Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education

Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education

Ekaterina Yuryevna Aleshina (Penza State University, Russia), Belyanina Lubov (Astrakhan State University, Russia), Nikolai Tankov (Penza State University, Russia), Olga Simakova (Penza State University, Russia), Sedrak Sedrakyan (Urartu University, Armenia), Anna Ahtyan (Russian State Social University, Russia) and Ema Akhtian (Georgian State University, Georgia)
DOI: 10.4018/978-1-5225-3485-3.ch008


Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.
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It is essential to focus on how to work out teaching technologies meant for individuals with disabilities, for instance students with visual impairments and intellectual disabilities.

To begin with, teaching individuals with visual impairments has some important features. Individuals with visual impairments include (Avetisov et al., 1987), (Plaksina, 1998):

  • Blind individuals with no vision and individuals with residual vision where visual acuity is equal to 0.05 and lower for the better seeing eye;

  • Visually impaired individuals with decrease in vision from 0.05 to 0.2 for the better seeing eye with spectacles;

  • Individuals with strabismus and amblyopia.

In respect to inclusive education, the following groups should be discussed: the visually impaired and individuals with strabismus and amblyopia.

Key Terms in this Chapter

Learning Goals and Objectives: Joint pedagogical aspects.

Pedagogical and Engineering Features: Effective application in education is not technological and managerial challenges of modern education.

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