Dyslexia, Dysgraphia, Inclusion: a Literature Review in the Research Field
https://doi.org/10.30515/0131-6141-2020-81-3-31-45
Abstract
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.
About the Author
A. V. Zelenin
University Tampere
Finland
Finland
Doc. of Sci. (Philol.), lector of Faculty of Information Technology and Communication Sciences, Tampereen yliopisto,
Tampere
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For citations:
Zelenin A.V. Dyslexia, Dysgraphia, Inclusion: a Literature Review in the Research Field. Russian language at school. 2020;81(3):31-45. (In Russ.) https://doi.org/10.30515/0131-6141-2020-81-3-31-45
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