The Importance of N. A. Dobrolyubov’s Pedagogical Ideas on Teaching Primary School Students in Terms of Inclusive Education

Aim. To demonstrate the importance of N. A. Dobrolyubov’s pedagogical ideas and their use in teaching primary school students with special educational needs (SEN) in inclusive education.

Methodology. The main provisions of the article are based on a personality-oriented approach, which involves the choice of forms and methods of teaching based on the individual development of primary school students with SEN, as well as a systematic approach that includes a comprehensive organisation of the educational process while creating conditions that consider the characteristics of children with SEN. Analysis of research related to the methodology of inclusive education, synthesis of general pedagogical approaches – personality-oriented and systematic approaches used in the context of the implementation of inclusive education of primary school students with SEN, and examination of conference materials on inclusion in education were methods used in the study.

Results. Based on the concepts of “inclusive teaching” and “inclusive education”, significant areas of inclusion in the Russian Federation related to the creation of special educational conditions for its implementation are shown. In addition, the increase in the number of students with disabilities studying in inclusive education, the variety of individual educational routes for people with special mental and physical development dictate the need to turn to the pedagogical heritage of the past, which helps to understand how the legacy of the past can serve as a theoretical basis of a modern approach. In this context, N. A. Dobrolyubov’s research on “students with slow comprehension” makes a significant contribution to the methodology of Russian inclusive education and can contribute to improving the teacher’s professionalism. As a result, the meaning of N. A. Dobrolyubov’s concept “students with slow comprehension” is shown, which examines in detail the problems associated with the use of teaching methods adequate to the characteristics of such students. The article presents practice-oriented recommendations on the creation of special educational conditions conducive to the successful socialization and integration of students into society.

Research implications. The article reveals general education traditions that involve the relationship of learning with upbringing, the priority of personal development of schoolchildren in the primary education system, and recognition of the equal value of all students. These traditions in relation to the education of “students with slow comprehension” are reflected in the study of an outstanding representative of the pedagogical thought of the 19th century, N. A. Dobrolyubov. The practical significance lies in the fact that modern educational problems of introducing inclusion into the learning process can be considered in terms of historical retrospective of the national education system.

Conclusion. As a result of the study, the main problems of introducing the pedagogical heritage of N. A. Dobrolyubov into the system of inclusive education of primary school students with SEN are shown. These are the problems of designing the educational environment, creating special learning conditions, considering the individual characteristics, capabilities and interests of children with special educational needs. Emphasising the importance of considering the problems highlighted above, it is necessary to recognise the importance of the historical and pedagogical heritage of the past, which is a unique historical layer of the best educational traditions of teaching and educating “students with slow understanding.”

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