FOREIGN ADAPTIVE TECHNICS FOR CREATION OF EDUCATIONAL ROUTE FOR EXCEPTIONAL LEARNERS IN CONDITIONS OF INCLUSIVE EDUCATION
DOI: 10.23951/2307-6127-2020-5-138-145
The article deals with the actual problem of creation of adaptive educational route that is adequate to special educational needs of person who is in inclusive educational continuum. The author analyses the following foreign concepts of possible adaptation of educational route for exceptional persons: combinatorially-significated interpretation of creation of individual educational path and theory of adaptive emphatic discourse that is a component of holistic educational route. This research characterizes the role of adequate translative technics of communication between all participants of inclusive education in high educational institute in process of development of signified mechanism which implies creation of acceptance innovative culture in relation to any forms of exceptionality. The author clarifies importance of positive emphatization as a key condition for achievement of exceptional learner’s good academic results and development of his sustainable path of socialization as well as shows her own understanding of the term “exceptionality”. The article considers in the recommended range of adaptive technics for creation of educational route from the positions of multidisciplinary approach and description of specialist’s on social work functional role in this process. The author determines key specialist’s on social work functions in the process of creation of positive emphatic discourse, which is basic condition for successful adaptation of educational route.
Keywords: educational route, person with special educational needs, exceptionality, exceptional learner, adaptation of educational route, adaptive technics, inclusive education
References:
1. Blacbourn J., Patton J. Exceptional individuals in focus. Upper Saddle River, NJ: Pearson Education, 2014. 367 p.
2. Holt L., Kysilka M. Instructional patterns: strategies for maximizing student learning. Thousand Oaks, CA: Sage, 2016. 195 p.
3. Vaughn S., Bos C. S. Strategies for teaching students with learning and behavior problems. Upper Saddle River, NJ: Pearson Education, Inc., 2013. 450 p.
4. Jordan A. Introduction to inclusive education. Ontario Institute for Studies in Education of the University of Toronto: John Wiley & Sons Canada, Ltd, 2015. 259 p.
5. Katz J. Teaching to diversity: the three-block model of universal design for learning. Winnipeg, MB: Portage and Main Press, 2016.198 p.
6. Loreman T., Deppeler J. Inclusive education: Supporting diversity in the classroom. London and New York: Routledge, 2015. 302 p.
7. Gargiulo R. M., Metcalf D. Teaching in today’s inclusive classrooms: a universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2013. 504 p.
8. Padun M. A. Narusheniya regulyatsii emotsiy posle psikhicheskoy travmy [Disturbances of emotion regulation after psychological trauma]. Psikhologicheskiy zhurnal – Psychological Journal, 2016, vol. 37, no. 4, pp. 74–84 (in Russian).
9. Jones V., Jones L. Comprehensive classroom management: creating communities of support and solving problems. Boston: Pearson Education, Inc., 2014. 480 p.
10. Peterson M. J. Inclusive teaching: creating effective schools for learners. Boston, MA: Allyn and Bacon, 2014. 533 p.
11. Smith T. E. Teaching students with special needs in inclusive settings (4th ed.). Boston, MA: Pearson Education, Inc, 2013. 465 p.
12. Pochebut L. G., Beznosov D. S. Assertivnost’ i tolerantnost’ v mezhkul′turnom vzaimodeystvii [Assertiveness and tolerance in cross-cultural interaction]. Sotsial’naya psikhologiya i obshchestvo – Social Psychology and Society, 2017, no. 8, vol. 3, pp. 8–19 (in Russian)
Issue: 5, 2020
Series of issue: Issue 5
Rubric: PSYCHOLOGY
Pages: 138 — 145
Downloads: 450