Cite this article as:

Селиванова Ю. В. Tendencies in Development of Special Education: Social and Cultural Approach. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2015, vol. , iss. 4, pp. 295-?. DOI: https://doi.org/10.18500/2304-9790-2015-4-4-295-300


This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
UDC: 
159.9:376.1

Tendencies in Development of Special Education: Social and Cultural Approach

Abstract: 

The article presents socio-cultural analysis of the problem of transformation of an institution of special education in Russia. It views the main factors regarding change of its content-related characteristics, orientation towards social integration and educational inclusion for children with special needs. The author analyses the mainstream of special (correctional) education in Russia, which is linked to implementation of integrational and inclusive practices for teaching children with special educational needs. The article presents comparative analysis of the terms «integrated» and «inclusive» education. The author substantiates the necessity of giving special correctional assistance to children with special educational needs regardless of educational institution they attend (general educational institution or special needs correctional institution). The article defines current tendencies in special education’s development, i.e. inclusion and complex integration. It uncovers the potential of recreation camps for children as tools for socialization for children with special needs into general environment, which is seen as a major factor of socio-cultural adaptation.

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