Inclusive culture and pedagogy of mutual assistance

Vol. 20 Iss. 1 pp. 97–106 | St. Petersburg State Institute of Psychology and Social Work | ISSN: 1993-8101
2018 • Issue 1 • Volume 29Research in education

PDF Download

Abstract

The article is devoted to problems of interaction between disabled people, their families, and society. The general aspects of the problem of inclusion of disabled people in the life of society, education, professional activity, and rehabilitation are considered. Particular attention is paid to the need for systematic work with people with disabilities and their families as a leading imperative aimed at full inclusion of social work, consideration of aspects of the modern paradigm of social work in the structure of tasks of social inclusion. The basis of productive inclusion is mutual assistance as an effective part of helping, altruistic attitude. Mutual assistance is a special type of human relations, characterized by the ability and inclination of people to support each other, to provide surrounding people with the necessary and feasible help, to care for and worry about each other, to protect each other. Only mutual help is able to heal a person and his relationship. Therefore, the pedagogy of assistance should be the pedagogy of mutual assistance: people with special needs are in need of serving the world, understanding themselves and increasing their opportunities.

Keywords

invalidism, segregation, inclusion, mutual help pedagogy, rehabilitation, habilitation

Citation

Citation — Harvard Notation

References

  1. Analiz mirovoy praktiki uspeshnogo vnedreniya printsipov inklyuzivnogo podkhoda v obuchenii po metodologicheskomu i nauchno-metodicheskomu soprovozhdeniyu inklyuzivnogo obrazovaniya [Analysis of the world practice of successful implementation of the principles of inclusive approach in teaching methodological, scientific and methodical support of inclusive education] (in Russian). Available at: https://nao.kz/files/blogs/1450434859462.pdf (accessed 10.05.2018).
  2. Alekhina S.V. Printsipy inklyuzii v kontekste izmeneniy obrazovatelnoy praktiki [Principles of inclusion in the context of development of modern education]. Psychological Science and Education, 2014, 19 (1), pp. 5-16 (in Russian).
  3. Andronnikova O.O. Obrazovatelnaya integratsiya i inklyziya: teoreticheskiye osnovy i perspektivy [Educational integration and inclusion: Theoretical foundations and prospects]. Vestnik pedagogicheskikh innovatsiy – The Bulletin of Pedagogical Innovations, 2014, 33 (1), pp. 58-67 (in Russian).
  4. Arpentieva M.R. Pozhilyye invalidy: problemy inklyuzii i metatekhnologii ponimaniya [Elderly people with disabilities: Problems of inclusion and understanding metatechnology]. Clinical Gerontology, 2014, 20 (11-12), pp. 39-45 (in Russian).
  5. Astoyants M.S., Rossikhina I.G. Sotsialnaya inklyuziya: popytka kontseptualizatsii i operatsionalizatsii ponyatiya [Social inclusion: Attempt of conceptualization and operationalization]. Izvestiya Yuzhnogo federalnogo universiteta. Pedagogicheskiye nauki – Proceedings of Southern Federal University. Pedagogical Sciences, 2009, 12, pp. 51-58 (in Russian).
  6. Afonkina Yu.A. Sotsialnaya inklyuziya lits s invalidnostyu i problema chelovecheskogo dostoinstva [Social inclusion of people with disabilities and the problem of human dignity]. Modern Research of Social Problems, 2015, 55 (11), pp. 149-162 (in Russian). doi: 10.12731/2218-7405-2015-11-13.
  7. Bogomolova Ye.A. Inklyuzivnoye obrazovaniye v predstavleniyakh roditeley [Inclusive education in the views of parents]. In: Krasnoshchechenko I.P. (ed.). Sotsializatsiya detey s ogranichennymi vozmozhnostyami zdorovya v Kaluzhskom regione [Socialization of children with limited health capabilities in Kaluga region]. Kaluga: Tsiolkovsky Kaluga State University Publ., 2014, pp. 44-54 (in Russian).
  8. Borovikova I.V. Normotsentrizm, sotsialnaya integratsiya i sotsialnaya inklyuziya invalidov [Norm-centrism, social integration and social inclusion of persons with disabilities]. Society: Philosophy, History, Culture, 2016, (2), pp. 27-29 (in Russian).
  9. Booth A.J. Inclusion and exclusion in England: Who controls the agenda? In: Armstrong F., Armstrong D., Barton L. (eds.). Inclusive education: policy, contexts and comparative perspectives. Abingdon: Routledge, 1999, pp. 78-98.
  10. Ibrashim L., Panaitova S. Pervyye shagi na puti k inklyuzii [The first steps towards inclusion]. Comrat: USAID, MCSSP, 2011. 116 p. (In Russian).
  11. Golikov N.A. Deti-invalidy: invalidizatsiya, integratsiya, inklyuziya [Disabled children: Disability assessment, integration, inclusion]. Theory and Practice of Social Development, 2015, (3), pp. 16-19 (in Russian).
  12. Korobkov A.N. Psikhologicheskiy aspekt v issledovaniyakh po reabilitatsii [Psychological aspect in rehabilitation studies]. In: Psikhologicheskiye issledovaniya v praktike vrachebno-trudovoy ekspertizy [Psychological research in the practice of medical and labour expertise]. Moscow: Meditsina Publ., 1989. (In Russian).
  13. Malofeyev N.N. Aktualnyye problemy sotsialnogo obrazovaniya [Current issues of social education]. Defektologiya - Defectology, 1994, (6), pp. 3-9 (in Russian).
  14. Malofeyev N.N. Pokhvalnoye slovo inklyuzii ili rech v zashchitu samogo sebya [A commendable word for inclusion or speech in defense of oneself]. Defektologiya - Defectology, 2011, (4), pp. 3-10 (in Russian).
  15. Minigaliyeva M.R. Prakticheskaya podgotovka psikhosotsialnogo rabotnika [Practical training of psychosocial worker]. Rostov-on-Don: Feniks Publ., 2008. 508 p. (In Russian).
  16. Nietzsche F. Über die Zukunft unserer Bildungs-Anstalten [On the future of our educational institutions] (in German). Available at: http://www.nietzschesource.org/#eKGWB/BA (accessed 10.03.2018).
  17. Orekhovskaya N.A. Inklyuziya – put k tolerantnosti i ravnym vozmozhnostyam [Inclusion – a way to tolerance and equal opportunities]. Chelovek. Obshchestvo. Inklyuziya – Human. Society. Inclusion, 2015, 24 (4), pp. 38-41 (in Russian).
  18. Arpentieva M.R., Levit L.Z. (eds.). Pomogayushcheye povedeniye: tsennosti, smysly, modeli [Helping behaviour: Values, meanings, models]. Kaluga: Eydos Publ., 2016. 340 p. (In Russian).
  19. Samorodov V.I. Ontologiya bolezni, ili skvoz temnyye ochki bytiya [Ontology of the disease, or through the dark glasses of being]. In: Filosofsko-kulturologicheskiy i sotsialnyy podkhod k probleme isklyuchitelnogo rebenka [Philosophical, cultural and social approach to the problem of an exceptional child]. Murmansk: Murmansk State Pedagogical Institute Publ., 2001, pp. 5-12 (in Russian).
  20. Solovey R. Inklyuzivnoye obrazovaniye – metodologicheskiy gid dlya uchrezhdeniy obshchego i srednego obrazovaniya [Inclusive education - methodological guide for general primary and secondary education institutions]. Kishinev: Keystone Moldova, Institute of Pedagogical Sciences Publ., 2014. 157 p. (In Russian).
  21. Stangvik G. Politika integrirovannogo obucheniya v Norvegii [Integrated learning policy in Norway]. In: Ramon Sh., Shmidt V. (eds.). Sotsialnaya inklyuziya v obrazovanii [Social inclusion in education]. Moscow: The Moscow School of Social and Economic Sciences Publ., 2003, pp. 46-60 (in Russian).
  22. Finzen A. Psychose und Stigma: Stigmabewältigung - zum Umgang mit Vorurteilen und Schuldzuweisungen. Köln: Psychiatrie-Verlag, 2000. 200 p. (In German). (Rus. ed.: Finzen A. Psikhoz i stigma [Psychosis and stigma]. Moscow: Aleteyya Publ., 2001. 216 p.).
  23. Shevyreva Ye.G., Karpenko A.O., Arkhipova A.Yu. Na rubezhe vekov: inklyuziya cherez vsyu zhizn [At the turn of the century: Inclusion through life]. Sbornik materialov XLVIII Mezhdunarodnoy nauchno-prakticheskoy konferentsii “Psikhologiya i pedagogika: metodika i problemy prakticheskogo primeneniya” [Proc. of the XLVIII International Scientific and Practical Conference “Psychology and Pedagogy: Methods and Problems of Practical Application”]. Novosibirsk: Center for the Development of Scientific Cooperation Publ., 2016, pp. 50-55 (in Russian).
  24. Shemanov A.Yu., Popova N.T. Inklyuziya v kulturologicheskoy perspektive [Inclusion in culturological perspective]. Psychological Science and Education, 2011, (1), pp. 74-82 (in Russian).
  25. Shipitsina L.M. Psikhologicheskiye problemy integratsii lyudey s ogranichennymi vozmozhnostyami zdorovya [Psychological problems of integration of children with special needs]. Materialy Vserossiyskoy nauchno-prakticheskoy konferentsii “Realizatsiya gosudarstvennoy politiki v interesakh detey s OVZ” [Proc. of the All-Russian Scientific and Practical Conference “Implementation of State Policy in the Interests of Children with Special Needs”]. Stavropol: Stavropol State University Publ., 2010, pp. 69-71 (in Russian).
  26. Shipitsina L.M., Reysveyk K. (eds.). Navstrechu drug drugu: puti integratsii (spetsialnoye obrazovaniye v massovykh shkolakh v Rossii i Niderlandakh) [Towards each other: The ways of integration (special education in mass schools in Russian and the Netherlands)]. St. Petersburg: Institute of Special Pedagogy and Psychology Publ., 1998. 132 p. (In Russian).
  27. Ellanskiy Yu.G., Peshkov S.P. Kontseptsiya sotsialnoy nezavisimosti invalidov [The concept of social independence of people with disabilities]. Sotsiologicheskiye issledovaniya – Sociological Studies, 1995, (12), pp. 9-35 (in Russian).
  28. Jun G. Kinder die anders sind - Ein Elternreport. Berlin: Verlag Volk und Gesundheit, 1981. 164 p. (In German). (Rus. ed.: Yun G. Deti s otkloneniyami [Children with disabilities]. Kishinev: Shtiintsa Publ., 1987. 175 p.).
  29. Befring E. Forskningsmetoder i utdanningsvitenskap. Oslo: Cappelen Damm Akademisk, 2015, pp. 10-27 (in Norwegian).
  30. Befring E. Spesialpedagogikk: historisk framvekst, ansvarsoppgaver, forståelsesmåter og nye perspektiver. I: Befring E., Tangen R. (eds.). Spesialpedagogikk. Oslo: Cappelen Damm Akademisk, 2012, pp. 33-57 (in Norwegian).
  31. Daniels H. Exclusion from school and its consequences. Psychological Science and Education, 2011, (1), pp. 38-50.
  32. Hayes J., Cara A. Evaluarea la mijloc de termen a rezultatelor proiectului Dezvoltarea şi promovarea educaţiei inclusive. Chişinău: Lumos Foundation Moldova, 2013. 120 р. (In Romanian).
  33. Johnsen B.H. A curricular approach to inclusive education. Some thoughts concerning practice innovation and research. In: Johnsen B.H. (ed.). Theory and methodology in international comparative classroom studies. Oslo: Cappelen Damm Akademisk, 2014, pp. 133-181.
  34. Johnsen B.H. Internasjonale prinsipper henimot inkluderende praksiser i skolen. Cursiv, 2015, (17), pp. 29-52 (in Norwegian).
  35. Morant N. What is mental illness? Social representations of mental illness among British and French mental health professionals. Papers on Social Representations, 1995, 4 (1), pp. 41-52.
  36. Reindal S.M., Hausstätter R.S. (eds.). Spesialpedagogikk og etikk: kollektivt ansvar og individuelle rettigheter. Kristiansand: Høyskoleforlaget, 2010. 185 p. (In Norwegian).
  37. Reindal S.M. Spesialpedagogikk: etiske problemstillinger og teorier. I: Befring E., Tangen R. (eds.). Spesialpedagogikk. Oslo: Cappelen, 2012, pp. 92-106 (in Norwegian).
  38. Rimmerman A. Social inclusion of people with disabilities: National and international perspectives. New York: Cambridge University Press, 2012. 206 p.
  39. Silver H. Social exclusion and social solidarity: Three paradigms. International Labour Review, 1994, 133 (5-6), pp. 531-578.
  40. Solovei R. Educaţie incluzivă. Chişinău: Keystone, 2013. 173 р. (In Romanian).
  41. Stubbins J. The politics of disability. In: Yuker H.E. (ed.). Attitudes toward persons with disabilities. New York: Springer, 1988, pp. 22-32.
  42. Simonsen E., Johnsen B.H. (eds.), Utenfor regelen. Historisk perspektiv på spesialpedagogikk. Oslo: Unipub forlag, 2007. 278 p. (In Norwegian).
  43. Vujicic N. Life without limits. New York: Crown Publishing Group, 2010. 288 p.
  44. Winzer M.A. From integration to inclusion: a history of education in the 20th century. Washington: Gallaudet University, 2009. 305 р.