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Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977


License: CC BY-NC 4.0

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Problems of implementation of inclusive education in the USA and European countries 2717


Liventseva N.A.
Educational Psychologist, City Resource Center for Development of Integrated (Inclusive) Education, Institute of Integrated (Inclusive) Education Problems, Moscow State University of Psychology and Education, Moscow, Russia

The article represents an analytical review of empirical studies covering the problems of inclusive education in the developed countries: the USA, Great Britain, Scandinavian countries. The article examines 18 scientific publications on inclusive education in psychological periodicals of the USA and Europe issued in 2006—2011. They give coverage to empirical findings concerning the implementation of inclusive education and are subdivided into two thematically different groups. The first one includes investigations focused on the study of professional training for inclusion educators. It means the organization of the effective system of training for educators which can make them ready to provide inclusive education in classrooms; problems of educators' attitudes to inclusion as factors providing its successful implementation; development of educators' basic skills in their interactions with special children and their families. The second group of studies focuses on the problems of adaptation, namely, the way children with special needs adjust in a group of nominally healthy peers.

Keywords: investigation, inclusive education, professional training of educators, attitude, children with health disabilities, a special child, development in norm, interaction, social

Column: Psychology of special and inclusive education

For Reference


1.   Bond R., Castagnera E. Peer Supports and Inclusive Education: An Underutilized Resource // Theory Into Practice. 2006. Vol. 45. № 3.

2.   Brandon T., Charlton J. The lessons learned from developing an inclusive learning and teaching community of practice // International Journal of Inclusive Education. 2011. Vol. 15. № 1.

3.   Cagran B., Schmidt M. Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school // Educational Studies. 2011. Vol. 37. № 2.

4.   De Boer A., Pijl S. J., Minnaert A. Regular primary schoolteachers' attitudes towards inclusive education: a review of the literature // International Journal of Inclusive Education. 2011. Vol. 15. № 3.

5.   Forlin C., Chambers D. Teacher preparation for inclusive education: Increasing knowledge but raising concerns // Asia-Pacific Journal of Teacher Education. 2011. Vol. 39. № 1.

6.   French N. K., Chopra R. V. Teachers as Executives // Theory Into Practice. 2006. V. 45. № 3.

7.   Hardiman Sh., 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.

8.   Hoffman Elin M. Relationships between inclusion teachers and their students: Perspectives from a middle school // Dissertation Abstracts International Section A: Humanities and Social Sciences. 2011. Vol. 71.

9.   Jones Ph. My peers have also been an inspiration for me: developing online learning opportunities to support teacher engagement with inclusive pedagogy for students with severe/profound intellectual developmental disabilities // International Journal of Inclusive Education. 2010. Vol. 14. № 7.

10. Kam Pun Wong D. Do contacts make a difference? The effects of mainstreaming on student attitudes toward people with disabilities // Research In Developmental Disabilities. 2008. Vol. 29.

11. Kim J.-R. Influence of teacher preparation programmes on preservice teachers' attitudes toward inclusion // International Journal of Inclusive Education. 2011. Vol. 15. № 3.

12. Koster M., Timmerman M. E., Nakken H., Pijl S. J., van Houten E. J. Evaluating Social Participation of Pupils with Special Needs in Regular Primary Schools // European Journal of Psychological Assessment. 2009. Vol. 25. № 4.

13. Mattson E.-H., Hansen A.-M. Inclusive and exclusive education in Sweden: principals' opinions and experiences // European Journal of Special Needs Education. 2009. Vol. 24. №. 4.

14. Morton J. F., Campbell J. M. Information Source Affects Peers' Initial Attitudes Toward Autism // Research In Developmental Disabilities. 2008. Vol. 29.

15. Pijl S. J. Preparing teachers for inclusive education: some reflections from the Netherlands // Journal of Research in Special Education Needs. 2010. Vol. 10. № 1.

16. Scorgie K. A powerful glimpse from across the table: reflections on a virtual parenting exercise // International Journal of Inclusive Education. 2010. Vol. 14. № 7.

17. Schmidt M., Cagran B. Classroom climate in regular primary school settings with children with special needs // Educational Studies. 2006. Vol. 32. № 4.

18. Wendelborg C., Tossebro J. Educational arrangements and social participation with peers amongst children with disabilities in regular schools // International Journal of Inclusive Education. 2011. Vol. 15. № 5.


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