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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

Inclusive Education in Moscow: The Differentiation of Participants' Awareness as a Limiting Factor

Zadorin I.V., Senior Research Fellow, Laboratory of the Monitoring Studies of Different Groups of Children, Moscow State University of Psychology and Education, CEO of the research team ZIRCON, Moscow, Russia, Zadorin@zircon.ru
Kolesnikova E.Yu., Senior Research Fellow, Laboratory of the Monitoring Studies of Different Groups of Children, Moscow State University of Psychology and Education, Moscow, Russia
Novikova E.M., scientific researcher, Information and analytical department, Moscow State University of Psychology & Education, Moscow, Russia, novikovaem@mgppu.ru
Abstract
The paper describes the attitudes of the main stakeholders towards the implementation of inclusive education (IE) into the educational institutions of Moscow. The authors believe that the introduction of IE is innovative and affects the interests of several social groups: first of all, children with disabilities, children without disabilities, parents of both groups of children, educators (both of general education and special correctional schools) and finally, policy makers–city government officials, members of the educational authorities. Some results of the research project "Inclusive Education in Moscow: The Social Conditions, Problems and Limitations" (data 2010) related to participants' awareness about the process of IE and its impact on their attitude towards the implementation of inclusive education are presented. The research was conducted among representatives of different target groups: teachers of secondary schools, teachers of inclusive schools, teachers of correctional schools, parents of normal children, parents of children with developmental disabilities and handicapped children – in total 450 respondents (200 teachers and 250 parents). As the main method a selective questionnaire was used.

Keywords: Inclusive Education (IE), children with disabilities, level of awareness, perception of IE, inclusive schools, pre-inclusive schools, correctional schools

Column: Perspectives of inclusive education

For Reference

References
  1. Zadorin I. V., Mihaljuk V. I., Kolesnikova E. Ju., Novikova E. M., Fedorov A. S. Otchet o NIR "Social'nye uslovija, problemy i ogranichenija vnedrenija inkljuzivnogo obrazovanija v praktiku uchrezhdenij g. Moskvy". MGPPU, 2010.
  2. Zakon g. Moskvy Ob obrazovanii lic s ogranichennymi vozmozhnostjami zdorov'ja v gorode Moskve
  3. Jarskaja-Smirnova E. R., Loshakova I. I. Inkljuzivnoe obrazovanie detej-invalidov // Sociologicheskie issledovanija. 2003. № 5.
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