Marketing text:
This book provides the first evidence-based accounts of inclusive education in a Russian context. It explores the critical educational changes in the Russian Federation within the post-soviet space and internationally. The book analyzes the transformation of educational practices as Russia transitions from an educational model of student support with an emphasis on disability to a broader conceptualization of inclusive education.
Among others, this book discusses inclusive education in the context of:
• School and preschool institutions;
• higher education institutions;
• non-Russian-speaking children and children with migration experience;
• culture-sensitive education;
• indigenous minorities;
• technological and methodological support;
• the role of stakeholders such as NGOs, parents, and other social groups;
• teacher preparation and professional development.
This book is intended for teachers, inclusive education coordinators, principals and school managers, policymakers, teacher educators, scholars of inclusion, and university professors, along with community organizations and students of inclusive courses in a Master in Education.
Cuprins
Historical and policy perspective of the current state of inclusive general education for children with disabilities in the Russian Federation.- Equality and inclusion in Russian secondary education: post-Soviet policy analysis.- Inclusive education and early childhood development in Russia.- Inclusion and Equity in Secondary Education in Russia: How to Make Inclusion Assessment More Inclusive .- Inclusive vocational education in Russia.- Inclusive higher education.- The development of assistive technologies and its role towards Successful Inclusion: the case of Russia.- Teacher training and professional development for inclusion in Russia.- Educational inclusion of children in migration.- Educational inclusion of indigenous students in the Russian Federation.- Cultural context of inclusion: Media representations and activism.- Textbooks as tools for inclusion or exclusion: representation of socially vulnerable groups in secondary school textbooks.- Extracurricular education and inclusion in Russia: inclusion as a right and a resource.- Conclusion.- Index.
Despre autor
Professor Tsediso Michael Makoelle is the Vice Dean for Research and a full professor of Inclusive Education and School Leadership at Nazarbayev University Graduate School of Education and a visiting research fellow at the International Laboratory of the Social Integration Research of National Research University Higher School of Economics, Moscow, Russia.
He is the recipient of the prestigious Nelson Mandela Scholarship to the United Kingdom (UK). He holds the degrees of Doctor of Philosophy (Ph.D.) in Inclusive Education from the University of Manchester, UK, and a Doctor of Education (D.Ed.) in Education Management and Leadership from the University of South Africa (UNISA). He has been working at Nazarbayev University for nearly ten years in various capacities of associate professor, and then Director of Doctoral Studies and General Director for Research.
Dr. Maria Kozlova holds degrees of Candidate of Ethnography, Ethnology and Anthropology (2004) and Doctor of Sociology (2023). She works as a Chief Research Fellow at the International Laboratory for Social Integration Research and Associate Professor at the Faculty of Social Sciences, National Research University ‘Higher School of Economics’.
Professor Elena Iarskaia-Smirnova is a Russian sociologist holding degrees of Candidate of Philosophy (1989), Doctor of Sociology (1997), Ph.D. in Social Work (2011), works as a Head of the International Laboratory for Social Integration Research since 2019, Editor-in-Chief of the Journal of Social Policy Studies since 2003, Professor at the Faculty of Social Sciences, National Research University ‘Higher School of Economics’ since 2008.
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