Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Abstract

The environmental imperative in education has given rise to a number of approaches and models, including the model of inclusive education, which requires the unification of students with different educational needs and capabilities within one educational system. The heuristic potential of such studies is significant, although very little understood. The ecological approach to understanding inclusiveness has significant practical significance and value: the ecological imperative helps to identify and implement the most effective and productive ways of transforming existing problems, without sacrificing either the tasks of development and movement forward, or the tasks of preserving the existing ones. At each stage of education inclusion as an ecological imperative presupposes certain accents. In preschool education, inclusion is the creation of an environment in which children can become aware of the differences between each other, related to their individual characteristics. In school education, children and adolescents can realize and feel the differences in the forms and strategies for building interactions and relationships between people, as well as the existence of different strategies, forms and types of learning activity and learning relationships. In university education, young individual can sense the differences that exist in the forms and relationships of professional and career activity.