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This book provides the first evidence-based accounts of inclusive education in a Russian context. It explores the critical educational changes in the Russian Federation within the post-soviet space and internationally. The book analyzes the transformation of educational practices as Russia transitions from an educational model of student support with an emphasis on disability to a broader conceptualization of inclusive education. Among others, this book discusses inclusive education in the context of: • School and preschool institutions; • higher education institutions; • non-Russian-speaking children and children with migration experience; • culture-sensitive education; • indigenous minorities; • technological and methodological support; • the role of stakeholders such as NGOs, parents, and other social groups; • teacher preparation and professional development. This book is intended for teachers, inclusive education coordinators, principals and school managers, policymakers, teacher educators, scholars of inclusion, and university professors, along with community organizations and students of inclusive courses in a Master in Education. .
This timely book is about raising awareness of the rights of disabled people to full equality and participation in all areas. It aims to show that disability is an issue of concern to all of us. It is for university faculty staff teaching courses on education law and policy and serves as a resource for students conducting research, government officials, and professionals in these fields.
This book presents for the first time the results of scientific research in the field of special education and special psychology carried out by top experts of the Russian Federation and the Republic of Belarus. The range of problems discussed in the book reflects the most relevant areas of development of the education system and psychological and pedagogical assistance to children with special educational needs (SEN). Both scientific and methodological developments provide practitioners with modern means of diagnostic, correctional, developmental, and preventive work. Furthermore, responding to the current challenges, the authors present the results of research on the impact of virtual reality on the health of adolescents, the results of an experiment on the study and formation of financial literacy of high-school kids with developmental disorders, highlight approaches to the prevention of auto aggressive behavior in the adolescent environment, and offer the proven technologies for psychological and pedagogical habilitation and rehabilitation of children with SEN of various nosologic groups and children with somatic pathology studying at a hospital school. The theoretical block of the book includes an analysis of the fundamental problems of today’s pedagogical and social reality: substantiation of conceptual approaches to the construction of an inclusive space, consideration of the basic psychophysiological mechanisms of speech, the formation of a convergent network educational environment and some other problems that can directly or indirectly affect the quality of education, upbringing, and social adaptation of children with SEN. The book is intended for psychologists, special-need experts, teachers, methodologists, employees of educational organizations working with children with disabilities, specialists in the field of inclusive education, students and teachers of special education, and pedagogical and psychological departments of higher education institutions.
... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.
Deals with the problems in education after ten years of reforms that were aimed at substantially revising the Russian education system. It contains the papers discussed in 1998 and 1999 at the international congress on education in Moscow and the seminars in Flanders.
Revitalizing Special Education presents neither a pessimistic nor a Pollyannish view of past or future, but rather is a careful assessment of some of the greatest threats to robust special education posed by distorted and misguided thinking about what special education is and does.
The volume presents a new and unique view of welfare in Russia and Eastern European countries from an intersectional perspective of welfare, gender and agency. Since the collapse of socialism, the welfare structures of the post-socialist states have experienced large and rapid changes. The discussions on the reforming welfare models serve as the integrating theme for the volume. The authors discuss past and current developments and make comparisons in time and space–between the early 1990s and late 2000s and between post-socialist and transitional countries. Welfare and political democratization are analyzed on the one hand as structures and processes and on the other hand as cultural meanings and through agency, which all are strongly gendered. Macro-level analyses and in-depth case studies by scholars from different countries and disciplines provide a wide and multilayered picture of welfare developments and gendered practices of social services, caregiving and civic activism, among others. Special attention is given to research methodologies, particularly on fieldwork and micro-level understanding of the related topics. The contributors come from social and political sciences and from both former socialist and “Western” countries – from Russia and Slovenia as well as the US, the UK, Germany and Finland. In their studies, the authors examine various regions of Russia and other post-socialist countries, such as the Czech Republic, Romania, Moldova and Slovenia.
This volume provides an international perspective on special education issues. There is limited literature examining issues in special education from an international perspective, as such this volume will add considerably to the knowledge base across the globe.