Traditions of Russia abroad in the context of problems of domestic inclusive education

Aim. To show the influence of the traditions of Russia Abroad on solving the problems of domestic education of schoolchildren with special educational needs, based on the historical retrospective of special education in Russia and abroad in various periods, as well as the research of V.V. Zenkovsky.

Methodology. Analysis of research related to the development of methodological foundations of special and integrated education, inclusive practice abroad and in Russia; synthesis of general pedagogical approaches and the possibility of their application in the process of teaching and raising children with special education needs; examination of conference materials dedicated to the educational traditions of Russia Abroad.

Results. The importance of an interdisciplinary approach in the upbringing of children with special educational needs studying in conditions of inclusion and special education is determined. Based on the research of V.V. Zenkovsky, the paper demonstrates the importance of a synthesis of human sciences, which are of fundamental importance in the education and training of schoolchildren with special educational needs. In particular, Zenkovsky examined in detail the problem of the relationship between the biological and the social in the development of an individual, with an emphasis on its social origin. Scientists have also defined the role of the social environment and shown its importance in shaping the personality of all children without exception who are capable of independent, free life in society.

Theoretical and/or practical significance. Based on the provisions of the updated policy in relation to persons with special needs, as well as research by V.V. Zenkovsky, the influence of the traditions of the Russian Abroad on solving the problems of training, education and development of schoolchildren with disabilities studying in conditions of inclusion is theoretically substantiated; the content of the term “special educational needs” (SEN) has been clarified as more consistent with the ideology of inclusive education, shifting the emphasis from possible restrictions to the creation of special conditions for the successful education of all schoolchildren without exception. The results of the theoretical study have a significant impact on improving the professional competence of teachers implementing the inclusive educational process. The results obtained can be used when conducting classes in pedagogy for the purpose of a more in-depth analysis of the heritage of the past, reflecting the problems of training and education in various historical periods.

Conclusions. The main problems in the education of persons with special educational needs are highlighted. In particular, this is the problem of creating special educational conditions, training schoolchildren on the basis of an adapted educational program, taking into account their capabilities and needs; the problem of choosing forms and methods of teaching people with special needs when studying together with normotypical children; the problem of interaction between a teacher and parents in the context of the implementing inclusive education in order to prepare students for independent life, the problem of choosing forms and methods of teaching children with special educational needs together with neurotypical pupils. While emphasizing the significance of the issues highlighted above, it is important to recognize the importance of government policy regarding the participation of persons with SEN in society. This allows us to expand the capabilities of schoolchildren with educational needs in the process of adapting them to the conditions of an educational organization and subsequent work activity.

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