Skip to Main Content

Journal of Modern Foreign Psychology
2015. Vol. 4, no. 2, 40–46
doi:10.17759/jmfp.2015040205
ISSN: 2304-4977 (online)

Studies on the problems of social and educational inclusion of persons with intellectual impairments

1383

T.A. Yudina, S.V. Alekhina

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The article provides an overview of modern foreign researches on social and educational inclusion of persons with intellectual disabilities and highlights the main direction of these studies. Foreign researches are aimed at investigation of social skills in pupils of special and inclusive schools, the ways of their inclusion in society, and also the attitudes of their teachers, other students and the public at large to people with intellectual disabilities

General Information

Keywords: : inclusion, inclusive education, intellectual deficiency, intellectual impairments, attitudes, social skills, social inclusion, educational inclusion

Journal rubric: Psychology of Special and Inclusive Education

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2015040205

For citation: Yudina T.A., Alekhina S.V. Studies on the problems of social and educational inclusion of persons with intellectual impairments [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2015. Vol. 4, no. 2, pp. 40–46. DOI: 10.17759/jmfp.2015040205. (In Russ., аbstr. in Engl.)

References

  1. Psikhologo-pedagogicheskie osnovy inklyuzivnogo obrazovaniya [Psycho-pedagogical foundations of inclusive education]: kollektivnaya monografiya. Alekhina S.V., ed. Moscow: MGPPU, 2013. 334 p. (In Russ.).
  2. Salamankskaya deklaratsiya i Ramki deistvii po obrazovaniyu lits s osobymi potrebnostyami, prinyatye Vsemirnoi konferentsiei po obrazovaniyu lits s osobymi potrebnostyami: dostup i kachestvo [The Salamanca Statement and Framework for Action on Education for people with special needs, adopted by the World Conference on Education Special Needs: Access and Quality]: Salamanka, Ispaniya, 7-10 iyunya 1994 goda [Elektronnyi resurs]. Organizatsiya Ob"edinennyi Natsii: ofitsial'nyi sait. Paris: UNESCO, 1994. 40 p Available at:: http://www.un.org/ru/documents/decl_conv/declarations/pdf/salamanka.pdf (Accessed: 15.08.2015).
  3. Alquraini T.A. Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs. 2012, vol. 12, no. 3, pp.170–182. doi: 10.1111/j.1471-3802.2012.01248.x.
  4. Attitudes of Japanese students toward people with intellectual disability / Horner-Johnson W. [et al.]. Journal of Intellectual Disability Research. 2002, vol. 46, no. 5, pp.365–378. doi: 10.1046/j.1365-2788.2002.00406.x.
  5. 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: 10.1016/j.ridd.2012.11.017.
  6. Hardiman S., Guerin S., Fitzsimons E. A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings. Research in Developmental Disabilities. 2009, vol. 30, no. 2, pp.397–407. doi: 10.1016/j.ridd.2008.07.006.
  7. Kemp C., Carter M. Demonstration of Classroom Survival Skills in Kindergarten: a five-year transition study of children with intellectual disabilities. Educational Psychology. 2000, vol. 20, no. 4, pp.393–411. doi: 10.1080/713663756.
  8. 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: 10.1080/0144341022000003097.
  9. Lifshitz H., Glaubman R. Religious and secular students’ sense of self-efficacy and attitudes towards inclusion of pupils with intellectual disability and other types of needs. Journal of Intellectual Disability Research. 2002, vol. 46, no. 5, pp.405–418. doi: 10.1046/j.1365-2788.2002.00424.x.
  10. Ojok P., Wormnæs S. Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda. International Journal of Inclusive Education. 2013, vol. 17, no. 9, pp.1003–1021. doi: 10.1080/13603116.2012.728251.
  11. Ozkubat U., Ozdemir S. A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typically developing children. International Journal of Inclusive Education. 2014, vol. 18, no. 5, pp.500–514. doi: 10.1080/13603116.2013.789088.
  12. Participation of children with intellectual disability compared with typically developing children / King М. [et al.]. Research in Developmental Disabilities. 2013, vol. 34, no. 5, pp.1854–1862. doi: 10.1016/j.ridd.2013.02.029.
  13. Promoting social inclusion through Unified Sports for youth with intellectual disabilities: a five nation study / McConkey R. [et al.]. Journal of Intellectual Disability Research. 2013, vol. 57, no. 10, pp.923–935. doi: 10.1111/j.1365-2788.2012.01587.x.
  14. Public Attitudes Towards Individuals with Intellectual Disabilities as Measured by the Concept of Social Distance / Ouellette-Kuntz H. [et al.]. Journal of Applied Research in Intellectual Disabilities. 2010, vol. 23, no. 2, pp.132–142. doi: 10.1111/j.1468-3148.2009.00514.x.
  15. Social outcomes in adulthood of children with intellectual impairment: evidence from a birth cohort / Hall I. [et al.]. Journal of Intellectual Disability Research. 2005, vol. 49, no. 3, pp.171–182. doi: 10.1111/j.1365-2788.2005.00636.x.
  16. Strieker T., Logan K., Kuhel K. Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study. International Journal of Inclusive Education. 2012. no. 10, pp.1047–1065. doi: 10.1080/13603116.2010.538868.
  17. Szumski G., Karwowski M. Psychosocial Functioning and School Achievement of Children With Mild Intellectual Disability in Polish Special, Integrative, and Mainstream Schools. Journal of Policy and Practice in Intellectual Disabilities. 2014, vol. 11, no. 2, pp.99–108. doi: 10.1111/jppi.12076.
  18. 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.
  19. Van Asselt-Goverts A., Embregts P., Hendriks A. Structural and functional characteristics of the social networks of people with mild intellectual disabilities. Research in Developmental Disabilities. 2013. no. 4, pp.1280–1288. doi: 10.1016/j.ridd.2013.01.012.

Information About the Authors

Tatyana A. Yudina, Research Fellow, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6209-1583, e-mail: ta.yudina@gmail.com

Svetlana V. Alekhina, PhD in Psychology, Associate Professor, Chief of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com

Metrics

Views

Total: 2888
Previous month: 3
Current month: 8

Downloads

Total: 1383
Previous month: 2
Current month: 4