SDG TARGET 4.A: THEORY AND PRACTICE OF “EDUCATION FOR ALL”

Authors

  • Elena N. Dzyatkovskaya
  • Elena A. Anufrieva
  • Gaini K. Dlimbetova
  • Galina I. Atamanova
  • Natalia A. Shmelkova

Abstract

Education for All” is acknowledged by UNESCO as the fundamental basis for transition to the
sustainable development. The research is aimed at analyzingthe inclusive education state in Russia in
the contests of itstransition to the sustainable socio-economic development model in comparison
withthe world practice. The research methods include a comparative analysis, generalization, an
interdisciplinary approach and homeostatics theory. It is concluded that current trends of Russian
education lay emphasis on teaching differentiation, inclusion is replaced by integration

(“near”ratherthan “together”) with development of special programs for the students with special
educational needs, who sit in the same classroom.Results of the experimental workof the research
authorson developing and testingan interdisciplinaryinclusion modelfor implementing theSDG4,
Target4аare described. The model peculiarity is thatteaching differentiation (individualization)
follows a stage of emergence, unitingand development ofthe singledidactic fundamentals
ofteachingfor the students withdifferent educational needsand learning difficulties. The research
results can be of use for developing the criteria of comparing the inclusive practices and for
developing the indicators of solving the Target4a.

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Published

2021-01-07

How to Cite

Elena N. Dzyatkovskaya, Elena A. Anufrieva, Gaini K. Dlimbetova, Galina I. Atamanova, & Natalia A. Shmelkova. (2021). SDG TARGET 4.A: THEORY AND PRACTICE OF “EDUCATION FOR ALL” . PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(10), 2698-2709. Retrieved from https://archives.palarch.nl/index.php/jae/article/view/5237