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Scientific notes of P. F. Lesgaft University
Journals / Scientific notes of P. F. Lesgaft University / Issue 7 / Psychological features of inclusive education
UDC 159.92

PSYCHOLOGICAL FEATURES OF INCLUSIVE EDUCATION Psychological features of inclusive education

Published in Scientific notes of P. F. Lesgaft University · Issue 7 · Pages 292–295 · Rubric: General psychology, personality psychology, history of psychology
EDN: HXLFVJ
Received: 29.03.2024 Accepted: 25.04.2024 Published: 31.07.2024
Authors
SV
Svetlana N. Bostanova
ORCID
RU
Ruslan A. Urtenov
ABSTRACT
In the modern world, the number of children “with disabilities”, “with special educational needs”, “with mental disorders and deviations” has increased significantly. According to experts, approximately from the end of the 20th to the beginning of the 21st century, a trend of growth and frequency of disability in Russia has been noticed: it has doubled. According to various sources, this frequency ranges from 6-9%. The concept of “children with disabilities” covers the category of persons whose life activities are characterized by any limitations or lack of ability to carry out activities in a way or within the framework considered normal for a person of a given age. These are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. The purpose of the study was to study the psychological characteristics of inclusive education. The methodological basis was not only the provisions of research by domestic and foreign scientists on the problem of inclusive education, but also official documents. One of the psychological features of inclusive education is supporting the rights and opportunities for education of every “special” child, not determined by physical, mental and intellectual abilities.
KEYWORDS
inclusive education, upbringing, pedagogical psychology, children with disabilities, rehabilitation, psychological support
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