Historical Development of the System of Inclusive Education in Russia and Europe
Notice bibliographique
Résumé
Article is devoted to the historical problem of development of the system of inclusive education in Russia. On the basis of in-depth multi-dimensional analysis of historical and genetic and socio-cultural bases of formation and development of the system of inclusive education as a state institution we consider five periods in the evolution of the relationship between society, state and children with disabilities and three stages of formation of the national systems of inclusive education. First period is the period when aggression and intolerance has transformed into the need to take care children with disabilities. Second period: the transition from the need to take care of children with disabilities to the possibilities of education at least part of children with disabilities. The starting point of this period can be considered as the opening special schools for the deaf (1770) and for the blind (1784) in Paris. Third period is the transition from the possibilities of education at least part of children with disabilities to understanding of the feasibility of inclusive education of three groups of children: children with hearing disabilities, children with seeing disabilities and children with mental disabilities. The turning point can be considered as the last quarter of the XIX century. The fourth period is the transition from the understanding of the feasibility of inclusive education of three groups of children to the understanding of the need for inclusive education all children with disabilities. In Western Europe, this period started from the beginning of the twentieth century and finished in the end of the 1970s. Fifth period is the transition from exclusion to inclusion. Integration of the children with disabilities into society of normal children in Western Europe is the leading trend of this period of evolution, based on their full civil equality. The period is characterized by restructuring organizational principles of inclusive education in Western Europe during 1980 - 1990-ies. The results of our historical research show that the integration is the natural stage of the development of inclusive education, connected in any country of the world, including Russia, with the rethinking by society and the state their relationship with disabled people, with the recognition of their rights in different areas of life, including education.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».