Suchergebnisse

Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, performed strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of education for all, dealing with social education legalization with two time frames: Soviet and Post-Soviet; methodology of the research has qualitative approach, aiming to make text analysis (as a primary source) of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively and contemporary. Secondary data, such as statistics, case data, etc., were collected from the historic and current sources, such as peer reviewed publications, governmental statistics, state archives, etc. The research questions of the study are: what are the main features of the policy agenda for children with disabilities as a nexus of reforms of 'education for all' retrospectively and contemporary? What structural challenges occurred and what curriculum was created and implemented cross the time? What science perspective/s in special pedagogy emerged and transited? Research findings are combined in two big themes: Desired contours of the future and a state order for experimentation and Unfinished experimentation: disrupting the pattern. The themes are supported by the sub-themes. Both of the themes are discussed for the understanding of special education inputs in education for all.[1] The author ; El desarrollo de la educación para todos es un nexo /eslabón simbólico entre las refor- mas de política educativa para el acceso a la educación de cada miembro de la sociedad rusa. En Rusia, la formación de esta agenda de reformas estuvo fuertemente arraigada en la doctrina de la ideología soviética, basada en los valores igualitarios y en la hege- monía del humanismo proletario. Al responder ideológicamente a las necesidades de la industrialización, esta agenda de políticas primarias obstaculizó fuertemente en el sis- tema escolar público el derecho básico a la educación de los niños con discapacidad. Esta investigación trata la historia de la formación de la educación para todos, abordando la legalización de la educación social con dos marcos temporales: el soviético y el postsovié- tico. A partir de un enfoque metodológico cualitativo, esta investigación está basada en un análisis de texto de las siguientes fuentes primarias retrospectivas y contemporáneas: los principales documentos de política estatal, en materia de justicia social y equidad, las leyes educativas, las órdenes gubernamentales y otros documentos reguladores de la educación de niños con discapacidad. Este estudio incluye también el análisis de los siguientes datos secundarios a saber: estadísticas, datos de casos, etc., recogidos en fuen- tes históricas y actuales. así publicaciones revisadas por pares, estadísticas gubernamen- tales, archivos estatales, etc. Las preguntas de investigación del estudio son: ¿Cuáles son las características principales de la agenda política retrospectiva y contemporánea con- cerniente a los niños con discapacidad? ¿Qué desafíos estructurales tuvieron lugar y qué plan de estudios se creó e implementó a lo largo del tiempo? ¿Qué perspectiva científica surgió y transitó en la pedagogía especial? En está investigación se combina dos grandes temas: «Contornos deseados del futuro y un orden estatal para la experimentación» y «Experimentación inconclusa: interrumpir el patrón». Ambos temas están organizados en subtemas y se los discuten para comprender los aportes de la educación especial a la educación para todos.

Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, created strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of education for all, dealing with social education legalization with two time frames: Soviet and Post-Soviet; methodology of the research has qualitative approach, aiming to make primary text analysis of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively and contemporary. Secondary data, such as statistics, etc., were collected from the historic and current sources, such as peer reviewed publications, state archives, etc. The research questions are: what are the main features of the policy agenda for children with disabilities as a nexus of reforms of 'education for all' retrospectively and contemporary? What structural challenges occurred and what curriculum was created and implemented? What science perspective/s in special pedagogy emerged and transited? Research findings are combined in two big themes: Desired contours of the future and a state order for experimentation and unfinished experimentation: disrupting the pattern. The themes are supported by sub-themes. Both of the themes are discussed for the understanding of special education inputs in education for all.

The undertaken research was initiated by the internal research fund of the department of education (Högskolan i Gävle), aiming to bring new thoughts in the history of education through international and retrospective investigation. More specifically, the intention of the undertaken research aimed to enlarge and renew the reality of the fate of Montessori's and Vygotsky's special pedagogical ideas in Russia with certain extensions to Europe between 1909-1939. The frame for the research period (1909-1939) is describing Montessori' and Vygotsky' ideas as being formally introduced, developed, applied, partly interacting and finally disappearing from the international pedagogical scientific arena. Their scientific presence returned back about two decades later, differently for Vygotsky and Montessori, connecting their ideas to a specific series of events of the Russian and European societal and educational history.Theoretical departure and framework was taken from 'reformistic or social-pedagogical' movement, uniting numerous ideas in the European, American and Russian pedagogical contexts at the beginning of the 20s century. The research was focused on how Montessori's and Vygotsky's ideas were presented and understood by professional and political elites in the Russian and European ideological contexts during this period. Research methodology was composed out of historical-pedagogical research, determined through a general background and dominant requirements of pedagogical knowledge development, affected by ideological influence on the formation of pedagogy as a science. The hermeneutics of the research procedure was based on a qualitative study of the texts and inductive content analysis. This approach emphasized the sustainable presence of interaction of ideas derived directly from the chosen for analysis texts of: philosophers; Vygotsky and Montessori original texts; different official documents and scientific fundamentals of reformistic pedagogy from the applied for this research time period, etc. R

The analysis of Bologna documents shows that expansion of inclusive processes in European HE represents a 'social dimension in education' and is essential to the implementation of the Bologna Declaration. Swedish history of Inclusion of students with SEN HE Institutions is closely connected to the Nordic democratic educational traditions as well and counts its own experience of inclusion in HE, approximately 5 decades period, referring to the 1960–70s. At that time the diversification of Swedish HE, caused the growth of a significant number of universities across the country. A systematic special education support service for students with SEN in Sweden has developed during the last two decades. Today educational support for students' service at the Swedish Universities is an integral part of the well-functioning network among several Swedish national actors: special education services of HEIs, UHR, SPSM and Stockholm University. Examining the theoretical foundation engendered conceptual approaches to understanding inclusion in HEIs from both individual and institutional perspectives. Responding to the expansion and belief in the fundamental value of inclusion for European HE, the Swedish Council for Higher Education (UHR) initiated the development of a new program for standardizing different aspects of the inclusion of students with SEN in HEIs, creating NAIS and started its cross-country university functional network implementation in 2017, linking it with 32 HEIs all over Sweden. Introduction to this study data, collected by the NAIS program, is of great interest for the further development of university and societal knowledge about the inclusion of young people with special educational needs in HEIs. The issues suggested for the discussion are based on some results of the implementation of NAIS program at the University of Gävle. ; 3.3.1.34.12724-2019 - Högskolan i Gävle, Akademin för utbildning och ekonomi 2019-11-08 - Linnaeus-Palme Partnerskap

The summary of the project: This project targets youth and youth associations, academicians,and public authorities by focusing on youth social inclusion in thecontext of Northern industrial towns (in Finland, Sweden, andRussia). The aim is to raise awareness in Russia of implementingyouth rights, taking into account the best Nordic inclusivepractices. We aim to establish multistakeholder collaboration onyouth rights in Northwest Russia and to elaborate a deliberativeyouth coping strategy as well as drafts of legislation andprogramme documents to be oered for public authorities. We relyon multistakeholder initiative by bringing to the dialogue all thementioned stakeholders. The project will also promote sustainableacademic collaboration between the University of Gavle (Sweden),Abo Akademi University (Finland), Immanuel Kant Baltic FederalUniversity (BFU, Kaliningrad, Russia), the University of Pskov(Russia), and the Saint Petersburg State University of Economics(UNECON, Russia). The implementing body consists ofinterdisciplinary team calling together lawyers, specialists inpedagogics and education, as well as social scientists all of whichapproach the said topic from the angle of human rights. We willutilize the techniques of information distribution and sharing viasocial and local media as well as dialogue interaction in the mode ofmultistakeholder meetings. We plan a series of internationaleducational workshops, joint funding applications, training forRussian researchers in Nordic partner universities, as well as the 5ECTS course for the M.A. level students at BFU. Public authorities(regional child ombudsmen) and youth public associations (regionalyouth public chambers) will be involved in discussions during theseevents. Our project will reveal the urgency of updating Russianlegislation and practices in order to circumscribe traditionalpaternalistic approach towards governing youth. This project willstrengthen co-operation between our institutions; communicationbetween regional child ombudsmen and regional youth chambers;provide exchange of information and awareness- raising amongyouth and general public; foster the establishment of strongernetworks and transfer of experiences. ; The seminar in the State University of Economics (Saint-Petersburg, Russia), December 13th, 2018. It was one of the number of activities towarts implementation of the project in cooperation with: Nordic partners : Åbo Akademi University (project leader, Finland) University of Gävle (Sweden) and The Russian partners: Baltic Federal University named after Emmanuel Kant (BFU, Kaliningrad), UNECON University (UNECON, Saint Petersburg), Pskov State University (UPskov, Pskov) ; Nordic Council of Ministers (NCM) REF: Nordic-Russian co-operation Call: "Civil Society & Human Rights Initiative" Project number: 18113

Soviet-era ideology legitimized "poverty equality" through lower-than-life standards. The liberalization of post-state reforms after the collapse of the USSR increased the socio-economic polarity of society. Poverty in families raising children with disabilities has become apparent. Based on the results of basic and up-to-date studies of scientific texts and applying an interdisciplinary approach, the article singles out three critical factors - "KG", which structure the poverty-like families. Education of financial success, education of social "exclusion and special education institutional practice", education of "human resources and family capital". Multidimensional in nature. The multidimensionality of each factor is manifested in that each of them includes a series of factors that are simultaneously present at different levels. Macro- (management system), meso- (socio-cultural and special education), micro- (family), which are interconnected by complex structures and are structured in a special way in each family. All of these factors are critical to understanding the full picture of the misfortunes and deprivations of families with developmental disabilities. The dominant ones belong to the macro-class factor, the system of government. Special education in Moldova and Ukraine in the radical-Soviet "defectological educational model", which is constantly standardized on the principle of socialist humanism, constructing the context of social exclusion in the form of "defective", which is "defectologically". At the same time, the inter-inclusive processes in European education, driven by neoliberal reforms and a lack of economic thinking, have posed new problems in the structure of poverty-reduction and reproduction-specific education.

Countries of Central Eastern Europe despite their common colonial, nazi racism and communist ideological pressure background have experienced a nexus of local challenges toward inclusion. In the 1990s the 'trail to inclusion' was fully "…riddled with uncertainness, disputes and contradictions". The overall trend of a response to the development of inclusion in these countries gained its certainty "within the context of general educational provision" and reforms under the influence and adoption of the Salamanca Statements and Framework of Actions in 1994. The latest generalization of research findings, investigated under the overall purpose of 'what is known about inclusive education in Eastern Europe' carried out by Stepaniuk in 2018, introduced inclusive education (within the time frame between 2005-2016) through the identification of a number of 'barriers for inclusive education' and 'a policy-practice gap and responsibilities within systems' in these countries. The investigation stressed that even though Eastern European and former Soviet states have filled their trails to inclusive education through a number of educational reforms, responding to Salamanca and other global statements in disability and education, the long-held beliefs, coloured by the inherited ideology of discrimination and exclusionary proprieties towards difference and disability – even though this is the fact, they have one of the strongest entrenched practice in this region. However, diversification in current trails to inclusive education is a refraction of a broader spectrum of interconnections among political, economic and social circumstances in each country. The research investigation in the present article, will be focusing on Moldova' context of social-cultural historical origins and political choices and practice, discussing educational arrangements towards inclusion. This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of an implementation of educational reforms and the National Bureau of Statistics. Main findings were composed in three big themes: adaptation of the Soviet pattern of special education; 'endemic stress' of breaking the pattern and paradoxes of resolution ; kommande (in press, March 1, 2021) ; STINT: 8421-77156-44-83

Special education is generally considered to be special branch of education or educational research. The concept has existed for a long time, about a century and the original meaning of the concept has been to give special education as an addition or alternative to the regular education to people who from different reasons cannot, will not or may not follow so called regular or ordinary education 100%. In this paper we will look at the development of the concept in Sweden and how it relates to concepts especially like inclusion and equity. The presentation will start with the legislation of 1848 which gave all children formal right to basic school education.

Habilitation of children with hearing impairment is becoming an integral part of the education system in Republic of Moldova, which remains one of the poorest countries in Europe. The research data presented in this article show that accessibility to education for children with disabilities is full of contradictions. The research focuses on the ongoing reform of special education and assesses the adaptation of democratic values in education from the perspective of habilitation. The families involved in this research were low income full families who had a school age children with hearing impairment, lived in an urban environment of the big city and experienced shortage of services for their children. The assumption was taken, that in search for solution these families tend to compensate for the lack of services by self-creating the resources of habilitation. Results of the qualitative research highlighted two problems: social and economic. The essence of these problems – management of social stigmatization through realization of habilitation resources as a mean to compensate and replenish the lack of services. Research data also revealed the necessity of further construction and conceptualisation of habilitation resources.

Social policy in the field of child "defectivicy" during the war and the first years of Soviet power formation (1914-1920) was performed in conditions of the severe socio-political disaster. Multimilliondemographic losses of the future human resources in forms of bad health children, a high rate of child mortality, potentially not born children in the future decades etc. – are standing in the line with the other facts of the war-revolutionary circumstances of the historical period in focus. Analysis of the texts of the number of historical documents, which are relevant to the dominant political and scientific areas in this field, allowed to identify the essence of the social doctrine of the country of Soviets and its role in understanding the key actors of a new social policy in the field of "defective" childhood. The definition of child "defectivicy" got a rather wide interpretation. Among the traditional understanding of "defective/ sick child", a new category of "defective" children has appeared – they were disadvantaged and homeless/street children and teens. Philanthropic and private forms of social care of "defective/sick" children, supported by the social policy of the Russian Empire, were nationalized. Instead those "new institutions" were established: the first prototypes of the soviet internat institutions (schools communes for morally-defective). Traditionally "defective/sick" and "new defective" children and teens were united in the "single army of morally-defective". A new social doctrine of the country of Soviets, expressed by the principle of socialistic humanism, in practice (by different reasons), didn't protect the right of the most socially vulnerable group of children to become full members of the new society. A scientific discourse of "care taking" appeared inside Curative pedagogy and Pedology. Defectology, took the place of scientific philanthropy and established the foundation of the scientific knowledge about "defective" children, becoming a crucial regulator of social political discussions of "care taking" about them during upcoming decades of the Soviet era. ; Социальная политика в области «детской дефективности» военного времени и первых лет советской власти (1914–1927 годы) формировалась в условиях тяжелейших социально-политических потрясений. Многомиллионные демографические потери будущего человеческого ресурса в виде плохого здоровья детей, высокой детской смертности, потенциально нерожденных в будущие десятилетия детей стоят в ряду с другими фактами военно-революционных последствий обсуждаемого периода. Анализ текстов различных исторических документов, релевантных доминирующим политическому и научному дискурсам в этой области, позволил определить сущность социальной доктрины страны Советов и ее роль в понимании ключевых акторов новой социальной политики в области «дефективного» детства. Детская «дефективность» приобретала расширенное толкование. Появляются «новые дефективные» дети – беспризорники и уличные дети и подростки. Благотворительная и частная формы социального призрения «дефективных/больных» детей, поддерживаемые социальной политикой Российской империи, были национализированы. На их место пришли «новые учреждения»: первые прототипы советских интернатных учреждений («школы-коммуны для морально дефективных»). Понимаемые традиционно «дефективные/больные» и «новые дефективные» дети и подростки стали единой «армией морально дефективных». Новая социальная доктрина страны Советов, выразившаяся в принципе социалистического гуманизма, на практике (по различным причинам) не смогла защитить право наиболее нуждающейся группы детского населения на полноту членства в новом обществе. Научный дискурс «заботы» зарождался в недрах лечебной педагогики и педологии. Дефектология, восходящая на место научной филантропии, становится фундаментом научного знания о «дефективных» детях и решающим регулятором социально-политических дискуссий «заботы» о них в последующих декадах советского времени. ; Фонд «Русский мир» (проект № 1263 Гр/II-162-14) (The Fund "Russian World" (project № 1263 Гр/II-162-14)

The project 'Social inclusion through segregation?' that is presented in this final report has been conducted by Liya Kalinnikova Magnusson, associate professor at the University of Gävle, in col-laboration with Jeremias (Jerry) Rosenqvist Aulin, professor emeritus at Malmö University and guest professor at the University of Gävle. The project has been supported financially by The Swe-dish Foundation for International Cooperation in Research and Higher Education (Stiftelsen för internationalisering av högre utbildning och forskning) (STINT-project No. IB2018-8090). The Swedish society and school system have for many years taken a leading position on integration and inclusion in school. In spite of this politically supported ambition, a decrease in inclusive prac-tices has been discerned over the last ten-fifteen years, e.g. with new student groups appearing in former inclusive schools (Blom, 2004; Heimdahl-Mattson, 2007). This tendency can be seen in other Nordic countries too.In order to deepen our knowledge about this phenomenon, a comparison with its development in other countries, where segregation in education has been more or less the rule, seems reasonable. The ambition of this project has been to investigate the status of inclusion in the former Soviet Union states of Ukraine and Moldova, compare it with the status in Sweden and suggest a research platform for further studies in this field in cooperation with the Faculty of Correctional Pedagogy and Psy-chology at National Pedagogical University named after M. Dragomanov (Ukraine), the Faculty of Special Psycho-pedagogy at the State Pedagogical University named after I. Creanga (Moldova) and the Academy of Education and Economics at the University of Gävle (Sweden). The guiding re-search question for the study has been: Can we reach social inclusion in life through segregation in school?