Features and innovations in teaching the discipline «Information Technology» in the framework of inclusive education

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Based on the conclusions of the medical and social examination, people with confirmed disabilities should not have obstacles to receiving education in full.

Currently, a single educational space has developed in Russia, and integration has become the leading direction in the education and upbringing of children with disabilities, which is expressed by the convergence of mass and special educational systems. Today, the Institute of Inclusive Education is the only internationally recognized instrument for the realization of the rights of people with disabilities to education and a happy future. It has long been customary in the world to pay special attention to people with disabilities, their ability to receive a decent education and their needs for attention, understanding and care of adults.

Inclusive education is the organization of the learning process in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system and study at their place of residence together with their peers without disabilities, in the same general education institutions ― schools of a general type that take into account their special educational needs and provide their students with the necessary special support.

Today we are talking about giving a new, socio-pedagogical meaning to the process of integrating children with disabilities in educational practice in the field of arts. Of particular importance is the organization of not only and not so much a joint leading activity for a certain age (gaming, educational), as a joint world of people’s lives.

The relevance of e-learning technologies is currently one of the innovative methods of modern education and has its pros and cons. Inclusion takes into account the needs, as well as the special conditions and support needed by the student and teachers to achieve success. Thus, for the success of integration in the educational space of the country, a well-organized and well-functioning infrastructure of specialized pedagogical and psychological assistance to special children studying in general education institutions should be formed and function.

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About the authors

Stepan A. Popov

Russian State University of Tourism and Service

Author for correspondence.
Email: 4708528@mail.ru
ORCID iD: 0000-0002-8235-5205
SPIN-code: 4668-0936

Associate Professor

Russian Federation, 99 Ulitsa Glavnaya, Cherkizovo DP, Pushkinsky district, Moscow region, 141221

Tatiana S. Bastrykina

Russian State University of Tourism and Service

Email: 4708528@mail.ru
SPIN-code: 4616-8694

Cand. Sci. (Philosophical)

Russian Federation, 99 Ulitsa Glavnaya, Cherkizovo DP, Pushkinsky district, Moscow region, 141221

Boris Yu. Belyakovsky

Russian State University of Tourism and Service

Email: 4708528@mail.ru
ORCID iD: 0000-0002-9024-349X
SPIN-code: 5580-3247

Associate Professor

Russian Federation, 99 Ulitsa Glavnaya, Cherkizovo DP, Pushkinsky district, Moscow region, 141221

Ekaterina V. Kiseleva

Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology

Email: ekiseleva@fnkcrr.ru
Russian Federation, Moscow


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  5. Yarskaya-Smirnova ER, Loshakova II. Inclusive education of disabled children. Sociological Research. 2003;(5):100–106. (In Russ).

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