Key category of analysing relationships in inclusive classrooms 470
, Assistant of vice-rector for inclusive education, MSUPE, Moscow, Russia, firstname.lastname@example.orgAlekhina S.V.
, PhD in Psychology, Vice-Rector for Inclusive Education, Director, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
The article is devoted to theoretical models, able to validate the methodology of empirical study of relationships in inclusive classes. It discusses the model of social participation suggested by researchers from the Netherlands and designed after the analysis of a number of scientific publications. The article presents an overview of systematic empirical studies of foreign scholars in accordance with the model of social participation. This model is mapped to the structure of the social situation of development proposed by O.A. Karabanova. In authors’ opinion , the concept and the structure of the social situation of development allows analyzing relationships in inclusive classrooms in more details, assessing the psychological and pedagogical conditions and describing the educational effects of inclusive process in education
- Alekhina S.V. Inklyuzivnoe obrazovanie: ot politiki k praktike [Inclusive
education: from politics to practice]. Psikhologicheskaya nauka i obrazovanie
[Psychological science and education], 2016, vol. 21, no1,
pp. 136–145. doi: 10.17759/pse.2016210112 (In Russ., Abstr. in
- Zinchenko V.P. (ed.)Vertgeymer M. Produktivnoe mishlenie [Productive
thinking]. M.: Progress, 1987. 336 p. (In Russ).
- Vygotskiy L.S. Problema vozrasta [The problem of age]. Psikhologiya
[Psychology]. M.: EKSMO-Press, 2000. pp. 892–910 (Seriya «Mir
psikhologii») (In Russ).
- Vygotskiy L.S. Sobranie sochinenii [Collected works]. V 6 t. T. 5: Osnovi
defektologii [Fundamentals of defectology]. pod red. T.A. Vlasovoy. M.:
Pedagogika, 1983. 368 p. (In Russ).
- Karabanova O.A. Orientiruyushchii obraz v strukture sotsial'noi situatsii
razvitiya rebenka: ot L.S. Vigotskogo k P.Ya. Gal'perinu [Orienting image in
the structure of the social situation of child development: from LS. Vygotsky
to P.Ya. Halperin]. Vestnik Moskovskogo universiteta [Bulletin of Moscow
University]. Seriya 14: Psikhologiya, 2012, no 4, pp. 73–82. (In
- Karabanova O.A. Ponyatie «sotsial'naya situatsiya razvitiya» v sovremennoy
psikhologii [The concept of «the social situation of development» in modern
psychology]. Metodologiya i istoriya psikhologii [Methodology and history of
psychology], 2007, vol. 2, no. 4, pp. 40–56. (In Russ).
- Yudina T.A., Alekhina S.V. Issledovaniya po problemam sotsial'noi i
obrazovatel'noi inklyuzii lits s intellektual'nymi narusheniyami [Studies on
the problems of social and educational inclusion of persons with intellectual
disabilities]. Sovremennaya zarubezhnaya psikhologiya [Journal of Modern
Foreign Psychology]. 2015, vol. 4, no. 2, pp. 40–46. doi:
10.17759/jmfp.2015040205 (In Russ., Abstr. in Engl.).
- Yudina T.A., Alekhina S.V. Psikhologo-pedagogicheskie usloviya vklyucheniya
detei s sindromom Dauna v inklyuzivnye klassi nachal'noi shkoli [Psychological
and pedagogical conditions for the inclusion of children with Down syndrome in
the inclusive classes of primary school]. Sibirskii pedagogicheskii zhurnal
[Siberian Pedagogical Journal], 2016, no. 1, pp. 94–101. (In
- Adams M., Fleer M. Social inclusion and exclusion of a young child: A
cultural-historical perspective of an international mid-semester transition
into an international school in Malaysia // Australasian Journal of Early
Childhood, 2016, vol. 41, no. 3, pp. 86–94.
- Koster M. et al. Assessing Social Participation of Students With Special
Needs in Inclusive Education: Validation of the Social Participation
Questionnaire. Journal of Psychoeducational Assessment, 2011, vol. 29,
no. 3, pp. 199–213. doi: 10.1177/0734282910384065
- Avramidis E., Avgeri G., Strogilos V. Social participation and friendship
quality of students with special educational needs in regular Greek primary
schools. European journal of special needs education, 2018, vol. 33,
no. 2, pp. 221–234. doi: 10.1080/08856257.2018.1424779
- Avramidis E. Self-concept, social position and social participation of
pupils with SEN in mainstream primary schools. Research Papers in Education,
2013, vol. 28, no. 4. doi: 10.1080/02671522.2012.673006
- Koster M. et al. Being part of the peer group: a literature study focusing
on the social dimension of inclusion in education. International Journal of
Inclusive Education, 2009, vol. 13, no. 2, pp. 117–140.
- Bøttcher L. Transition between home and school in children with severe
disabilities – Parents' possibilities for influencing their children's learning
environment. Learning Culture and Social Interaction, 2014, vol. 3,
no. 3, pp. 195–201. doi: 10.1016/j.lcsi.2014.02.011
- Scholes L. et al. Changes in children’s reasoning about the social
inclusion of aggressive children over the early years of elementary school.
International Journal of Inclusive Education, 2017, vol. 21, no. 10,
pp. 991–1010. doi: 10.1080/13603116.2017.1325075
- Dolva A.-S. et al. Children with Down syndrome in mainstream schools: peer
interaction in activities. European Journal of Special Needs Education, 2010,
vol. 25, no. 3, pp. 283–294. doi:
- Dolva A.-S. et al Facilitating peer interaction – support to children with
Down syndrome in mainstream schools. European Journal of Special Needs
Education, 2011, vol. 26, no. 2, pp. 201–213. doi:
- Garrote A. The relationship between social participation and social skills
of pupils with an intellectual disability: A study in inclusive classrooms.
Frontline Learning Research, 2017, vol. 5, no. 1, pp. 1–15.
- Garrote A., Dessemontet R.S., Opitz E.M. Facilitating the social
participation of pupils with special educational needs in mainstream schools: A
review of school-based interventions. Educational Research Review, 2017,
vol. 20, pp. 12–23. doi: 10.1016/j.edurev.2016.11.001
- Gasser L., Malti T., Buholzer A. Children's moral judgments and moral
emotions following exclusion of children with disabilities: Relations with
inclusive education, age, and contact intensity. Research in Developmental
Disabilities, 2013, vol. 34, no. 3, pp. 948–958. doi:
- Harma K., Gombert A., Roussey J-Y. Attitude et distance sociale des élèves
non handicapés à l’égard de leurs pairs handicaps. Canadian Journal of
Behavioural Science: Revue canadienne des sciences du comportement, 2014,
vol. 46, no. 3, pp. 414–426.
- Hessels M., Schwab S. Social participation in Austrian secondary education
measured with the Social Participation Questionnaire. Pedagogische studien,
2016, vol. 93, no. 2, pp. 83–96.
- Kemp C., Carter M. The Social Skills and Social Status of Mainstreamed
Students with Intellectual Disabilities. Educational Psychology, 2002,
vol. 22, no. 4, pp. 391–411. doi:
- Koster M., van den Bosch E., Pijl S. Evaluating the social dimension of
inclusive education: the development of a teacher questionnaire to assess the
social participation of students with special needs. Pedagogische studien,
2013, vol. 90, no. 4, pp. 17–32.
- Krull J., Wilbert J., Hennemann T. The Social and Emotional Situation of
First Graders with Classroom Behavior Problems and Classroom Learning
Difficulties in Inclusive Classes. Learning Disabilities: A Contemporary
Journal, 2014, vol. 12, no. 2, pp. 169–190.
- Schwab S. et al. Linking self-rated social inclusion to social behaviour.
An empirical study of students with and without special education needs in
secondary schools. European Journal of Special Needs Education, 2015,
vol. 30, no. 1, pp. 1–14. doi: 10.1080/08856257.2014.933550
- King М. et al. Participation of children with intellectual disability
compared with typically developing children. Research in Developmental
Disabilities, 2013, vol. 34. no. 5, pp. 1854–1862. doi:
- Henke T. et al. Primary School Children with Special Educational Needs and
Their Social Participation. Zeitschrift fur padagogische psychologie, 2017,
vol. 31, no. 2, pp. 111–123.
- Rose K., Barahona D., Muro J. Peer perceptions of students receiving
pull-out services in elementary school: A multi-age study. International
Journal of Inclusive Education, 2017, vol. 21, no. 4,
pp. 376–388. doi: 10.1080/13603116.2016.1197323
- Schwab S. Assessment of social participation - Agreement between self- and
other perceptions of social participation of students with and without special
educational needs. Zeitschrift fur padagogische psychologie, 2016,
vol. 30, no. 4, pp. 227–236. doi: 10.1024/1010–0652/a000187
- Schwab S. Social dimensions of inclusion in education of 4th and 7th grade
pupils in inclusive and regular classes: Outcomes from Austria. Research in
Developmental Disabilities, 2015, vol. 43–44, pp. 72–79. doi:
- Schwab S., Huber C., Gebhardt M. Social acceptance of students with Down
syndrome and students without disability. Educational Psychology, 2016,
vol. 36, no. 8, pp. 1501–1515. doi:
- Nepi L.D. et al. Social acceptance and the choosing of favourite
classmates: A comparison between students with special educational needs and
typically developing students in a context of full inclusion. British Journal
of Special Education, 2015, vol. 42, no. 3, pp. 319–337. doi:
- Koster M. et al. Social Participation of Students with Special Needs in
Regular Primary Education in the Netherlands. International Journal of
Disability, Development and Education, 2010, vol. 57, no. 1,
pp. 59–75. doi: 10.1080/10349120903537905.
- Szumski G., Karwowski M. School achievement of children with intellectual
disability: The role of socioeconomic status, placement, and parents’
engagement. Research in Developmental Disabilities, 2012, vol. 33,
no. 5, pp. 1615–1625. doi: 10.1016/j.ridd.2012.03.030
- Thompson I., Tawell A. Becoming other: social and emotional development
through the creative arts for young people with behavioural difficulties.
Emotional and Behavioural Difficultiesm 2017. vol. 22, no. 1,
pp. 18–34. doi: 10.1080/13632752.2017.1287342
- Bossaert G. et al. Truly included? A literature study focusing on the
social dimension of inclusion in education. International journal of inclusive
education, 2013, vol. 17, no. 1, pp. 60–79. doi: