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  Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

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Features of Social Interaction in Students in the Inclusive Educational System 1142

Khusnutdinova M.R., PhD in Sociology, Senior Research Associate, Center for Applied Psychological and Pedagogical Studies, Moscow State University of Psychology & Education, Moscow, Russia, husnutdinovaMR@mgppu.ru
Abstract
The article describes how the new inclusive educational model affects the relationship between children with special needs. Empirical research data were collected by the Laboratory of monitoring studies of Moscow State University of Psychology & Education in 2014. We used two sociological method of data collection: questionnaire and interviews. Study sample was 611 respondents: 178 teachers, 386 parents and 47 high school students. The analysis of the social interactions in the system of inclusive education was carried out on the basis of several social and psychological criteria: students’ attitude toward their class and school, relationship between the children in an inclusive school, satisfaction of children by teachers’ and classmates’ attitude, the degree of special needs children inclusion in extracurricular school activity. The empirical study results show that in general children have positive attitude towards each other and relatively high satisfaction by inclusive learning.

Keywords: inclusion, inclusive education, children with special educational needs, relationship between students, social interaction

Column: Pedagogical Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2016080106

For Reference

References
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