Zhurnal Ministerstva narodnogo prosveshcheniya

93-102

Authors: Veronica M. Grebennikova, Natalya I. Nikitina

The article examines the historical stages of the development of various models (exclusion, segregation, integration and inclusion) education of children with special educational needs, children with disabilities (HIA). Special attention is paid to the analysis of the scientific debate on the differentiation of the terms "inclusion (inclusive education) and integration (integrative education". Presents socio-pedagogical aspects (base) inclusive education, including, in particular, and principles of conductive pedagogy. Considered substantive-methodological basis of tutor support educational process in inclusive schools.

133-144

Authors: Timur A. Magsumov, Sergey I. Degtyarev, Irina V. Kornilova

The article presents the development of a history lesson for 8th grade, which modeled on the requirements of FSES, the historical and cultural standard and in accordance with the Concept of new educational-methodical complex on national history. The submissions represent one of the possible variants of preparation of the technological map of the lesson to obtain certification graduates in the direction of preparation "Pedagogical education".

154-161

Authors: Nina D. Svitailo, Elena V. Kupenko

A practice-oriented approach to training is considered in this article. This approach combines the learning process in higher education and various forms of practices at the workplace. Experience of Germany, Britain and France has been analyzed. The experimental model of using design technologies implementation practice-oriented approach to training is presented in this article. According to this model, dating phase and the beginning of cooperation with the relevant subjects of education enterprises / organizations realized through the trial practice and business games. Then goes phase of matching and doing the job – through design technology in education, the creation of complete educational products, which at the same time are the products that are of interest for implementation in partner organizations and enterprises. Stage of assessment of learning outcomes is realized through traditional procedures of defending diploma projects, as well as innovative crash-test procedures, self-activity of students. Debatable for higher education institutions that are in the way of the introduction of practice-oriented approach to training is the question of the areas of responsibility for the learning outcomes of each of the parties involved.