The world of academia: culture & education
Мир университетской науки: культура, образование

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12/05/2018 №5
FINE ARTS IN AN INCLUSIVE CLASS: READINESS OF A TEACHER AND NEW EDUCATIONAL ENVIRONMENT

Клещев Валерий Николаевич

Annotation

According to the paper, the practice of inclusive education, personal experience and analysis of foreign literature show that many the art teachers at comprehensive school consider that they are not ready to train children with special needs. Foreign experience shows that visual art is especially demanded among pupils with special needs and physically challenged students. Current situation with introduction of inclusive education in comprehensive schools indicates insufficient training of future art teachers in the system of higher school education and the urgent need of inclusion in their educational program at least of one course devoted specifically to methods of teaching fine arts to pupils with special needs.

Key words

inclusive education, teacher of arts, pupils with special needs

Bibliography

1. Kotov, S.V., 2016. Inclusive education: transformation of the education system. News-Bulletin of Southern Federal University. Pedagogical Sciences, 12: 30-36. (rus) 2. Kotov, S.V., 2017. To the problem of technological training of modern school students. In: Realization of Federal state educational standards of primary general education in modern conditions: innovative practices, problems, prospects: Materials of XV Regional Research Conference (рр. 35-40). Rostov-on-Don: Akademlit. (rus) 3. Kulikovskaya, I.E., S.V. Kotov and P.P. Pivnenko, 2016. The prospects of reengineering of pedagogical education in Southern Federal University. News-Bulletin of Southern Federal University. Pedagogical Sciences, 4: 21-28. (rus) 4. Anderson, T., E. Eisner and S. McRorie, 1998. A survey of graduate study in art education. Studies in Art Education, 40 (1): 8-25. 5. Bates, J.K., 2000. Becoming an art teacher. Belmont, CA: Wadsworth/Thomson Learning. 6. Downing, J.E., 200

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