Интеграция образования, 2020, том 24, № 1 (98)
научный журнал
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Организация образования
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Мордовский государственный университет им. Н.П. Огарева
Наименование: Интеграция образования
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- 740: Общая педагогика. История образования и педагогической мысли. Организация образования
- 88: Психология
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Научный журнал УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ: федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Мордовский государственный университет им. Н. П. Огарёва» 430005, Россия, Республика Мордовия, г. Саранск, ул. Большевистская, 68 АДРЕС РЕДАКЦИИ: 430005, Россия, Республика Мордовия, г. Саранск, ул. Большевистская, 68 Тел./факс: +7 (834-2) 48-14-24 Издается с января 1996 года Периодичность издания – 4 раза в год Подписной индекс в каталоге агентств «Роспечать» и «МК-Периодика» – 46316 ISSN 1991-9468 (Print), 2308-1058 (Online) Vol. 24, No. 1. 2020 (January – March) Continuous issue – 98 Scholarly journal FOUNDER AND PUBLISHER: Federal State Budgetary Educational Institution of Higher Education “National Research Ogarev Mordovia State University” 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russia EDITORIAL OFFICE: 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russia Tel/Fax: +7 8342 481424 Published since January 1996 Periodicity: Quarterly Subscription index in catalogue of agencies “Rospechat” and “MK-Periodiсa” – 46316 e-mail: inted@mail.ru, inted@adm.mrsu.ru http://edumag.mrsu.ru © ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2020 При цитировании ссылка на журнал «Интеграция образования Integration of Education» обязательна. Полное или частичное воспроизведение в СМИ материалов, опубликованных в журнале, допускается только с разрешения редакции ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ INTEGRATION OF EDUCATION DOI: 10.15507/1991-9468 DOI: 10.15507/1991-9468.098.024.202001 Том 24, № 1. 2020 (январь – март) Сквозной номер выпуска – 98 16+
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 1. 2020 Научный журнал «Интеграция образования Integration of Education» публикует оригинальные научные исследования в области интеграции образования. Наименование и содержание рубрик журнала соответствуют следующим отраслям науки: ПЕДАГОГИКА, СОЦИОЛОГИЯ, ПСИХОЛОГИЯ. Редакция осуществляет научное рецензирование (двустороннее слепое) всех посту пающих в редакцию материалов с целью экспертной оценки. Все рецензенты являются признанными специалистами по тематике рецензируемых материалов. Рецензии хранятся в издательстве и редакции в течение 5 лет. Редакция журнала направляет копии рецензий авторам статей, а также, при поступлении соответствующего запроса, в Министерство науки и высшего образования Российской Федерации. Журнал придерживается стандартов редакционной этики в соответствии с международ ной практикой редактирования, рецензирования, изданий и авторства научных публикаций и рекомендациями Комитета по этике научных публикаций. Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть опубликованы основные научные результаты диссертаций на соискание ученой степени кандидата наук, на соискание ученой степени доктора наук по научным специальностям и соответствующим им отраслям науки: 22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 13.00.02 – Теория и методика обучения и воспитания (по областям и уровням образования) (педагогические науки) 19.00.07 – Педагогическая психология (психологические науки) Журнал индексируется и архивируется в: Российском индексе научного цитирования (РИНЦ) Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA / RoMEO ResearchBib Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Ассоциации научных редакторов и издателей (АНРИ), CrossRef и международного сообщества рецензентов Publons Материалы журнала доступны по лицензии Creative Commons “Attribution” («Атрибуция») 4.0 Всемирная
INTEGRATION OF EDUCATION. Vol. 24, No. 1. 2020 The Integration of Education journal publishes original research in the field of education. The titles and contents of sections correspond to the following branches of science: PEDAGOGY, SOCIOLOGY, PSYCHOLOGY. In order to permit complex expert evaluation, all manuscripts undergo double-blind peer review. All reviewers are acknowledged experts on the subject of peer-reviewed materials. The reviews are stored at the Journal’s editorial office for a period of five years. Reviews (or a substantiated rejection) are forwarded by the Editorial Board to the author(s) of the submitted article. Reviews are also forwarded on request to the Ministry of Education and Science of the Russian Federation. The Journal adheres to the standards of editorial ethics in accordance with the interna tional practice of editing, reviewing, publishing and authorship of scientific publications and recommendations of the Committee on Publication Ethics. The Journal is included in the List of peer reviewed scientific journals published by the Higher Attestation Commission in which major research results from the dissertations of Candidates of Sciences (Ph.D.) and Doctor of Science (D.Sc.) degrees are to be published. Scientific specialties of dissertations and their respective branches of science are as follows: 22.00.04 – Social structure, social institutions and processes (social sciences) 13.00.02 – Theory and methods of teaching and education (by areas and levels of education) (pedagogical sciences) 19.00.07 – Pedagogical psychology (psychological sciences) The journal is indexed and archived in: Russian Index of Scientific Citations Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA / RoMEO ResearchBib The Journal is a member of the Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Association of Scientific Editors and Publishers (ASEP), CrossRef and the international community of reviewers Publons The Journal’s materials are available under the Creative Commons “Attribution” 4.0 Global License
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 1. 2020 РЕДАКЦИОННАЯ КОЛЛЕГИЯ Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Саранск, Россия) Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Россия) Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Саранск, Россия) Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Сербия, Белград) Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле ния Исследовательского центра экономических и управленческих наук университета Гвадалахары, ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика) Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Казань, Россия) Гусман Тирадо Рафаэль – профессор кафедры греческой и славянской филологии Гранадского университета, член президиума международной ассоциации преподавателей русского языка и литературы, доктор филологических наук, ORCID: https://orcid.org/0000-0002-4615-6436, ryamp@yandex.ru (Гранада, Испания) Загвязинский Владимир Ильич – заведующий академической кафедрой методологии и теории социально-педагогических исследований ФГАОУ ВО «Тюменский государственный университет», доктор педагогических наук, профессор, академик РАО, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (Тюмень, Россия) Камильо Aнджело – ассоциированный профессор менеджмента Школы бизнеса Университета Сонома, доктор философии, camillo@sonoma.edu (Бербанк, США) Кириллова Ольга Владимировна – председатель Российского экспертного совета, предста витель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Россия) Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция) Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор экономиче ских наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, Россия) Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец кий государственный университет», доктор психологических наук, профессор, ORCID: https:// orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Россия) Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com (Гургаон, Харьяна, Индия) Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: https://orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Джокьякарта, Индонезия) Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан нанда, Университет Дели; почетный директор Индийского глобального института управления, образования и исследований, доктор философии в коммерции, магистр экономики и финансов, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (Нью-Дели, Индия) Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гумани тарных наук Эрфуртского университета, доктор филологических наук, профессор, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия) Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https:// orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия) Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ ственного управления Метропольного университета Праги, доктор философии, ORCID: https:// orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (Эль-Пасо, Техас, США) Шафранов-Куцев Геннадий Филиппович – научный руководитель ФГАОУ ВО «Тюменский государственный университет», доктор философских наук, профессор, академик РАО, ORCID: https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Тюмень, Россия) Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), Министерство образования Малайзии, доктор философии, sazali@mseam.org.my (Пенанг, Малайзия) Янчук Владимир Александрович – декан факультета профессионального развития специалистов образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)
INTEGRATION OF EDUCATION. Vol. 24, No. 1. 2020 EDITORIAL BOARD Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Ph.D. (Economics), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Saransk, Russia) Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional Studies of National Research Mordovia State University, Dr.Sci. (Sociology), Professor, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russia) Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), Ph.D. (Pedagogy), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Saransk, Russia) Rajko M. Bukvich – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences and Arts, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Belgrad, Serbia) Angelo A. Camillo – Associate Professor of Management, School of Business, Sonoma State University, Ph.D., camillo@sonoma.edu (Burbank, USA) Csaba Földes – Professor of Germanic Linguistics, Faculty of Humanities, University of Erfurt, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Erfurt, Germany) Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russia) Rafael Guzman-Tirado – Professor of Greek and Slavic Philology, University of Granada, Member of the Presidium of the International Association of Russian Language and Literature Teachers, Dr.Sci. (Philology), ORCID: https://orcid.org/0000-0002-4615-6436, ryamp@yandex.ru (Granada, Spain) Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID: https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya) Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, Metropolitan University, Ph.D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Prague, Czech Republic) Jagbir Singh Kadyan – Associated Professor of Department of Commerce, Swami Shraddhanand Col lege, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, Ph.D. (Commerce), M.Com (PIMR & Marketing); MA (Eco); MMS (Fin); GDC&A; MIMA; AMT- AIMA, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (New Delhi, India) Olga V. Kirillova – President of the Russian Expert Council (REC), Representative of the REC in Scopus SCAB, President of Association of Scientific Editors and Publishers, Ph.D. (Engineering), ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Moscow, Russia) Nikolay P. Makarkin – President of National Research Mordovia State University, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russia) Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr.Sci. (Psy chology), Honored Scientist of the Russian Federation, ORCID: https://orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Cherepovets, Russia) Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace donia, Ph.D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece) Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D. (Philosophy), misra1957@gmail.com (Gurgaon, India) Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph.D., ORCID: https:// orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia) Gennady F. Shafranov-Kutsev – Research Supervisor, Tyumen State University, Dr.Sci. (Philosophy), Professor, Member of the Russian Academy of Education, ORCID: https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Tyumen, Russia) Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for Qualification Enhancement, Visiting Professor of University of California, Ph.D., Professor, ORCID: https:// orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic) Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, University of Texas at El Paso, Texas, USA, Ph.D., ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (El Paso, Texas, USA) José G. Vargas-Hernández – Member of the National System of Researchers of Mexico. Research Pro fessor at University Center of Economic and Managerial Sciences, University of Guadalajara, M.B.A.; Ph.D., ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México) Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Academy of Postgraduate Education, Dr.Sci. (Psychology), Professor, ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Minsk, Belarus) Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu cation of Malaysia, Ph.D., sazali@mseam.org.my (Pinang, Malaysia) Vladimir I. Zagvyazinsky – Head of the Academic Department for Methodology and Theory of Social and Pedagogical Research, Tyumen State University, Dr.Sci. (Pedagogy), Professor, Academician of Russian Academy of Education, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (Tyumen, Russia)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 1. 2020 COДЕРЖАНИЕ Международный опыт интеграции образования Р. О. Агавелян, С. Д. Аубакирова, А. Д. Жомартова, Е. И. Бурдина. Отношение учителей к инклюзивному образованию в Казахстане ............................. 8 А. И. Сари, Н. Сурьяни, Д. Рочсантинингсих, C. Сухарно. Цифровое обучение, использование смартфонов и цифровая культура в индонезийском образовании ...................................................................... 20 В. Стриелковски, Л. С. Киселева, А. Ю. Синёва. Тенденции международной образовательной миграции (на примере Финляндии) ....................... 32 Социология образования Г. Дрессигер, С. Вдовинскиене. Факторы, способствующие повышению мотивации студентoв технологических программ для посещения теоретических лекций ........... 50 С. Джафари, А. Асгари. Прогнозирование успеваемости студентов на основе климата в классе, посреднической роли взаимодействия преподавателей со студентами и мотивации к учебе ................................................... 62 С. В. Полутин, Ю. В. Мананникова. Процессы бюрократизации и дебюрократизации учительского труда и их влияние на качество профессиональной деятельности педагогов: результаты социологического проекта ............................................................................................ 75 Академическая интеграция Э. Квечень-Недзеля, К. Полёк, Э. Мала. Драматические техники как корреляты тревожности при говорении на английском языке ............................................................................... 98 С. И. Пахомов, И. М. Мацкевич, В. А. Гуртов, Н. В. Мелех, Е. И. Заугольникова. Результативность деятельности организаций, получивших право самостоятельного присуждения ученых степеней ........................................................... 111 Л. Н. Давыдова, К. Н. Фирсов. Особенности проявления агрессивного поведения подростков во внеурочной командно-игровой деятельности ..................... 144 . Информация для авторов и читателей (на рус. яз.) ....................................................... 159 Информация для авторов и читателей (на англ. яз.) ..................................................... 161 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.098.024.202001 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online)
INTEGRATION OF EDUCATION. Vol. 24, No. 1. 2020 CONTENTS International Experience in the Integration of Education R. O. Agavelyan, S. D. Aubakirova, A. D. Zhomartova, E. I. Burdina. Teachers’ Attitudes towards Inclusive Education in Kazakhstan ....................................... 8 A. I. Sari, N. Suryani, D. Rochsantiningsih, S. Suharno. Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education .......................................................... 20 W. Strielkowski, L. S. Kiseleva, A. Yu. Sinyova. Trends in International Educational Migration: A Case of Finland ............................................. 32 Sociology of Education G. Droessiger, S. Vdovinskiene. Factors for Increasing Motivation to Theory Class Attendance among Students of Technology Studies ............................. 50 S. Jafari, A. Asgari. Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation ............................................................................ 62 S. V. Polutin, Yu. V. Manannikova. The Processes of Bureaucratization and Debureaucratization of Teachers’ Work and Their Influence on the Quality of Teachers’ Professional Activity: Sociological Project Results ..................................... 75 Academic Integration E. Kwiecień-Niedziela, K. Polok, E. Mala. Drama Techniques as Correlators of the Level of English Language Speaking Anxiety ........................................................ 98 S. I. Pakhomov, I. M. Matskevich, V. A. Gurtov, N. V. Melekh, E. I. Zaugolnikova. Efficiency of Organizations Entitled to Award Academic Degrees .................................. 111 L. N. Davidova, K. N. Firsov. Specifics of Teenagers’ Aggressive Behavior in Extracurricular Team and Game Activity .................................................................... 144 Information for Authors and Readers of the Journal (In Russian) .................................... 159 Information for Authors and Readers of the Journal (In English) ..................................... 161 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.098.024.202001 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 1. 2020 Teachers’ Attitudes towards Inclusive Education in Kazakhstan R. O. Agavelyana, S. D. Aubakirovab*, A. D. Zhomartovac, E. I. Burdinac a Novosibirsk State Pedagogical University, Novosibirsk, Russia b Turan-Astana University, Nur-Sultan, Republic of Kazakhstan, * sdaubakirova@gmail.com c Toraighyrov Pavlodar State University, Pavlodar, Kazakhstan Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude towards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan. Keywords: inclusive education, teacher, attitude, special educational needs, Kazakhstan For citation: Agavelyan R.O., Aubakirova S.D., Zhomartova A.D., Burdina E.I. Teachers’ Attitudes towards Inclusive Education in Kazakhstan. Integratsiya obrazovaniya = Integration of Education. 2020; 24(1):8-19. DOI: https://doi.org/10.15507/1991-9468.098.024.202001.008-019 © Agavelyan R.O., Aubakirova S.D., Zhomartova A.D., Burdina E.I. 2020 УДК 37.011.31-051(574) DOI: 10.15507/1991-9468.098.024.202001.008-019 http://edumag.mrsu.ru ISSN 1991-9468 (Print), 2308-1058 (Online) МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License.
INTEGRATION OF EDUCATION. Vol. 24, No. 1. 2020 9 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Отношение учителей к инклюзивному образованию в Казахстане Р. О. Агавелян1, С. Д. Аубакирова2*, А. Д. Жомартова3, Е. И. Бурдина3 1 ФГБОУ ВО «Новосибирский государственный педагогический университет», г. Новосибирск, Россия 2 Университет «Туран – Астана», г. Нур-Султан, Казахстан, * sdaubakirova@gmail.com 3 РГП «Павлодарский государственный университет имени С. Торайгырова», г. Павлодар, Казахстан Введение. Включение учащихся с особыми образовательными потребностями в общеобразовательные школы является одним из актуальных и важных вопросов, стоящих перед сообществом образования на национальном и международном уровне. Положительное отношение учителей к инклюзивному образованию выступает одним из факторов его эффективной реализации. Целью данного исследования было изучение отношения учителей к инклюзивному образованию в Республике Казахстан и определение факторов, влияющих на их позитивное отношение к инклюзии. Материалы и методы. Выборка состояла из 416 педагогов общеобразовательных школ Павлодарской области Республики Казахстан. В исследовании был использован опросник шкалы чувств, отношения и опасений по поводу инклюзивного образования (SACIE-R). Для обработки результатов исследования применялись методы непараметрической статистики (коэффициент корреляции Спирмена) и множественный регрессионный анализ. Результаты исследования. По итогам проведенного исследования выявлено общее нейтральное отношение учителей к процессу включения исследуемых учащихся в педагогический процесс. Опыт взаимодействия учителей с людьми с особыми образовательными потребностями не способствует формированию их позитивного отношения к инклюзии. Педагоги-мужчины, работающие в сельских школах и уверенные в обучении детей с особыми образовательными потребностями, более положительно настроены к инклюзии. Анализ ответов респондентов свидетельствует о неготовности педагогов к реализации инклюзивного образования и необходимости специальной подготовки педагогов к работе с детьми с особыми образовательными потребностями в условиях инклюзии. Обсуждение и заключение. Перспективы исследования заключаются в дальнейшем изучении отношения педагогов (предметников, специальных педагогов, педагогов психолого-педагогического сопровождения) к инклюзии в стране, влияния специальной подготовки на отношение педагогов к инклюзии. Материалы статьи будут полезны исследователям, интересующимся проблемой инклюзивного образования, особенно его состоянием в Республике Казахстан. Ключевые слова: инклюзивное образование, учитель, отношение, особые образовательные потребности, Казахстан Для цитирования: Отношение учителей к инклюзивному образованию в Казахстане / Р. О. Агавелян, С. Д. Аубакирова, А. Д. Жомартова, Е. И. Бурдина. – DOI 10.15507/1991-9468.098.024.202001.008-019 // Интеграция образования. – 2020. – Т. 24, № 1. – С. 8–19. Introduction Including all children in education is the major challenge facing educational systems around the world, in both developing and developed countries [1]. The basis of inclusive education is an ideology that excludes discrimination against children and ensures equal treatment of all people, and, at the same time, creates special conditions for children with special educational needs. Based on the assumption that the suc cessful implementation of inclusive practices largely depends on the positive attitude of teachers towards it, a large amount of research was aimed at studying the attitude of teachers to inclusion [2; 3]. The attitude of teachers towards inclu sion has been widely studied in different countries: Finland, Australia, South Africa, Ireland, China, Greece, Singapore, Bangladesh, Norway, Zimbabwe, and others. Most of the research was conducted in the United States [4; 5]. However, there are no studies of the attitude of teachers towards inclusive education in the Republic of Kazakhstan. Inclusive education in Kazakhstan has been developing since 2000, however, the active promotion of inclusion began in 2011 with the adoption of the State Pro
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 1. 2020 10 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ gram for the Development of Education for 2011–20201. Inclusive education is a process that provides equal access to education for all students, taking into account special educational needs and individual capabilities2. Inclusive education in the country implies two forms of its implementation: full and partial inclusion. Full inclusion is realized through the education of children with special educational needs (SEN) in general education classes. Partial inclusion means teaching a child with SEN in a special classroom when they are involved in educational and training activities of a general school or his individual tuition at home, visiting individual lessons in a class with the majority of students3. There are 96 555 children with SEN of school age in Kazakhstan. They are: – 13 897 (14.4%) children at special schools; – 13 333 (13.9%) children in special classes of general education schools; – 11 390 (11.8%) children tutored at home; – 2 517 (2.6%) children in private edu cational institutions; – 2 558 (2.7%) children in vocational schools and colleges; – 45 104 (46.7%) children in ordi nary classes of general education schools, among them 32.9% without correctional and pedagogical support, 13.8% have correctional and pedagogical support; – 7 656 (7.9%) children with SEN who are not covered by the education system4. It should be noted that in various docu ments the data on the number of children covered by inclusive education are different. “The amount of reliable data on the number of children with disabilities and features of the development is extremely small”5. The latest measures of inclusive policy are aimed at increasing the number of pupils with SEN and disabilities attending general education school. In this connection, the following questions arise: Are teachers of general education schools ready for such changes and what is their attitude towards inclusive education in their schools? What are the factors that determine the positive attitude of teachers towards inclusion? Our research focuses on the search for answers to these questions. It is important to identify the existing attitudes of teachers to more effectively address the problem during the period of their preparation and professional development. Literature Review A positive attitude towards inclusion is considered one of the most influential factors and even a prerequisite for the success of inclusive education [4; 6], which has increased the interest of researchers in this topic. All research in this area can be divided into two large groups. The first group of studies is aimed at studying the attitude of pre-service teachers to inclusion. Moreover, one part of them is cross-cultural research [7; 8], and the other part is aimed at studying pre-service teachers’ attitudes in specific countries [9–11]. In a study by P. Subban and D. Mahlo, pre-service teachers in Australia and South Africa show a positive attitude towards inclusion. Most respondents revealed that they intentionally 1 [Ministry of Education and Science of the Republic of Kazakhstan. State Programme of Education De velopment in the Republic of Kazakhstan for 2011–2020]. Astana: Ministry of Education and Science of the Republic of Kazakhstan; 2010. Available at: https://nao.kz/blogs/view/2/105 (accessed 11.06.2019). (In Russ.) 2 [Law of the Republic of Kazakhstan “On Education”]. Astana: Akorda, July 27, 2007. Available at: http://online.zakon.kz/Document/?doc_id=30118747#pos=1972 (accessed 30.05.2019). (In Russ.) 3 [Ministry of Education and Science of the Republic of Kazakhstan. Guidelines for the Organization of an Integrated (Inclusive) Education of Children with Developmental Disabilities 2009]. Astana: Ministry of Education and Science of the Republic of Kazakhstan. Available at: http://special-edu.kz/index. php?do=static&page=nprbase (accessed 01.06.2019). (In Russ.) 4 Nogaibekova G., Zhumazhanova S., Korokikh E. [Monitoring Framework for Inclusive Education in the Republic of Kazakhstan]. Astana: Information and Analytical Center; 2017. 185 p. Available at: http://iac.kz/sites/ default/files/edinaya_ramka_monitoringa_inklyuzivnogo_obrazovaniya.pdf (accessed 01.06.2019). (In Russ.) 5 OECD. Reviews of National Policies for Education Kazakhstan, Kyrgyz Republic and Tajikistan 2009. Students with Special Needs and Those with Disabilities. 2009. Available at: http://www.oecd.org/education/ school/43851447.pdf (accessed 08.06.2019). (In Eng.)
INTEGRATION OF EDUCATION. Vol. 24, No. 1. 2020 11 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION develop their skills and expand their knowledge as a means of improving their proficiency in inclusive education [7]. Pre-service teachers in Mexico have varied perspectives regarding their dispositions towards inclusion and their preparedness for teaching children with SEN in regular schools. The researchers concluded that to improve teachers’ dispositions towards including students with SEN, pre-service teachers should be provided with the experience of teaching in inclusive classrooms [11]. A review of 23 studies/surveys published between 1994 and 2017 showed that future teachers have a largely positive attitude towards inclusion. In addition, a conclusion was made about the positive impact of special training of future teachers in the period of their study at the university on the formation of a positive attitude towards inclusion [5]. The second group of studies is aimed at studying attitudes towards the inclusion of in-service teachers, identifying factors affecting this attitude. For example, B. Paju et al. indicate that the perception of special teachers in Finland differs significantly from the class teachers of primary schools and secondary school teachers [12]. Special teachers feel great confidence in teaching children with SEN. Consequently, effective cooperation between special and general education will contribute to the successful learning of children with SEN in practice. In addition, this study did not reveal the relationship between the gender of the respondents and their attitude towards inclusion. A study by M. Chitiyo et al. aims to iden tify the attitudes of school teachers of general and special education in Zimbabwe to inclusion and their needs for professional development in teaching children with SEN [13]. At the same time, the link between the attitude of teachers to inclusion and their place of work (rural or urban area) was not found. However, there are differences in the definition by rural and urban teachers of the most important topics of professional development in teaching children with SEN. E. Avramidis and E. Kalyva, studying the attitude of Greek primary school teachers to inclusion, found a more positive attitude to the inclusion of teachers who have experience in teaching children with SEN than their colleagues with little experience or not having it [14]. The results of a study by T. Štemberger and V. R. Kiswarday show a positive attitude towards the inclusion of teachers in Slovenia. At the same time, preschool teachers are more positive than primary school teachers and having experience working with children with SEN is associated with a less positive attitude towards inclusion [15]. In addition, there are also surveys whose respondents are pre-service and in-service teachers. For example, H. Savolainen et al. state a neutral attitude towards the inclusion of teachers in South Africa and Finland. At the same time, the sentiment of Finnish teachers to interact with people with SEN and to inclusion in general is more positive than that of South African teachers [16]. The aim of our study was to determine the attitude of teachers to inclusion in the Republic of Kazakhstan, their willingness to accept children with SEN in their class and to identify factors affecting the attitude of teachers to inclusion. Materials and Methods The survey involved 416 teachers of general education schools in the Pavlodar region of the Republic of Kazakhstan. 333 questionnaires were filled out in Russian, 83 – in Kazakh. Table 1 shows information about the demographic data of teachers participating in the study. The predominance of rural teachers over urban ones is explained by the specifics of the educational space of the Republic of Kazakhstan: the number of rural schools is more than 70% greater than the number of urban schools6. 6 [National Report on the State and Development of the Education System of the Republic of Kazakhstan, 2016] / S. Irsaliyev [et al.]. Astana: Informational-Analytical Center JSC; 2017. 482 p. Available at: http://iac.kz/ ru/project/nacionalnyy-doklad (accessed 02.06.2019). (In Russ.)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 1. 2020 12 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ T a b l e 1. Data on survey participants Characteristics Number (%) Workplace Primary school 98 (23.6) Secondary school 318 (76.4) Gender Male 72 (17.3) Female 344 (82.7) Age 25 years or less 49 (11.8) 26–35 years 120 (28.8) 36–45 years 124 (29.8) 46 years or more 123 (29.6) Level of education Secondary vocational 45 (10.8) Higher (Bachelor’s Degree) 358 (86.1) Master’s Degree 13 (3.1) Experience of interaction with a person with special needs Yes 161 (38.7) No 255 (61.3) Special training in teaching people with special needs No 324 (77.9) A little 75 (18.0) Good level (not less than 40 hours) 17 (4.1) Knowledge of legislation and policies of the Republic of Kazakhstan regarding children with special needs Don’t know anything 25 (6.0) A little 46 (11.1) Average 183 (44.0) Good 142 (34.1) Excellent 20 (4.8) Confidence in teaching children with special needs Not at all 39 (9.4) A little confident 89 (21.4) Average confidence 150 (36.0) Almost confident 86 (20.7) Completely confident 52 (12.5) Experience of teaching children with special needs No 205 (49.3) A little 167 (40.1) Good level (not less than 30 full days) 44 (10.6) Location of school Countryside 334 (80.3) City 82 (19.7) “The Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale” [17] is a 15-point questionnaire designed to identify teachers’ attitudes towards inclusion. Respondents rated their agreement with the statements on a 4-point Likert scale (1 = strongly disagree, 4 = strongly agree). The questionnaire also contains 3 specific subscales, which measure various aspects of the attitudes towards inclusion. The Sentiments subscale (5 item; £ = .67) assesses sentiments when interacting with people with SEN. The Attitudes subscale (5 item; £ = .68) measures the acceptance by teachers of students with the SEN. The Concerns