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PECULARITIES OF THE MUNICIPAL RURAL EDUCATIONAL SYSTEM IN THE FORMATION OF INCLUSIVE EDUCATION // Tomsk State Pedagogical University Bulletin. 2011. Issue 13 (115). P. 75-78

The article analyzes the conditions for the provision of affordable education for children with special educational needs in the rural municipality of the educational system. Based on these data the authors suggested formation of inclusive education program in the municipal educational system that should create conditions for ensuring the availability and quality of education for children with special educational needs.

Keywords: available education, inclusive education, children with special educational needs, municipal educational system

BASIC PARAMETERS OF IMPLEMENTATION OF THE PRINCIPLE OF ACCESS TO EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE MUNICIPAL EDUCATIONAL SYSTEM // Tomsk State Pedagogical University Bulletin. 2011. Issue 13 (115). P. 102-105

The paper presents a comparative analysis of the components of adaptive pedagogy and inclusive education. The authors draw attention to the fact that the proven model of adaptive pedagogy in municipal education system as implementing the principle of accessibility for children with special educational needs is not universal. The implementation of the adaptive model of pedagogy in practice, as well as an analysis of its components shows that inclusive education is a broader concept and phenomenon. The tasks of building inclusive education activities coincide with the municipal educational system at present in terms of quality and accessibility of educational services.

Keywords: inclusive education, adaptive pedagogy, children with special educational needs, organizational and pedagogical environment, characteristics of inclusive education

THE MODULAR STRUCTURE OF INTERACTION IN THE FRAMEWORK OF INCLUSIVE EDUCATION IN MUNICIPAL EDUCATION SYSTEM // Tomsk State Pedagogical University Bulletin. 2012. Issue 8 (123). P. 99-102

Improving the effectiveness of training, rehabilitation and social adaptation is realized through interagency of agencies. The author draws attention to the most productive forms of interdepartmental cooperation, defi nes the functions of the organizations involved in it. Modular structuring of institutions, according to the author, allows a systematic approach to the problem of organizing access to education for children with special educational needs.

Keywords: children with special educational needs, accessible education, inclusive education, interagency cooperation, module.

FORMATION OF PEDAGOGICAL FACULTY STUDENTS’ PROFESSIONAL READINESS TO IMPLEMENT THE INCLUSIVE EDUCATION // Tomsk State Pedagogical University Bulletin. 2016. Issue 5 (170). P. 70-73

The article is devoted to the problem of professional formation of students of the pedagogical faculty in conditions of modernization of education. The issues presented in the light of the analysis of changes in normative-legal regulation and standardization of training and education of persons with special needs and prepare students to implement inclusive education. The article presents forms that determine efficiency of forming and inclusive General professional competence of future teachers (specialists). The most important competence of the teacher in the conditions of the introduction of the Federal state educational standard of primary education for students with disabilities, is the ability to design and adapt the educational process, the content of training courses, alternative forms of employment for extracurricular activities for all students, regardless of their ability.

Keywords: inclusive education, standard for students with disabilities, general professional competence, inclusive competence, mentoring, teacher’s professional standard

APPROACHES TO STUDYING OF SUSTAINED MOTIVATION IN SPEECH THERAPY CLASSES AMONG CHILDREN WITH SEVERE SPEECH DISORDERS // Tomsk State Pedagogical University Bulletin. 2017. Issue 12 (189). P. 157-161

In the article the authors touched on one of the topical issues of defectological education: improving motivation to self-correction and self-control among children with severe speech disorders. For children with severe speech disorders the corrective-speech process at kindergarten speech therapy center lasts 2–3 years. During this time it is necessary to help children to correct the defects of the entire system of language: aspects of pronunciation, lexical and grammatical side, of coherent speech. The necessity of examination and formation of a stable motivation for corrective speech work is caused by the low level of interest of senior preschool children with severe speech disorders to speech therapy classes, because they require perseverance from the child, and this quality appears later. The authors identified three stages of diagnostics, necessary for a comprehensive examination of children with severe speech disorders. Stage 1 – speech diagnostics, stage 2 – study of children’s motivation, stage 3 – parents’ questioning to identify the child’s interests. The attention is focused on the stage of studying of motivation for speech therapy classes, with the aim of identifying conditions for the formation of stable motivation of children with severe speech disorders. The diagnostic parameters of the motivational component are demonstrated, their connection with speech therapy tasks is specified.

Keywords: speech disorder, motivation, interest in speech therapy sessions, diagnostics of motivation

MODERN APPROACH TO THE FORMATION OF ALTERNATIVE COMMUNICATION IN CHILDREN WITH COMPLEX STRUCTURE OF VIOLATION // Tomsk State Pedagogical University Bulletin. 2018. Issue 1 (190). P. 9-14

The article is devoted to the problem of socialization of children with complex structure violations. Changing in legislation and the increase in the number of this category of children determines the need for the development and testing of new adapted methods and techniques of working with them. Many researchers indicate that in the cases of impaired development, above all, suffers communication process, determined by the ability of children with complex structure of socialization. Children with a complex structure of defect, have serious violations and require the search for alternative methods of correction. Alternative communication as one of the adaptive means determines the further development of the child with a complex structure violations. The authors propose to use adapted tools of Russian sign language as an alternative communication. The article presents the advantages and the algorithm of this direction of alternative communication for children with complex structure violations. Presents the system of correctional work on the selection and adaptation of alternative communication in children with complex structure violations on the basis of complex inspection of means of communication. The algorithm of formation of alternative means of communication, possible special actions of specialists at the preparatory and main stage of work with children with a complex structure of the violation are analyzed.

Keywords: alternative communication, children with autism spectrum disorders, children with Down syndrome, additional and supporting communication, gestures, complex structure of the disorder, means of the Russian sign language

MODELING OF AN INDIVIDUAL EDUCATIONAL ROUTE FOR A CHILD WITH HIA AS AN OPEN JOINT REFLEXIVE ACTION OF SUPPORTING ADULTS // Tomsk State Pedagogical University Bulletin. 2018. Issue 1 (190). P. 15-21

The article discusses the question of modeling of an individual educational route (hereinafter IER) for a child with disabilities (HIA) as a tool for accompanying children of this category in the educational process. The terms ”modeling”, “inclusive competence of the teacher” are clarified with the purpose of more accurate description of the author’s material in this direction. The stages of modeling IER as a means of the child’s most effective comprehension of the educational program and the system organization of inclusive space in the educational organization are described. Modeling of IER as an open joint reflexive action (according to E. D. Fayzullaeva) is the coordination of the interests and tasks of all participants in accompanying the child with HIA and the construction of a system of joint actions included in correctional, developmental, rehabilitation and other activities for the child. 7 stages of modeling IER are described: 1) installation-reflexive; 2) organizational; 3) meaningful; 4) reflexive; 5) transforming; 6) expertanalytical; 7) reflexive-projecting. Each stage reveals the specifics of the work of adults with the child, detailing the contribution of each participant in the joint activity. At each stage there is solving of various tasks for all participants in joint activities: work with the IER concept; realization of a systematic approach that implies a holistic vision of the child included in the common space of life (in which there is an inclusive educational space of the institution, microsocieties - the group and the family, as well as the external space - additional educational institutions, medical and specialized institutions, etc. along with public places of common use); actualization of the partnership positions; implementation of pedagogical actions aimed at correcting and developing the child, increasing his or her social adaptability. These stages are the joint activities of adults involved in the life of the child (parents and teachers) and reflect the realization of their inclusive competence. Presented are the results of research activities (focus groups and approbations) on the procedure for creating IER by all subjects of the educational process, including corrective, developmental, rehabilitation and other measures for the child with disabilities. Positive effects of this work were noted, which manifested themselves in the form of the phenomena of decentration; actualization of communicative, research, managerial, and reflective competencies among participants in joint activities on the compilation of IER; conscious interaction of all specialists with a deeper understanding and a responsible attitude in working with children with disabilities.

Keywords: individual educational route, inclusive approach, modeling and IER, open joint reflexive action, child with disability, support for children with disabilities

NEW APPROACHES TO THE FORMATION OF INCLUSIVE-ORIENTED COMPETENCES OF FUTURE TEACHERS IN HIGHER EDUCATIONAL INSTITUTIONS // Tomsk State Pedagogical University Bulletin. 2018. Issue 1 (190). P. 29-33

The increase in the number of disabled children requires from specialists new methods, technologies and means of correction at the current stage of development of education. The article discusses the possibilities of the genre of the musical training of future teachers for working in conditions of inclusion. The search for alternative forms of training of future specialists determines the relevance of the article. The presented method of the interactive musical was considered from different positions within the framework of the realization of the formation of the inclusive competences of the students of the pedagogical faculty. The experience of staging a musical on the basis of higher educational institutions as a form of practice-oriented training of future professionals working with children with disabilities (HIA), and implementation of interactive musical institutions as a gradual and complementary work demonstrates positive results. The first stage is devoted to the formation of a new pedagogical consciousness, underlying the adoption of different children and their development, a tolerant acceptance of children with various pathologies. The second stage is directly devoted to the study of new techniques that allow to create independently for a child the conditions for inclusion in the educational process, taking into account his characteristics and needs. The authors also propose to use it in working with children with disabilities. These areas are recommended as nontraditional forms of work with students of higher educational institutions.

Keywords: children with disabilities, interactive musical, inclusive education, inclusive-oriented training, competence, musical, non-traditional, vocational training, correctional work