Novosibirsk State Pedagogical University Bulletin, 2017, No.6, pp.152-174

Inclusive education: Theoretical and methodological discourse (an international review)

Furyaeva T. V. 1 (Krasnoyarsk, Russian Federation)
1 V. P. Astaf'ev Krasnoyarsk State Pedagogical University

Introduction. The article addresses the problem of developing theoretical and methodological bases of inclusive education. The purpose of this comparative study is to reveal the essence, trends and concepts of foreign inclusive education.
Materials and Methods. The methodology is based on the ideas of Russian comparative education studies, implementing descriptive, explanatory and predictive function education theory, as well as, learner-centered, activity-based, and cultural-historical approaches. The author used the methods of phenomenological description, interpretation, comparison, inductive, hypothetical-inductive, problem-based and comparative analysis of the works of leading educators and researchers, as well as, and educational documents and reports of various levels for the previous twenty years .
Results. The author ascertained theoretical and methodological framework of inclusive discourse in the form of two dominant methodological approaches: systemic-ecological and philosophical person-centered. Four basic educational concepts of integrating children with special needs into society (educational activity-based, social-ecological, interactive, anthropological and ethical) are characterized. The author clarifies the essence of new interpretations of educational notions and illustrates the main concepts of inclusive education.
Conclusions. The author substantiates a significant reorientation in the interpretation of leading educational concepts, traces the evolution in the development of inclusive education, in which the concepts of damage and violation are being by activity and participation. Four concepts of integrating children with special education needs into society identified and introduced by the author indicate the multiconceptual nature of foreign educational theory, the trend towards their convergence within the framework of such leading methodological approaches as systemic-ecological and philosophical-anthropological.


Integration; Inclusion; Systemic-ecological approach; Philosophical-anthropological approach; Concept of integration; Classification of violations; Educational support; Special educational needs; Life situation

  1. Kronauer M. Who wants inclusion, not to remain silent about exclusion. Plea for an extension of the debate. Jahrbuch für Pädagogik, 2015, vol. 2015, no. 1, pp. 147–158. (In German) DOI:
  2. Schmitt C. Inclusion, intercultural Opening, Diversity – profession-theoretical Considerations a critical-reflexive inclusion, understanding. Zeitschrift für Inklusion, 2016, vol. 2. (In German) URL:
  3. Shemanov A. Y. Anthropology of Inclusion: Autonomy or Authenticity? Observatory of Culture, 2014, no. 4, pp. 9–16. (In Russian) URL:
  4. Alekhina S. V., Vachkov I. V. Methodological approaches to psychological and pedagogical support of inclusive education. Siberian Pedagogical Journal, 2014, no. 5, pp. 97–104. (In Russian) URL:
  5. Korshunova O. V. Theoretical and methodological foundations of inclusion in education. Scientific-Methodical Electronic Journal Concept, 2016, vol. 8, pp. 16–20. (In Russian) URL:
  6. Furyaeva T. V. Social inclusion: theory and practice. Monograph. Krasnoyarsk, Astafyev Krasnoyarsk State Pedagogical University Publ., 2017, 280 p. (In Russian) URL:  
  7. Stichweh R. Inclusion and exclusion in world society – the example of the school and of the education system. Zeitschrift für Inklusion, 2013, vol. 1. (In German) URL:  
  8. Liedke U. People images and pictures of ban: A study of the anthropological discourse in the disabled pedagogy. Bad Heilbrunn, Julius Klinkhardt Publ., 2013, 303 p. (In German) URL:  
  9. Löser J. M., Werning R. Inclusion – pervasive, controversial, diffuse? Erziehungswissenschaft, 2015, vol. 26, no. 51, pp. 17–24. (In German) URL:
  10. Moser I., Schneider R. Discussion contribution to the debate of the DGfE "inclusion as a challenge for the science of education". Erziehungswissenschaft, 2015, vol. 26, no. 51, pp. 91–92. (In German) URL:
  11. Textor A. Introduction to inclusive education. Bad Heilbrunn, Klinkhardts Publ., 2015, 219 p. (In German) URL:
  12. Tscheke J. Including the didactic – constructivist, development, logical, theme-centered-interactively. Zeitschrift für Inklusion, 2015, vol. 4. (In German) URL:
  13. Ottersbach M., Platte A., Rosen L. (Eds.) Perspectives on inclusive education and social inequalities. Wiesbaden, Springer Publ., 2016, 354 p. (In German) URL:
  14. Prengel A. Between heterogeneity and hierarchy in the education studies Unvollend of the democracy. Bildung in der Demokratie II: Tendenzen – Diskurse – Praktiken.. (Eds.) Ludwig L. et al. Opladen, Leske + Budrich Publ., 2011, pp. 83–94. (In German)  URL:
  15. Trescher H. Inclusion. The deconstruction of the discourse of part of barriers in the context of leisure and Migration. Wiesbaden, Springer Publ., 2015, 340 p. (In German) URL:
  16. Winkler M. Inclusion – the forgotten Dimension. Jugendhilfe, 2015, vol. 53, no. 1, pp. 5–13. (In German) URL: 
  17. Boger M.-A. Theorien der Inklusion – eine Übersicht. Zeitschrift Für Inklusion, 2017, vol. 1. (In German) URL:
  18. Kastl J.-M. Inclusion and Integration – or: Is "inclusion" of human rights or an educational ideology? Friedrichshainer Kolloquien, 2012, vol. 16, pp. 2012. (In German) URL:
  19. Simon T. The search for the essence of a diagnosis to support school inclusion. Zeitschrift für Inklusion, 2015, vol. 3. (In German) URL:  
  20. Sturm T. Praxeological research on Teaching and its contribution to inclusive education. Zeitschrift für Inklusion, 2012, vol. 1. (In German) URL:   
  21. Baerming P. Critical education and inclusive education? Zeitschrift für Inklusion, 2015, vol. 3. (In German) URL:    
  22. Feyerer E. Dealing with special needs in education. Zeitschrift für Inklusion,2012, no. 4. (In German) URL: 
  23. Harant M. The inclusion of the term in the field of tension of pedagogical “Mindsets”. Pädagogische Korrespondenz, 2016, no. 54, pp. 37–57. (In German) URL:
Date of the publication 30.12.2017