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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

Free of fees
Open Access Journal

 

The principles of inclusion in the context of modern education

Alekhina S.V., Ph.D. in Psychology, Vice-Rector for Inclusive Education, Director, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, svetlana_slim@mail.ru
Abstract
We discuss the questions of methodological foundations of inclusion in education, focus on values and moral conditions of social changes in educational activities. The basic units of the author’s reasoning are the principles of inclusive education that formulate new contexts in the construction of educational relations between participants of inclusive process. We discuss three questions, worth paying attention to: the development of the inclusive culture in the educational community; meaningful choice of inclusive development path of an educational organization; orientation of psychological studies of inclusion. Drawing on the social nature of the process of inclusion, the author highlights the problem of the educational culture of the school community, discusses the idea of considering inclusion as a necessary step in the evolution of consciousness of all participants of educational process. We attempt to raise the question of the methodology of psycho-pedagogical studies of inclusive education practice relying on scientific heritage of domestic psychological science and the experience of foreign studies.

Keywords: inclusion, inclusive education, principles of inclusion, humanistic paradigm, educational relations, social process, inclusive culture, psychological and pedagogical research, educational needs

Column: Methodology of inclusive education

For Reference

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