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  Previous issue (2019. Vol. 8, no. 3)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977


License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal


A review of psychological studies on social interactions of students in inclusive classrooms 482

Konokotin A.V., PhD Student, Moscow State University of Psychology & Education, Moscow, Russia,
The article presents a review of current foreign publications on the social interactions of children in inclusive classrooms. It analyzes the studies carried out during the period from 2008 to 2017, i.e. over the past decade. The results show that social interactions of students in inclusive classrooms are often studied in small groups where students with special educational needs and their normally developing peers are gathered together, but researchers ignore other factors that may have an impact on the quality of their interactions. Thus interactions of students are not equal in nature and are not purposefully organized so that researchers are not able to fully identify the role of each student

Keywords: inclusion, inclusive education, educational interaction, organization of interaction, methods of inclusion

Column: Psychology of special and inclusive education


For Reference

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  2. Aija Klavina, Martin E. Block The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education [Elektronnyi resurs]. Adapted Physical Activity Quarterly, 2008, vol. 25, no. 2, pp 132–158. Available at: (Accessed 03.05.18).
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  7. Fitch E.F., Hulgin K.M. Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue. International journal of inclusive educational, 2013, vol. 12, no. 4, pp 423–439. doi:10.1080/13603110601121453
  8. Hajisoteriou C., Angelides P. Collaborative art-making for reducing marginalisation and promoting intercultural education and inclusion // International Journal of Inclusive Education, 2017, vol. 21, no. 4, pp 361–375. doi:10.1080/13603116.2016.1197321
  9. Hong S. B., Shaffer L. S., Han J. Reggio Emilia Inspired Learning Groups: Relationships, Communication, Cognition, and Play. Early Childhood Education Journal, 2017, vol. 45, no. 5, pp 629–639. doi:10.1007/s10643–016–0811–0
  10. Langher Viviana et al. Inclusion in Mozambique: a case study on a cooperative learning intervention. Cultura y Educación, 2016, vol. 28, no. 1, pp 42–71. doi:10.1080/11356405.2015.1120447
  11. Katerina Mavrou Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning: implications for inclusion. International journal of inclusive educational, 2012, vol. 16, no. 2, pp 119–138. doi:10.1080/13603111003671657
  12. Lusy Green Group cooperation, inclusion and disaffected pupils: some responses to informal learning in the music classroom [Elektronnyi resurs]. Music educational research, 2008, vol. 10, no. 2, pp 177–192: Available at:–499d-ac8d-a94b1d40c409%40sessionmgr4006 (Accessed 24.01.18).
  13. Tawanda Majoko Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe. SAGE open, 2017, pp 1–14. doi:10.1177/2158244017730387
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