for social adaptation, rehabilitation and habilitation]. Uchenye zapiski Sankt-Peterburgskogo gosudarstvennogo instituta psihologii i social’noj raboty [Scientific Notes of the St. Petersburg State Institute of Psychology and Social Work]. Vol.29. 1, 66–73.
11. Lubovsky V.I. (2017) Inklyuziya – tupikovyj put’ dlya obucheniya detej s ogranichennymi vozmozhnostyami [Inclusion – a Developmental Dead End for the Education of Disabled Children]. Sovremennoe doshkol’noe obrazovanie. Teoriya i praktika [Preschool Education Today]. 2, 32–37.
12. Mezhdunarodnaya klassifikaciya funkcionirovaniya, ogranichenij zhiznedeyatel’nosti i zdorov’ya. Vsemirnaya organizaciya zdravoohraneniya, Zheneva (2001) [International classification of functioning , disability and health. World health organization, Geneva]. Sankt-Peterburgskij institut usovershenstvovaniya vrachej – ekspertov Ministerstva truda i social’nogo razvitiya RF [Saint Petersburg Institute for advanced training of medical experts of the Ministry of labor and social development of the Russian Federation], http://who-fic.ru/icf/
13. Mezhdunarodnaya klassifikaciya funkcionirovaniya, ogranichenij zhiznedeyatel’nosti i zdorov’ya detej i podrostkov (2016) [International classification of functioning , disability and health of children and adolescents]. Vsemirnaya organizaciya zdravoohraneniya [World Health Organisation]. Moscow.
14. Na puti ot integracii k inklyuzii (2009) [On the way from integration to inclusion]. Prakticheskij opyt raboty specialistov inklyuzivnogo detskogo sada: Sbornik statej. Avtor-sostavitel’ M. Prochuhaeva [Practical experience of inclusive kindergarten specialists: Collection of articles. The author M. Pochukaeva]. Moscow.
15. Nuzhny li pedagogu znaniya po vozrastnoj fiziologii? (2019) [Does the teacher need knowledge of age-related physiology? Interview with M. M. Bezrukikh] Interv’yu s M.M. Bezrukih. Vesti Obrazovaniya [Elektronnyj resurs]. Access mode: https://vogazeta.ru/articles/2019/3/28/teacher/6831-nuzhny_li_pedagogu_znaniya_po_vozrastnoy_fiziolo...
16. Oberhuemer, P. & I. Schreyer (eds.). 2018. Early Childhood Workforce Profiles in 30 Countries with Key Contextual Data. Munich. ISBN 978-3-00-060262-7 (1285 pages) www.seepro.eu
17. Rossijskoj sisteme doshkol’nogo obrazovaniya neobhodim kachestvennyj trudovoj resurs (2018). Interv’yu s T.V. Volkovoj [The Russian pre-school education system needs a high- quality workforce. Interview with T. V. Volkova]. Obrazovatel’nyj portal «Pedsovet» [Educational portal “Teachers’ Meeting”] [Elektronnyj resurs]. Access mode: https://pedsovet.org/beta/article/rossijskoj-sisteme-doskolnogo-obrazovania-neobhodim-kacestvennyj-t....
18. Rukovodstvo po inklyuzii: obespechenie dostupa k obrazovaniyu dlya vsekh (2007) [Guide to inclusion: ensuring access to education for all]. Perevod S. Kotovoj; Pod redakciej M. Perfil’evoj [Translated by S.Kotova; Under the editorship of M.Perfileva]. Moscow; Vladimir.
19. S chego nachinaetsya inklyuziya (2018). Interv’yu s T.V. Volkovoj [How inclusion begins. Interview with T. V. Volkova]. Obrazovatel’nyj portal «Pedsovet» [Educational portal “Teachers’ Meeting”] [Elektronnyj resurs]. Access mode: https://pedsovet.org/beta/article/s-cego-nacinaetsa-inkluzia
20. Volkova T., Henchel’ T. (2019) Psihologicheskaya sluzhba v sisteme obrazovaniya Germanii. Na primere opyta raboty federal’noj zemli Berlin [Psychological service in the German education system. Based on the experience of the Federal state of Berlin]. Shkol’nyj Psiholog [School Psychologist]. 11(563), 19–22.
21. Volkova T.V. (2015) Kak vospitat’ schastlivogo rebenka. Osobennosti doshkol’nogo obrazovaniya Germanii [How to raise a happy child. Features of preschool education in Germany]. Shkol’nyj Psiholog [School Psychologist]. 10(535).
22. Volkova T.V., Prochuhaeva M.M. (2019) Organizaciya inklyuzivnoj obrazovatel’noj sredy v DOO: Uchebno-metodicheskoe posobie [Organization of an inclusive educational environment in the DOE: Educational and methodological guide]. Moscow. Sfera Publ.
23. von Garnier. K., Stamm, T. A. et al. (2006): Anwendung der Internationalen Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit (ICF) in der Ergotherapie – Ein Fallbeispiel. ergoscience(1): 7 – 13
24. Vygotskij L.S. (1983) Sobranie sochinenij: V 6 tomah [Collected works: In 6 volumes]. Vol.5. Moscow.
25. WHO – World Health Organization (2001): International Classification of Functioning, Disability and Health (ICF). Geneva, Switzerland.
26. Wolf, H.-G., Berger, R., Allwang, N. (2016): Der Charme der ICF-CY für die interdisziplinäre Frühförderung. Frühförderung interdisziplinär 35 (3), 127. https://doi.org/10.2378/fi2016.art16d
27. Yarskaya-Smirnova E.R., Naberushkina E.K. (2004) Social’naya rabota s invalidami: Uchebnoe posobie. 2-e izdanie, pererabotannoe i dopolnennoe [Social work with the disabled: A textbook. 2nd edition, revised and expanded]. Saint-Petersburg.