riashРусский язык в школеRussian language at school0131-61412619-0966Company "Our Language"10.30515/0131-6141-2020-81-3-31-45riash-1320Research ArticleМЕТОДИКА И ОПЫТMETHODOLOGY AND EXPERIENCEДислексия. Дисграфия. Инклюзия (Обзор зарубежных работ)Dyslexia, Dysgraphia, Inclusion: a Literature Review in the Research FieldЗеленинА. В.ZeleninA. V.

доктор филологических наук, лектор, факультет информационных технологий и коммуникационных наук,

Kalevantie, 4, Tampere, 33100

Doc. of Sci. (Philol.), lector of Faculty of Information Technology and Communication Sciences, Tampereen yliopisto,

Tampere

aleksandr.zelenin@tuni.fiУниверситет ТампереФинляндияUniversity TampereFinland2020200520208133145Copyright © Company "Our Language", 20202020Company "Our Language"Company "Our Language"https://www.riash.ru/jour/about/submissions#copyrightNoticehttps://www.riash.ru/jour/article/view/1320

В статье рассматривается история появления и развития понятий «дислексия», «дисграфия» и «инклюзия». Методами исследования в статье являются: метод концептуализации понятий, метод критической интерпретации, обзорный метод. Термины и понятия «дислексия» и «дисграфия» привлекли внимание врачей в конце XIX – начале XX в. Объяснение причин концентрировалось на медицинских аспектах (офтальмологических факторах, асимметрии головного мозга и т. п.). Только в 1970-е гг. появились лингвистические и социальные аргументации данных отклонений. Число людей с отклонениями в письме и чтении в мире достаточно велико и составляет не менее 10% всего населения. В 1980–1990-е гг. возник вопрос о степени и этапах интеграции учащихся с дислексией и дисграфией в общий учебный процесс. На протяжении XX в. в педагогической практике использовались три модели работы с такими детьми: сегрегация, интеграция и инклюзия. Хотя модель инклюзии (включения) предполагает равноправное участие в учебном процессе всех детей без исключения, тем не менее и в педагогическом сообществе, и среди родителей учащихся нет единого мнения о необходимости широкого внедрения этой модели в образование.

The history of the appearance and development of the concepts of dyslexia, dysgraphia and inclusion is considered in the article. The research methods are the method of critical interpretation, the method of conceptualization, the observational method. The terms of dyslexia and dysgraphia attracted the doctor’s attention in the Late 19th – Early 20th Century. An explanation of their causes focused on medical aspects (ophthalmological factors, brain asymmetry, etc.). Linguistic and social argumentations of these deviations have appeared in the 1970s. The number of students with difficulties in reading and writing in the world is quite large and amounts to at least 10% of the total world population. In the 1980–1990s, the question arose of the stages of the such student’s integration in the general educational process. The three pedagogical models were used in were used in education throughout the 20th century: segregation, integration and inclusion. Although the inclusion assumes the equal participation of all children, without exception, in the educational process, nevertheless there is no consensus on the widespread of this model in education among the students’ parents and pedagogical community.

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The authors declare that there are no conflicts of interest present.