Abstract
One of the topical fields of modern education is implementation of an inclusive approach which makes it possible to get equal rights and access to education for students without regard for their health condition. The purpose of the article is to carry out the analysis of the inclusive components of learning environment in educational institutions and of higher and secondary professional education (using the city of Volgograd and the Volgograd Region as an example). As a part of the study, an integrated model for inclusive educational environment, which contains technology (psycho-didactic), space-object, social and process components, was developed. Relying on this model, analysis and assessment of the state of the learning environment in educational institutions and of higher and secondary professional education of Volgograd and the Volgograd Region were made. The results showed that each educational institution has its own specific way of organizing inclusive environment; there is no common standard for its implementation. The research possesses both theoretical significance and applied functions so far as with the help of this model it is possible to assess the state of learning environment and building a unified educational system on the basis of all its components.
Highlights
In the process of investigating the essence, the specific character and the potential of the inclusive education, we principally based ourselves upon the most important legal acts, declarations and conventions concluded under the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) auspices on a global scale and in particular on the Constitution of the Russian Federation, federal acts “On education in the Russian Federation” and “On the social protection of disabled people in the Russian Federation,” especially on art.48, art.79 of the federal act “On education in the Russian Federation” [1]
There is the question of uniform requirements for the accessible environment in educational institutions, which would enable students with disability and HIA to see the prospects of their vocational training and development and the opportunity for adaptation and personal fulfillment in modern society
The purpose of the research involved analyzing the contents of inclusive components of educational environment in institutions of higher and secondary vocational education in the Volgograd region
Summary
In the process of investigating the essence, the specific character and the potential of the inclusive education, we principally based ourselves upon the most important legal acts, declarations and conventions concluded under the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) auspices on a global scale and in particular on the Constitution of the Russian Federation, federal acts “On education in the Russian Federation” and “On the social protection of disabled people in the Russian Federation,” especially on art., art. of the federal act “On education in the Russian Federation” [1] These documents oblige educational institutions and organizations to create conditions and adaptive (specialized) education programmes necessary for the development and becoming of people with health limitations. A multifaceted and consistent approach to this matter has not so far been worked out
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