Prespectives of inclusive education in post-Soviet countries

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PRESPECTIVES OF INCLUSIVE EDUCATION IN POST - SOVIET COUNTRIES

ПЕРСПЕКТИВЫ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В ПОСТСОВЕТСКИХ СТРАНАХ

Huseynova S.M.

Huseynova Sara Mubariz-- PhD in economics, Associate professor,

Гусейнова С.М.

Гусейнова Сара Мубариз - кандидат экономических наук, доцент, кафедра математической экономики,

Бакинский государственный университет, г. Баку, Азербайджанская Республика

Abstract

Keywords: inclusive education, Azerbaijan, Russia, Kazakhstan, Belarus.

Ключевые слова: инклюзивное образование, Азербайджан, Россия, Казахстан, Беларусь.

The stages of the formation of inclusive education in Post-Soviet countries in which the possibility of acquiring knowledge is available to all, especially children with disabilities. The concept of “inclusive education” is defined as ensuring equal access to education for all students with taking into account the diversity of special educational needs and individual capabilities. Children with disabilities health opportunities in a regular public school can not only get a quality education, but also successfully adapt to life. Reflects the principles and factors of inclusive education, which include access to schooling for all children. To implement inclusive education, you need to pay attention to the creation of appropriate conditions in society and the educational process, as well as the training of teachers capable of create and implement an inclusive educational environment in educational organizations.

At the present stage, inclusion is a leading trend in the development of the system education throughout the world community. Inclusive education is a long-term strategy that requires systematic and consistent, continuous, integrated approach for its implementation. Inclusion in education is a process the implementation of which involves before altogether, changing the philosophy of education, and as a result of this - organizational, meaningful and technical changes.

Taking into account the state concept of the Azerbaijan, the state of education, the main tasks of the education system, goals, main trends and tasks are of great importance for the inclusive development of the country. The inclusive development of the country is expected to lead to an increase in both the country's socio-economic indicators and positive changes in the socio-economic life of the population, the development of human capital and the level of education of the population. Socio-economic strategies of a country should be adapted to international experience, a country's economy should be inclusive, and it is important to use innovations based on scientific achievements to increase the standard of living of the population. Therefore, one of the main tasks of the country's education system is the development of human capital.

An analysis of the state of higher vocational education for people with disabilities in the Russian Federation shows that there is a need for profound changes in its organization and content, caused by a number of stable trends in social policy and the formation of a new holistic semantic characteristic of vocational education. In Russia, only a limited number of universities is focused on the education of persons with disabilities. These are mainly individuals with sensory impairments, with movement disorders. More than 24 thousand people with disabilities study at state universities, more than 14 thousand at secondary specialized educational institutions, and more than 20 thousand at institutions of primary vocational education.

Recently, distance forms of higher education have been intensively introduced. The big problem is still the employment of people with disabilities. According to statistics, about 10 million people with disabilities live in the Russian Federation. Only 13-15% of them have permanent jobs. Moreover, persons with disabilities who have mastered the program of higher professional integrated education have employment not exceeding 60% [1].

The implementation of inclusive education can be under threat without the timely adoption of a number of legal acts that most precisely regulate the organization and functioning of various parts of the educational vertical and the mechanisms of their interaction. Here, special attention should be paid to the legal regulation of “transitional” links: from pre-school to school, and from school to secondary special and vocational education.

Training for inclusive education is one of the conditions for the implementation of the inclusion itself. At the moment, the solution of this issue is the least secure both organizationally and methodologically.

Decisions in the field of development of inclusive education make significant updates to the structure of education and change educational space at the regional and sectorial level, reflecting on the structure of investments, restructuring of organizations, the structure of the portfolio of proposals for the development of an inclusive educational process and the corresponding psychological and pedagogical technologies.

In the traditional for Russia system education children with one form or another disability, children with disabilities health opportunities get education in special (correctional) educational institutions, on home or in special schools, interns, where they are often torn off not only from peers with normal psychophysical development, but also from my family. Inclusion of children with specific developmental characteristics (special educational needs) in educational process of general education schools in the community - new approach for Russian education. It is this approach that is terminologically associated with a process called "Inclusion in education", accordingly education in line with this approach - “inclusive education” [2, 30].The origins of inclusive education in today's submission laid down in special (correctional) education.

In Russia, there are three ways to go special education development: differentiation, integration and new to Russian education - inclusion. Differentiation usually goes by improving eight species special (correctional) institutions for children with different options violations psychophysical development as well creating a new rehab help services for children with special needs educational needs. Integration has brought closer comprehensive school to children with disabilities. Thanks to this approach many teachers and psychologists started talking about a new era in educational system of Russia.

Integration is done by transfer of special moments education in the education system general (teacher work with students occurs according to a special program and methodology, habitat of children with disabilities health opportunities and their healthy peers as much as possible adapted to be additional psychological and pedagogical services). This stage is associated with rethinking society and state of their attitude to disabled not only with recognition equality of their rights, but also awareness society of its duty to provide such people are equal to all other opportunities in different areas of life including education. Inclusive education is process that does not come down exclusively to reform special education. This process should be part of the national general education development policies. Inclusive education is the only one recognized worldwide tool for the realization of the right of every one man on education. It's in contributes significantly improving the quality of life of children, especially children from socially vulnerable groups.

Today, the problem of inclusive education is relevant worldwide. In Kazakhstan, this phenomenon is not also ignored. This problem requires to itself focused attention, since the number of children with congenital and acquired malformations is increasing every year. The state sets the task of early diagnosis of developmental disorders in children and the early correction of these deviations due to the compensatory functions of the body. The education system, include this category of children in the process of education in mass kindergartens, general education schools, vocational schools and higher educational institutions.

In contrast, inclusive education seeks to develop a system aimed at children and recognizing that all children are individuals with different learning needs. Inclusive education is committed to developing an approach to teaching and learning that will be more flexible to meet different learning needs. If teaching and learning will become more effective as a result of the changes that inclusive education introduces, then all children will benefit (not only children with special needs). Education in secondary school, among normally developing peers, enables a child with special educational needs to feel normal, like his friends, classmates, boys and girls in the yard. The society does not have the right to deprive children with disabilities of the right to get an education, develop their abilities, talent, and most importantly, have an environment of communication with normal children. Now, children with developmental disabilities can not be left to boarding schools, and to determine the usual kindergartens and schools [4]. This is inclusive education. One of the ways to overcome their problems is to promote the idea of inclusive (inclusive or integrated education), referred to in the Convention on Rights of Persons with Disabilities, signed by Kazakhstan in 2008.In Kazakhstan, inclusive education takes only the first steps, although in many countries of the world almost all schools are inclusive. Currently, Kazakhstan has 56 psychological, medical and pedagogical consultations funded by local budgets. According to the standards, such organizations in the republic should be 79. The methodological guidance of these consultations is reserved for the Republican Psychological, Medical and Pedagogical consultation, located in Almaty. According to the Ministry of Education and Science, as of January 1 of this year, 149,246 children with limited lives live in the country. Opportunities, it is about 3.15% of the total number of minor citizens of the republic. However, these statistics do not reflect the real situation, since there are facts of statistical registration and, conversely, not including children in need in the register. According to the State Program for the Development of Education the Republic of Kazakhstan for 2011-2020 is planned to increase to 70% the proportion of schools that created the conditions for inclusive education of their total by 2020. From 2011 to the present, in the regions of the republic there is a program of Round Tables on the topic “Inclusive Education: International Practice and Implementation Paths in Kazakhstan” for managers of the general secondary education system with the support of the Soros Kazakhstan Foundation. In the current period, an Internet project based on the site is being implemented [5].

The introduction of a broad, varied assessment system of student achievement will allow children in the general flow to be included intelligence. At the initial stage, the main task of the state is to conduct awareness-raising work among the scientific and pedagogical community and society as a whole. Creating a regulatory framework, training materials, the training of teaching staff, the study of domestic and foreign experience in the implementation of inclusive education will allow Kazakhstan to gradually build competent training system. Specialists are in favor of the systematic development of an inclusive education. At the same time, they note the impossibility of the complete closure of special schools and the transfer of all children with disabilities to general education. In the future, with proper organization of the implementation program inclusive education in the education system of the Republic of Kazakhstan will give positive results for all participants in the above process.

Migration is one of the most constant social and economic processes. It has existed throughout history, and its presence gives rise to new concerns in the light of the different perceptions of reality that we have today. Today, migratory flows continue to be a worldwide reality, and this phenomenon keeps growing, creating different implications for the international community. Migration is a feature of social and economic life across many countries, but the profile of migrant populations varies considerably. Other sources include family and humanitarian migration. Whatever its source, migration has important impacts on our societies, and these can be controversial. The economic impact of migration is no exception [3, p. 27].Migration process influence to education in republic and inclusive education support migrants education.

Development of inclusive education in the Republic of Belarus carried out on the basis of the principles and requirements established in the world educational practice. Inclusive education in Belarus involves the inclusion of all children, regardless of the differences between them, in a common and unified educational environment based on use of pedagogical tools and methods focused on a wide variety of educational needs and opportunities of students.

The most important targets of inclusive education advocating ensuring equal access for all children to high-quality general secondary education, organizing co-education and upbringing of students with differences, based on the recognition and consideration of the uniqueness of each child and creation favorable environment for more effective self-fulfillment of students.

With regard to general secondary education, inclusion means the transformation of schools through special personnel, educational and methodological, material equipment and the creation of a developing environment, which is generally intended to ensure the realization of the differentiated educational needs of all children and their socialization. At present, the basis for the development of inclusive education in Belarus is the regulatory, educational, methodical and personnel provision of the special education system. Purpose Special education is to improve the quality of life of children with psychophysical development, their successful adaptation to the conditions of the social environment. One of the effective ways to achieve this goal is the organization of integrated learning and education of schoolchildren in secondary school. Since 1995, purposeful work has been carried out in the republic to develop and improve integrated education and upbringing of children with OPFR, their inclusion in the educational process, joint with healthy peers, leisure, socio-cultural, sports, creative activities.

In conclusion, we emphasize that the development of inclusive education in Belarus is not only a sectorial educational task, which is implemented in the field of education. Process of functioning and improving the system of inclusive education should be carried out as one of the priorities of the state social policy based on the strengthening of inter-sectorial interaction (medical sphere, rehabilitation and psychological services, the sphere of work, educational institutions), societal relationships, schools, students and their parents

The successful future of each country in the modern world is determined by the level of education in this country. Economic analysis shows that the abundance of natural resources is not the main indicator of the development of the state, but, most importantly, is that these riches become the human capital of the country. The introduction of innovative methods in the inclusive development of education, that is, the level of application of information and communication technologies should be expanded. Innovation systems are a key indicator of the intellectual and scientific potential of each country, the transparency of public administration and the development of democracy.

Taking into account the above, it can be concluded that the analysis of inclusive development of education using both economic indicators and social indicators of the country is one of the key issues. The inclusion of a country's education system means the priorities for developing a inclusive economic system. Educational, scientific and innovative model is considered.

The formation and development of human capital in the modern era serves to increase the level of education of the country, protect its health, improve the quality of life and improve the quality of life. In this case, the generated human capital contributes to the improvement of the socio-economic level of the country and, in general, the comprehensive development of the country.

Investments in human capital are investments in education and health care and healthcare, including investments in human capital, investments in employment, mobility, employment and education of children, science and intellectual development, culture and art. also done, since these indicators are parameters that characterize the sustainable development of the country, it is necessary to establish a predictive and analytical interpretation of the results, setting econometric models for a comparative analysis of increasing and decreasing parameters.

References / Список литературы

1.Алехина С.В. Инклюзивное образование в России. [Электронный ресурс] // Материалы проекта «Образование, благополучие и развивающаяся экономика России, Бразилии и ЮжнойАфрики».Режимдоступа: http://psyjournals.ru/edu_economy_wellbeing/issue/36287.shtml/ (дата обращения: 29.04.2019).

2.Кузгибекова Г.М., Кулешова Т.В. «Инклюзивное образование: реальный опыт, проблемы, перспективы». СОШ № 51,2011. Караганда. 31с.

3.Lopez-Claros А. How inclusive societies boost economic growth. [Электронный ресурс]. // The World Bank's Let's Talk Development Blog. Режим доступа: https://www.weforum.org/reports/ (дата обращения: 29.04.2019).

4.Huseynova Sara Mubariz The influence of international migration on international trade // European journal of economics and management sciences, 2016. № 3. Режим доступа: https://cyberleninka.rU/article/n/the-influence-of-international-migration-on-international-trade/ (дата обращения: 29.04.2019).

5.Guliyev R.R. and. Huseynova S.M. "Research on Azerbaijan's import and annual GDP co-relation based on econometric models in the frame of joining WTO."Journal of Contemporary Applied Mathematics-ISSN: 2222-5498 6.1, 2016.

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