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  Previous issue (2019. Vol. 8, no. 1)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: http://dx.doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Formation of inclusive culture in the implementation of inclusive education: challenges and achievements

Shemanov A.Yu., Ph.D. in Philosophy, Head, the Laboratory of Problems of Social and Cultural Rehabilitation, Moscow, Russia, ajshem@mail.ru
Ekushevskaya A.S., Ph.D. in Philosophy, Senior Researcher, Scientific and Methodological Centre, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, a.ekushevskaya@gmail.com
Abstract
The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education

Keywords: education, inclusion, inclusive culture, inclusive practice, diversity, social model, identity policy, individual model

Column: Psychology of special and inclusive education

DOI: http://dx.doi.org/10.17759/jmfp.2018070103

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