Социокультурные и психологические проблемы современной семьи: актуальные вопросы сопровождения и поддержки

22 V. Kazashka, PhD, Academy of Music, Dance and Fine Arts «Prof. Assen Diamandiev» (Plovdiv, Bulgaria) И. Л. Федотенко, доктор педагогических наук, профессор ФГБОУ ВО «ТГПУ им. Л. Н. Толстого» (Тула, Россия) INCLUSIVE EDUCATION THROUGH THE ARTS The concept of art pedagogy combines two scientific fields – pedagogy and art in order to solve the specific challenges in the education and upbringing of students, and at the same time to cultivate taste and sensitivity to the beautiful, the good, the traditions. Art pedagogy can find a common field of action, combining the subjects – psychology, pedagogy, art, in which the psychological life and the physical life are in harmony and balance will be achieved through art. Art pedagogy is finding more and more followers and is a priority in education. The subject areas of Art Education and Art Pedagogy concentrate on the broad area of cultural education. One of the main areas of research is the development of models for teaching art in a manner that arises naturally from artistic activity. The prerequisites for this approach are time-intensive artistic practice and theoretical reflection on teaching strategies. The individual artis- tic approaches are derived from the study of sensual perception and are positioned in the context of reflective reference systems. Psychological and pedagogical science in Bulgaria is regarding the inclusion as a process in which the school environment must be favourable for the development of children with special educational needs. It is not the child with special educational needs who needs to adapt to the school environment, but the environment has to be ready to accept it. Globally, inclusive education goes through its romantic periods and downturns. This situation is also affected by the changes in the economic and so- cial development of the world. The Interest in inclusive education is different, with the introduction of different laws in education (last century), such as compulsory primary education and qualification, visibly raising students in the classroom and re- ducing the interest in integrating children with special educational needs. Specialized schools are formed, which in turn need qualified specialists - defectologists. At a later stage, new trends in childcare were emerging in Europe. During this period Montes- sori, Kay, Dewey and others researchers and educators have worked. A fundamental principle of the reformist pedagogy is the uniqueness of the individual. It focuses on the freedom of man to choose, to develop and to think. In Russian psychological and pedagogical science and actual practice in higher and secondary schools, the term "inclusive education" is used primarily in the narrow sense of the term, as the inclu- sion in the unified educational space of children with special educational needs to- gether with children in the norm (Fedotenko, I.et al, 2017). Prof. Mira Tsvetkova Arsova defines the inclusive education in Bulgaria as a global policy, part of which is Bulgaria: “Undoubtedly the inclusive education for children and students with special educational needs (SEN) is no longer just a trend