| Popis: |
With the introduction of the Educational Standard for Children with Disabilities, there is an increased need to define the boundaries of an inclusive educational environment. The authors provide content characteristics for all groups of specific circumstances of socialization for students with impairments in an inclusive educational environment. It is vital to provide unique educational circumstances for children with impairments in order to apply inclusive practice. Soviet defectologists sufficiently established a set of exceptional requirements but did not describe the system. Without these circumstances, it is impossible for a disabled youngster to study in a conventional school. We used a new approach to the representation of special conditions in the inclusive education system, which is based on the structuralfunctional model of the educational environment; the components of this model allowed us to identify some groups of special conditions (organizational and managerial, material and technical, organizational and pedagogical, psychological and pedagogical support organization, social-psychological and subjective). We established the relevance and substance of extracurricular activities for effective socialization and defined the content of each group of unique circumstances. |
