The education of the child is one of the main problems in its formation. This is especially important when a disabled person grows in the family. In accordance with the Russian Legislation, each of them has the right to receive education, as well as vocational guidance, social adaptation and the provision of the educational conditions that parents choose. But in practice, this situation looks somewhat different. That is why in psychological and pedagogical practice not so long ago a new educational system took shape - inclusive education.
It implies such an organization of the educational process in which it becomes absolutely accessible to everyone. This is due to the fact that inclusive education is maximally adapted to all the needs of each child.
Its main principles are as follows:
- The value of any person cannot depend on his achievements and abilities.
- Every child is given the ability to think and feel.
- Any person has the opportunity and the right to communicate, as well as to be heard.
- All people need each other.
- A full-fledged inclusive education is possible only if it is carried out in a system of living relationships, since each child needs friendship and support of peers.
- There must be diversity in the educational process.
Therefore, it will be effective only if specific conditions are met:
- adequate goals should be set for all students;
- created the conditions for the maximum possible disclosure of the potential of a disabled child;
- constant and maximum possible support for everyone;
- the formation in combined schools and preschool institutions of the combined groups of healthy and special children.
However, inclusive education in Russia is only just beginning to emerge. Therefore, there are a number of problems that all participants in this process constantly encounter, especially in the first stage. Basic can be formulated in this way.
Firstly, the perception of such an educational situation by teachers. The fact is that inclusive education will become effective only if teachers can meet the professional roles that it requires of them. But not all teachers are willing to take risks by agreeing to turn the general education class into a "hodgepodge" of ordinary and special children.
Thus, a psychological barrier arises. Teachers are afraid that they will not be able to cope, avoid such responsibility and particular risk. Therefore, the uncertainty and fear of teachers significantly interfere with their professional and personal development in the field of inclusive education.
Secondly, not all parents of children with disabilities are able to decide to send their child to a regular class. The fears are that they can offend them there.
Moreover, families of ordinary children, as a rule, are opposed to the fact that special students will be present in the classroom. They fear that all the teacher’s attention will be directed only to them, “inhibiting” the educational process. While other children will not be provided with the support they need.
Thirdly, special difficulties arise in relationships with peers. Practice shows that there are a lot of problems in this area. But, as a rule, peers relate to such atypical children in accordance with the adult position and attitudes of the teaching staff and their parents.
Therefore, it is necessary to resolve the identified problems and psychologically prepare the subjects of the educational process. Only in this case inclusive education will be able to steadily integrate into the Russian system of education.