7. Инклюзивное образование (от англ

7. Инклюзивное образование (от английского слова inclusion – включение) позволяет реализовать образовательные цели не только учащимся с особенностями в развитии, но и детям, которые в той или иной степени выделяются из общей группы детей. Инклюзивное образование предполагает, что разнообразию потребностей учащихся-инвалидов должен соответствовать континуум сервисов, в том числе образовательная среда, наиболее благоприятная для них. Этот принцип означает: все дети должны быть с самого начала включены в образовательную и социальную жизнь школы по месту жительства; задача инклюзивной школы – построить систему, которая удовлетворяет потребности каждого; в инклюзивных школах все дети, а не только с инвалидностью, обеспечиваются поддержкой, которая позволяет им добиваться успехов, ощущать безопасность, ценность совместного пребывания в коллективе. Инклюзивные школы нацелены во многом на иные образовательные достижения, чем те, что чаще всего признаются обычным образованием. Цель такой школы – дать всем учащимся возможность наиболее полноценной социальной жизни, наиболее активного участия в коллективе, местном сообществе, тем самым обеспечить наиболее полное взаимодействие, помощь друг другу как членам сообщества [8]. Этот ценностный императив, очевидно, показывает, что все члены школьного коллектива и общества связаны между собой и что учащиеся не только взаимодействуют между собой в процессе обучения, но и развиваются, когда принимают совместные решения по поводу управления процессами в учебной аудитории [9].

Результаты (английский) 1:

7. Inclusive education (from the English word inclusion-inclusion) allows to realize educational goals not only students with the features in development, but also to children who, to varying degrees, stand out from the Group of children. Inclusive education implies that diversity needs of students with disabilities should correspond to a continuum of services including educational Wednesday, most favourable to them. This principle means: all children must be included from the outset in the educational and social life of the school of their place of residence; the task of the inclusive school is to build a system that meets the needs of everyone; in inclusive schools, all children, not just with disabilities are provided with support, which allows them to achieve success, feel the security value of the co-host team. Inclusive school focused largely on other educational achievements than those that most often recognized by conventional education. The purpose of this school is to give all students the opportunity to full social life, the most active participation in the local community, thereby ensuring the most complete interaction, help each other as members of the community [8]. This value is obviously imperative shows that all members of the school community and society are linked and that students not only interact with each other in the learning process, but also develop when take joint decisions about management of processes in the classroom [9].

Результаты (английский) 2:

7. Inclusive education (from the English word inclusion - inclusion) allows to realize educational goals, not only to students with disabilities, and children who are more or less separated from the total group of children. Inclusive education suggests that the diversity of needs of students with disabilities must meet the continuum of services, including educational environment, the most favorable for them. This principle is: all children should be included from the outset in the educational and social life of the school in the community; inclusive school task - to build a system that meets the needs of everyone; in inclusive schools, all children, not only with disabilities are provided with support that allows them to succeed, to feel safe, the value of sharing in the collective. Inclusive schools are aimed largely at other educational achievement than those that most often recognized in the usual form. The purpose of such a school - to give all students the opportunity to complete most of social life, the most active part in the collective, the local community, thereby ensuring the fullest cooperation, help each other as members of the community. [8] This imperative of values, clearly shows that all members of the school community and society are interconnected and that students not only interact with each other in the learning process, but also develop when taking joint decisions about the processes in the classroom. [9]

Результаты (английский) 3:

7. inclusive education (from the english word inclusion, inclusion) allows to realize the educational goal, not only the students with the characteristics of the development, but also to children who, in varying degrees, are allocated from the total group of children. inclusive education suggests that the diversity of the needs of students with disabilities should be consistent with the continuum of services, including the educational environment, the most favourable to them. this principle means that all children should be from the beginning included in the educational and social life of the school"s residence; the inclusive school is to build a system that satisfies the needs of each; in inclusive schools, all children, not just with disabilities are provided with support, which enables them to achieve success, to feel the security, the value of co host in the collective. inclusive schools are aimed largely at other educational achievement than those that most frequently recognized by ordinary education. the purpose of this school is to give all students the opportunity of social life the most valuable, the most active participation in the community, the local community, thereby to provide the most complete interaction, helping each other as members of the community [8]. this ценностный imperative, clearly shows that all the members of the school community and society are linked, and that students do not only interact in the process of teaching, but also develop and take joint decisions about the process management in the classroom [9].