Pedagogical
profession is one of the most popular at present in Kazakhstan. This is especially true in training of
future teachers who are the guarantors of creating of an educated, intelligent,
communicative, reflective, self-organized individuals. Because of all other
types of work being mastered in the course of specially organized purposeful
pedagogical activity. The level of modern competitive training, academic
mobility, successful specialist depends on the degree of developed professional
competences. The relevance of this issue is that universities are transferred
to educational activities based on the standard of new generation, which
implements the principles of the European system of education quality
assessment.
Education as a process of knowledge and skill acquisition is an integral
part of social and psychological adaptation and integration of disabled
children in the society. It has a purpose of providing them with the access to
the gnosiological basis and cultural-historic heritage of the humanity.
One of the priority tasks of higher
pedagogical education is the formation of professionally competent specialists
with not only deep theoretical knowledge, but also competent in the field of
his professional sphere and competent
in information and communication technologies. These specialists can creatively
solve traditional and innovative pedagogical tasks. They face with problems
which need to find quickly the optimal solutions, and actively use innovative
technologies for these purposes. The solution to this problem requires
modernization of the education content; improvement the quality of education,
the development of a new model for educational process organization [1].
One of the main problems of present
education in Kazakhstan is the problem of inclusive education. Inclusive
education is the involvement for all children of all religious and ethnic
backgrounds, with any features in their physical development, of any economic
or social status in the studying. The main objective of the introduction and
development of inclusive education is the adaptation to the various needs of
children in order to achieve full access to high-quality education.
The current situation imposes certain
requirements as to the professional and personal qualities of a future teacher.
First, you must determine that graduates of pedagogical specialties should know
and be able to do, which eventually form the basis of effective teaching
activities and further professional self-improvement. The main aim is
particularly relevant in the transition to a variable education, presupposing
pedagogical creativity freedom [2].
On the one hand, inclusive education
is the principle of education system forming, and, on the other hand, it is a
process. The essence of this process is that schools, educational institutions,
kindergartens and other schools must accept children regardless of their
peculiar characteristics. Here we talk not only about children with physical
disabilities, but also about healthy children. Those are bright children. Every
child belongs to the society, and we should have an individual approach to each
child, in order to consider and meet all their educational needs.
Every
child is different by himself, every child is unique in his abilities, and the
education system should be based on the principle of distinction of children.
The educational system of Kazakhstan is
still in the process of democratization at present. This stage has certain
tasks as strengthening of humanistic approaches to upbringing, development and
teaching. Education system is multi-sided and needs creating conditions
favorable for creative development, self-education and vocational
self-determination of all children, including physically challenged ones. Education
space assumes both technical equipping
of educational institutions and development of the curriculum for educators and
students aimed at the development of not only physically able people, but also
disabled people and interaction with them.
Today the education system
provides all conditions for children and students at all levels of
education. For example, the latest issue is an inclusive education as we stated
before. Inclusive education is based on
the following principles:
1.
Value of a person doesn't depend on his (her) abilities and achievements;
2.
Every person is able to gain education;
3.
Every person has the right to communicate and to be heard;
4.
Genuine education can be implemented only in the context of real relations;
5. All
people need support and friendship of age mates;
6.
Diversity intensifies all aspects of human life.
The system of inclusive education is
an unique form of education that involves primary, secondary and higher educational institutions.
There is also an obvious necessity in special programs developed to facilitate
the adaptation of physically challenged children at educational institutions.
The educational environment prepares
these children to professional activity and stimulates their personality
potential development. Inclusive education is also considered to be the best
form of establishing optimal interactions with surrounding people as
coeducation itself allows improving the quality of everyday communications
among children that have vital functional limitations.
Legislation standards of the Republic
of Kazakhstan and other fundamental international documents on human rights
provide the principle of equal rights to education for all children in the
country. Moving from equal rights to equal opportunities in access to quality
education for all children the Government of the Republic of Kazakhstan in the
"State Program of Development of Education in the Republic of Kazakhstan
for 2011-2020" identifies development of inclusive education as one of the
important goals. The program includes measures of creating a legal framework
for all children and also children with developmental disabilities to be
involved in the general education area.
This project studied international
experience and the point of view on inclusive education of various social
groups. And also the analysis of statistical data on children with special
needs across the regions of the country was made in four areas: health,
education, social security, internal affairs.
With regional psychological, medical
and educational consultations the scale of "spontaneous" inclusion of
children with disabilities in mass pre-school and school organizations was determined.
Such experience has a good influence on different regions of our country during
the course of these studies and reviews.
All the needs of students and teachers
to succeed are taken into account by inclusion. An inclusive school considers
every student as an important part of a group which gives them a sense of
confidence that can be the reason for the children to be responsive and kind.
Disabled students are supported by their classmates. Nowadays there are a lot
of schools that use inclusive education system, but there are still many
problems for inclusive education to become mass. Here are the main points:
-
Problems in architectural structure of educational institutions;
- In
most cases disabled students are considered to be uneducable;
- The majority
of school teachers and directors do not have proper education in the area of
teaching disabled students, so they are not ready to involve disabled students
into education process;
-
Disabled students' parents don't know how to defend their children's rights to
education.
Therefore, inclusive education is based
on the idea that all the children should be treated in the same way, but
disabled children should get special attention. About 15% of students are
expelled because of system's inability to meet their needs. We should
understand that it is the system to be blamed, not the children. Inclusive
approach will give them a chance for a better life. Common education system is
a process of general education, which means that every child is able to get knowledge.
The main point of inclusive education is developing a methodology where every
child is an individual that has different needs. And if teaching became more
effective due to changes that introduce inclusive education it would have
positive effect on all the students.
Inclusive school teaches children an
idea of human rights which leads to decrease in discrimination so children
learn to communicate to each other and recognize the feeling of other mates.
Disabled students first of all need an
environment different from their family environments, communication with other
students and mediator whose role is assigned to the teacher. Inclusive
educational environment is formed by teachers that work altogether. Today
development of inclusive educational system is the teachers' duty. There is no
doubt that the inclusive educational environment is formed by a teacher, not
just a teacher, but a team of teachers and specialists - a team working in
interdisciplinary cooperation. Today primary school teachers, subject teachers,
speech therapists, educational psychologists, teachers, speech pathologists,
physical therapy instructors, teachers, teacher educators and tutors take part
in the development of an inclusive educational environment.
As a result of their joint work we will
get:
-
Development of child's abilities;
-
Creation of social relations system;
-
Compensation of special needs;
-
Creation of a comprehensive support system;
-
Functional approach to teaching and treatment;
-
Taking part in public activities;
-
Development of self-sufficiency.
Inclusive education is trying to
develop a new method of teaching that would be more flexible to meet the needs
of different students. And if education becomes more effective due to changes
that inclusive education adopts, all students will benefit from it.
Many specialists
believe that inclusive education is a new stage in the development of
education. State educational establishments in most cases do not consider the
abilities of every child. The reasons of this may be overcrowding of classes -
teachers just have no time to find individual approach to every student. But
inclusive education gives a new opportunity to teach disabled children, which
takes social support of this category of children to the next level.
In conclusion, inclusive education is a
progressive way in education that has big opportunities to develop in the
modern society. To make it nationwide we need to consider the experience of
foreign countries, which can be carried out by specialists, as most of current
teachers are not able to change their approach to educational system.
REFERENCES
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1. Improving
Education. The Promise of Inclusive Schools. The US National Institute on city
education improvement. Handbook. Retrieved from the web-site
http://perspectiva-inva.ru
2. Sue
Stubbs, Inclusive Education Where There are few resources. Textbook. Oslo,
2002.
Avanesov,
V. S. (1982). Scientific tests in the sociological research (p. 199). Moskow:
Science.
3.
National programme of Republic of Kazakhstan in education system development
for 2011-2020. // "Kazakhstanskaya Pravda", December 14, 2010.
4. Berkimbaev,
K. M., & Kerimbaeva, B. T. (2012). Communicative competence of future
specialist. European Science and Technology Materials of the 2th International
Research and Practice Conference, (Vol. 3), 9-10 May, Wiesbaden.-2012.