Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us

  Previous issue (2022. Vol. 11, no. 1)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977


License: CC BY-NC 4.0

Published since 2012

Published quarterly

Free of fees
Open Access Journal


Digital technologies in the context of inclusion 2955


Shemanov A.Yu.
Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation of the Faculty of Clinical and Special Psychology, Leading Researcher of the Scientific and Methodological Center of the Institute for Problems of Inclusive Education, Moscow State University of Psychology & Education, Moscow, Russia

This paper discusses the application of digital technologies in the development of inclusive education from the point of view of collisions between individual and social models of inclusion, technological determinism and contextual approach. It examines the range of approaches to the educational integration. Following K. Иbbott, it examines three areas of research of digital technologies (concerning training and repetition, supporting the educational process and creating learning opportunities).It also regards the place of each approach to the development of inclusion in education. In conclusion, it discusses the problems and perspectives of development of this area of research and development

Keywords: e-inclusion, digital technology, inclusive education, social model of disability

Column: Educational psychology


For Reference

  1. But T., Einskou M. Pokazateli inklyuzii. Prakticheskoe posobie [Ainscow Indicators of inclusion. Practical Guide]. M. Vogana (еd.). Moscow: ROOI «Perspektiva», 2007. 124 p. (In Russ.).
  2. Itterstad G. Inklyuziya – chto oznachaet eto ponyatie i s kakimi problemami stalkivaetsya norvezhskaya shkola, pretvoryaya ego v zhizn'? [Elektronnyi resurs] [Inclusion - which means that this concept and the challenges facing the Norwegian school, putting it into practice?]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2011, no. 3, pp. 41–49. Available at: (Accessed 08.11.2016). (In Russ., Abstr. in Engl.).
  3. Khukhlaev O.E., Chibisova M.Yu., Shemanov A.Yu. Inklyuzivnyi podkhod v integratsii detei-migrantov v obrazovanii [Elektronnyi resurs] [An inclusive approach to the integration of migrant children in education]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2015, t. 20, no. 1, pp. 15–27. Available at: (Accessed 08.11.2016). (In Russ., Abstr. in Engl.).
  4. Yarskaya V.N., Yarskaya-Smirnova E.R. Inklyuzivnaya kul'tura sotsial'nykh servisov [Elektronnyi resurs] [Inclusive culture of social services] Sotsiologicheskie issledovaniya [Sociological studies], 2015, no. 12, pp. 133–140. Available at: (Accessed 08.11.2016). (In Russ.).
  5. Abbott C. E-inclusion: Learning Difficulties and Digital Technologies. Bristol: Futurelab Education, 2007. 32 p.
  6. Anastasiou D., Kauffmann J.M. A Social Constructionist Approach to Disability: Implications for Special Education. Exceptional Children, 2011. Vol. 77, no. 3, pp. 367–384. doi: 10.1177/001440291107700307
  7. Armstrong F., Barton L. Policy, Experience and Change and the Challenge of Inclusive Education: The Case of England. In L. Barton and F. Armstrong (eds.) Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. Dordrecht: Springer, 2007. P. 5–18.
  8. Bakker M., van den Heuvel-Panhuizen M., Robitzsch A. Effects of mathematics computer games on special education students' multiplicative reasoning ability. British Journal of Educational Technology, 2016. Vol. 47, no. 4, p. 633–648. doi: 10.1111/bjet.12249.
  9. Goodley D., Runswick‐Cole K. Len Barton, inclusion and critical disability studies: theorising disabled childhoods. International Studies in Sociology of Education, 2010. Vol. 20, no. 4, pp. 273–290. doi: 10.1080/09620214.2010.530851
  10. Hall J.P. Narrowing the breach: Can disability culture and full educational inclusion be reconciled? Journal of Disability Policy Studies, 2002. Vol. 13, no. 3, pp. 144–152. doi: 10.1177/10442073020130030201
  11. Hickey-Moody A. «Turning away» from Intellectual Disability: Methods of Practice, Methods of Thought, Critical Studies in Education, 2003. Vol. 44, no. 1, pp. 1–22. doi: 10.1080/17508487.2003.9558589
  12. Hodkinson A., Devarakonda Ch. Conception of inclusion and inclusive education. A critical examination of the perspectives and practices of teachers in India. Research in Education, 2009. Vol. 82, no. 1, pp. 85–99. doi: 10.7227/RIE.82.7
  13. Allsopp D.H. [et al.]. Interactive Whiteboard Technology for Students with Disabilities: A Year Long Exploratory. Journal of Special Education Technology, 2012. Vol. 27, no. 4, pp. 1–15. doi: 10.1177/016264341202700401
  14. Isăilă N. Social inclusion in the context of informational society, Procedia – Social and Behavioral Sciences, 2012. Vol. 46, pp. 1006–1009. doi: 10.1016/j.sbspro.2012.05.239
  15. Mirenda P., Wilk D., Carson P. A retrospective analysis of technology use patterns of students with autism over a five year period. Journal of Special Education Technology, 2000. Vol. 15, no. 3, pp. 5–16. doi: 10.1177/016264340001500301.
  16. Okolo C.M., Diedrich J. Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study. Journal of Special Education Technology, 2014. Vol. 29, no. 1, pp. 1–20. doi: 10.1177/016264341402900101
  17. McGibbon E.A. (ed.). Oppression: A Social Determinant of Health. Black Point, Winnipeg: Fernwood Pub., 2012. 239 p.
  18. Paliocosta P., Blandford S. Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 2010. Vol. 25, no. 4, pp. 179–186. doi: 10.1111/j.1467-9604.2010.01464.x
  19. Parsons T. The social system. 2nd ed. London: Routledge, 1991. 404 p.
  20. Rothman J.C. The Challenge of Disability and Access: Reconceptualizing the Role of the Medical Model. Journal of Social Work in Disability and Rehabilitation, 2010. Vol. 9, no. 2–3, pp. 194–222. doi: 10.1080/1536710X.2010.493488.
  21. Serna R.W., Begum M., Yanco H.A. Are Robots Ready to Deliver Autism Interventions? A Comprehensive Review. International Journal of Social Robotics, 2016. Vol. 8, no. 2, pp. 157–181. doi:10.1007/s12369-016-0346-y
  22. Slee R. Beyond special and regular schooling? An inclusive education reform agenda. International Studies in Sociology of Education, 2008. Vol. 18, no. 2, pp. 99–116. doi: 10.1080/09620210802351342.
  23. Turner B.S. Preface to the New Edition. In Parsons T. The social system. 2nd ed. London: Routledge, 1991. 404 p.
  24. UNESCO. Open File on Inclusive Education, a comprehensive guide to development in this area. Phyllis Magrab [Elektronnyi resurs]. Paris: UNESCO, 2003. 18 p. Available at: (Accessed 05.10.2016).
  25. Unianu E.M. Teachers’ attitudes towards inclusive education. Procedia - Social and Behavioral Sciences, 2012. Vol. 33, pp. 900–904. doi:10.1016/j.sbspro.2012.01.252
  26. Using Robot-Assisted Instruction to Teach Students with Intellectual Disabilities to Use Personal Narrative in Text Messages. Pennington R., [et al.]. Journal of Special Education Technology, 2014. Vol. 29, no. 4, pp. 49–58. doi: 10.1177/016264341402900404
  27. Yuen T.T., Mason L.L., Gomez A. Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders. Journal of Special Education Technology, 2014. Vol. 29, no. 1, pp. 51–62. doi: 10.1177/016264341402900104

© 2007–2022 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at Youtube ??????.???????