Learners are adults, and training is carried out continuously throughout life. The purpose of adult education is closely associated with certain socio-psychological, occupational, household, personal problems, or factors or conditions with sufficiently clear ideas about further application of acquired knowledge, skills and qualities.
Published in Chapter:
Actual Aspects of Inclusive Model: Methods and Algorithm of Formation of Research Competence in a Student's Individual Educational Trajectory
Irina Potapova (Astrakhan State Architecture and Construction University, Russia), Aleksandr Bershadsky (Penza State University, Russia), Alina Stroiteleva (Penza State University, Russia), Vladislav Karpovich (Penza State University, Russia), Igor G. Krevskiy (Penza State University, Russia), and Tyulikova Lana (HHH University, Belarus)
Copyright: © 2018
|Pages: 18
DOI: 10.4018/978-1-5225-3485-3.ch014
Abstract
The main problem of contemporary inclusive pedagogy, which Russia has not yet reached its proper development, is the lack of development of theoretical and methodological framework of the integrated and inclusive education. In this connection, is now teaching science in Russia is aimed at systematization and generalization of already well-established methodology for inclusion of positions, identifying problem areas and offer new solutions. In modern conditions, the inclusive education in Russia is a promising form of education for all, as the inclusive education process requires adequate organization of educational activity that meets the educational needs of each person. This significantly expands the possibility of socialization of persons with special features of health, methods of communication with the society, formed the necessary preconditions for the inclusion of every person in society. In modern Russian society, one can find increasing understanding of the importance of man as the highest value.