Open AccessThe foundations of an inclusive paradigm for contemporary education
Author(s) -
С В Алехина,
Е.В. Самсонова,
T.A. Yudina
Publication year - 2018
Publication title -
specialusis ugdymas
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.114
H-Index - 5
eISSN - 2424-3299
pISSN - 1392-5369
DOI - 10.21277/se.v1i38.366
Subject(s) - paradigm shift , sociology , epistemology , conceptual framework , engineering ethics , management science , computer science , social science , engineering , philosophy
The aim of the article is a theoretical modeling of the inclusive paradigm of contemporary education. The study was based on a literature study and secondary data analysis. The article presents the data collected in Russia in 2014-2017. Based on an analysis of the inclusive paradigm conceptual framework, the statements of culturalhistorical theory and system-activity methodology as well as the results of empirical studies on inclusive education, the authors come to conclusions on the conditions of an inclusive paradigm development. The evolution of the inclusive paradigm in contemporary education requires the implementation of various models of professional cooperation, as well as new technologies and methods based on the theory of joint activities.