Abstract
The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today’s legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today’s school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.
Highlights
In accordance with Federal legislation of Russian Federation, the Education Act guarantees to all Russian students with special needs and disabilities a right to special-need education and a right to choose models of learning, with inclusive education among them.As far as students with disabilities are concerned, the group of students with learning disabilities is the most numerous and mixed one
Data of Federal State Statistic Service and Ministry of Education of Russian Federation were applied to estimate: the diversity of nosologic groups; how common inclusive education is in schools; and the ratio of students with learning disabilities who learn in special schools to those who study on inclusive terms
This variables were analized: number of students in each nosological category; the number of students studying in a special elementary school; the number of students studying in an elementary school with an inclusive approach; the number of students studying in a special secondary school; the number of students studying in a secondary school with an inclusive approach; the distribution of special and inclusive schools in different regions of Russia; the number of specialists providing psychological and pedagogical support for students with delayed mental development in various regions of Russia
Summary
In accordance with Federal legislation of Russian Federation, the Education Act guarantees to all Russian students with special needs and disabilities a right to special-need education and a right to choose models of learning, with inclusive education among them. As far as students with disabilities are concerned, the group of students with learning disabilities is the most numerous and mixed one. Today most of them learn in inclusive classrooms. This type of psychic dysontogenesis is erroneously considered as a “self-fixable” state and as an easier case than it really is. Series of studies have proved that when inclusive classrooms are poorly planned and don't have special differentiated psychological and pedagogical support it only worsens it for students with learning disabilities. Doesn't it allow for their cognitive and personal development and results into negative impact on their post-secondary social adaptation (Indenbaum, 2013; Korobeynikov, 2002)
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