Approach to Modeling Inclusive Environment in Educational Organization

被引:0
作者
Alekhina, Svetlana, V [1 ,2 ]
Samsonova, Elena, V [1 ,3 ]
Shemanov, Alexey Yu. [3 ,4 ,5 ]
机构
[1] Moscow State Univ Psychol & Educ, Psychol, Moscow, Russia
[2] Moscow State Univ Psychol & Educ, Inst Inclus Educ Problems, Moscow, Russia
[3] Moscow State Univ Psychol & Educ, Inst Inclus Educ Problems, Sci & Methodol Ctr, Moscow, Russia
[4] Moscow State Univ Psychol & Educ, Philosophy, Moscow, Russia
[5] Moscow State Univ Psychol & Educ, Fac Clin & Special Psychol, Dept Special Psychol & Rehabil, Moscow, Russia
来源
PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE-PSYCHOLOGICAL SCIENCE AND EDUCATION | 2022年 / 27卷 / 05期
关键词
inclusive educational environment; systemic approach; modeling; system-forming factor; participation; support; agency; special educational needs;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The article focuses on the problem of modeling inclusive educational environment as a complex system object in which the system-forming relation is the connection between support and active participation of all participants of the educational environment, taking into account the diversity of educational needs . The empirical research data presented in the article illustrate the theoretical provisions that special educational conditions as support measures for students with disabilities can become the basis for their active participation in the educational process, provided that a subjective request for support is formed based on the reflection of the students' own interests and difficulties . The sample included 8 institutions of secondary vocational education (N=1811 students, 17,3% of them with a status of disability or SEN) . Throughout the sample, forms of work organized in a vocational educational organization (VEO) and support options were significantly less demanded by students (p < 0 . 05) as compared to the opportunities provided . The level of difficulties recognition in the students varied between "never "/ "rarely " and "rarely "/ "sometimes " . The found paradoxical statistically significant (p < 0 . 01) positive relationship (from weak to moderate) between the experienced level of support and the student's desire to leave VEO is discussed . Strategies for modeling the inclusive educa-tional environment are considered, and prospects for studying its technological support are outlined .
引用
收藏
页码:69 / 84
页数:16
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