Meditative Technologies in Realization of the Inclusive Educational Environment of Modern School

Vasiliy Nikulenkov; Ol&#039;ga Kozyreva; Ol&#039;ga Babina; Mariya Tukalova

doi:doi:10.12737/article_5a5f1b6e78c505.70640778

UDC 37 CSCSTI 14.27

Meditative Technologies in Realization of the Inclusive Educational Environment of Modern School

Published в Standards and Monitoring in Education · Volume 6, Issue 1, 2018 · Pages 20–26 · Rubrics: National regional component

DOI 10.12737/article_5a5f1b6e78c505.70640778

Received: 19.10.2017 Accepted: 17.01.2018 Published: 21.02.2018 Language of publication: RUS

Authors

Vasiliy Nikulenkov ¹ · Ol'ga Kozyreva ² · Ol'ga Babina ³ · Mariya Tukalova ⁴

1 Krasnoyarsk State Medical University named after V.F. Voyno-Yasenetsky (Department “Psychology and Pedagogics with Course of Digital Solutions”, Associate Professor)
Krasnoyarsk, Krasnoyarsk, Russian Federation

2 Krasnoyarsk State Pedagogical University named after V.P. Astafyev” (Correctional Pedagogics Department, Associate Professor)
Krasnoyarsk, Krasnoyarsk, Russian Federation

3 Siberian Federal University (Resource center, Director)
, Institute of Business Management and Economy, Siberian Federal University (Business-informatics Department, senior teacher)
Krasnoyarsk, Krasnoyarsk, Russian Federation

4 Krasnoyarsk Regional Institute for Advanced Training of Educators (the Center for Education and Civic Education, Methodist)
Krasnoyarsk, Krasnoyarsk, Russian Federation

ABSTRACT

The inclusive educational environment is characterized by the system of the valuable relation to training, education and personal development of children with special educational needs, may contain a number of threats, connected, including, with the increased confl ict intensity. In this paper experience, prospects and abilities to integrate a method of school mediation and to creation of services of school mediation in the system of the general education in Krasnoyarsk Region are analyzed as a condition of providing available education for children with special educational needs.

KEYWORDS

inclusive education the inclusive educational environment meditative technologies children with special educational needs.

Information Text References

Authors:

1. Krasnoyarsk State Medical University named after V.F. Voyno-Yasenetsky (Department “Psychology and Pedagogics with Course of Digital Solutions”, Associate Professor)

Krasnoyarsk, Krasnoyarsk, Russian Federation

2. Krasnoyarsk State Pedagogical University named after V.P. Astafyev” (Correctional Pedagogics Department, Associate Professor)

Krasnoyarsk, Krasnoyarsk, Russian Federation

3. Siberian Federal University (Resource center, Director)

Institute of Business Management and Economy, Siberian Federal University (Business-informatics Department, senior teacher)

Krasnoyarsk, Krasnoyarsk, Russian Federation

4. Krasnoyarsk Regional Institute for Advanced Training of Educators (the Center for Education and Civic Education, Methodist)

Krasnoyarsk, Krasnoyarsk, Russian Federation

Type:

Article

Pages:

from 20 to 26

Status:

Published

Subject area:

UDC 37
CSCSTI 14.27

Language:

Russian, English

Keywords:

inclusive education, the inclusive educational environment, meditative technologies, children with special educational needs.

Text

Инклюзивная (включающая) образовательная среда реализует обеспечение равного доступа к получению образования; создание необходимых условий для адаптации всех без исключения детей независимо от их индивидуальных особенностей, психических и физических возможностей; обеспечивает процессы гуманизации образования, которая создает условия, максимально благоприятствующие саморазвитию каждого ребенка [1, 3].

References

1. Danilova L.N., Pronicheva E.V. Problema inklyuzivnogo obrazovaniya v Federativnoy respublike Germaniya [The problem of inclusive education in the Federal Republic of Germany]. The Newman in Foreign Policy [The Newman in Foreign Policy]. 2017, I. 37(81), pp. 21-23.

2. Kozyreva O.A. Sozdanie inklyuzivnoy obrazovatel’noy sredy kak sotsial’no-pedagogicheskaya problema [Creation of inclusive educational environment as a social and pedagogical problem]. Vestnik TGPU [Bulletin of TSPU]. 2014, I. 1 (142), pp.112-115.

3. Koshechkina E.A. K voprosu ob organizatsii inklyuzivnogo obrazovaniya v rayonnykh gorodakh Rossii (na primere g. Luga) [On the organization of inclusive education in the regional cities of Russia (based on the example of Luga)]. The Newman in Foreign Policy [The Newman in Foreign Policy]. 2017, I. 37(81), pp. 7-9.

4. Mel’nik Yu.V. Refl eksiya indeksa inklyuzivnogo obrazovaniya netipichnykh detey v zapadnoy i otechestvennoy pedagogike: sravnitel’nyy [Refl ection of the index of inclusive education of atypical children in Western and Russian pedagogy: comparative]. Izvestiya Yuzhnogo federal’nogo universiteta [ Izvestia Southern Federal University]. 2012, I. 4, pp. 221-226.

5. Saadanbekova Ch.I. Istoriografi i ponyatiya «sotsial’noe ravnopravie» i ego urovni [Historiography of the concept of “social equality” and its levels]. The Newman in Foreign Policy [The Newman in Foreign Policy]. 2017, I. 37(81), pp. 10-11.

6. Shpek O. Lyudi s umstvennoy otstalost’yu. Obuchenie i vospitanie [People with mental retardation. Education and upbringing]. Moscow, 2003.

7. Ainscow M. Understanding the development of inclusive schools. London: Falmer Press. 1999.

8. Ainscow M., Booth T., Dyson A. Improving schools, developing inclusion. London: Routledge. 2006.

9. Booth T., Ainscow M. Index for inclusion: Developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education. 2002. Available at: www.csie.org.uk/publications/inclusion-index-explained.shtml

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