Тьютор в инклюзивной школе: сопровождение ребёнка с особенностями развития. Курс лекций. Из опыта работы
This paper summarizes the insights obtained in the course of the proactive educational project "Inclusive Higher School." The goals of the project are to examine the present-day process of inclusive education at the National Research University "Higher School of Economics", as well as to develop a set of recommendations for promoting an enabling learning environment for students with disabilities. This paper briefly describes the main steps of the project, sums up the results of the studies, and analyzes the current degree of disability inclusion at the Higher School of Economics.
This article makes an attempt to look at the contemporary concepts of social exclusion and social inclusion from the position of such challenges of a global society as multiculturalism, as this perspective pays attention not only to structural inequality, but also to cultural, ideological and behavioural aspects which are in charge of the marginal position of some groups, communities and individuals. A primary role of an individual in building up the “bridging social capital” is presented in order to develop trust – in a framework of the action paradigm – and therefore promote social integration in society. The analysis is built on a number of Western and Russian policies, initiatives and practices that aimed at educating our society in terms of social inclusion and at attracting attention to an increasing number of the reasons for social exclusion. An emphasis is placed on the processes of social inclusion of the migrants as well as on a general capability of the social inclusion as such to exist in a multicultural society.
The paper describes relevancy, aim, scope and technologies of experimental activity conducted by HSE—Perm to set up a university and school cluster as an innovative form of enhancing Perm region teachers’ professional competencies. The authors describe organizational structure of the cluster, determine unique features of applied forms and techniques of cooperation among participants (high school and university teachers), and analyze the results of university and school cluster activities at the first stage of its development. Cluster is an organizational form of efforts combined to achieve competitive advantages in general education system. The key benefit of building clusters is that the educational market is entered by communities of concerned members, instead of individuals. University takes on a leadership role in innovating general education through: training and re-training human resources of general education; updating the syllabus; monitoring training materials and taking direct participation in their development; pursuing research (sociological, economical, psychological, legal, managerial) in education; monitoring quality of education process. The long-term innovative educational project “University and School Cluster” was launched in 2009. The paper compares quantitative measures of teachers’ subject-matter competencies at three stages of university and school cluster development (2009–2011).The authors consider the innovational aspects of cluster-based cooperation to be: advanced information and engineering support of subject departments; development and implementation of a special technology to monitor the level of teachers’ subject-matter competencies through the whole project; individual tutorial support for the process of enhancing teachers’ subject competencies; development of the university and school cluster website, an integrated interactive space for project participants, and filling it with appropriate methodological materials.