Professional Position of an Educational Psychologist in Designing an Inclusive Educational Environment

19

Abstract

The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.

General Information

Keywords: professional position, psychological and pedagogical support, inclusive environment, professional interaction, psychological and pedagogical service, psychological and pedagogical consultation, inclusive education

Journal rubric: Human Resources Management and Skills Development

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2024210113

Funding. the study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation dated 02/09/2024 No. 073-00037-24-01 “Psychological support for students with special educational needs in the inclusive educational environment of general education organizations”.

Received: 11.03.2024

Accepted:

For citation: Alekhina S.V. Professional Position of an Educational Psychologist in Designing an Inclusive Educational Environment [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2024. Vol. 21, no. 1, pp. 162–171. DOI: 10.17759/bppe.2024210113. (In Russ., аbstr. in Engl.)

References

  1. Alekhina S.V. Vklyuchenie pedagoga-psikhologa v inklyuzivnoe obrazovanie [Inclusion of the teacher-psychologist in inclusive education]. In Alekhina S.V. (Ed.). Inklyuzivnoe obrazovanie: preemstvennost’ inklyuzivnoi kul’tury i praktiki: Sbornik materialov IV Mezhdunarodnoi nauchno-prakticheskoi konferentsii. Moscow: MGPPU Publ., 2017, pp. 276–282. (In Russ.).
  2. Alekhina S.V. Inklyuzivnoe obrazovanie i psikhologicheskaya gotovnost’ uchitelya [Inclusive education and psychological availability of the teacher]. Vestnik MGPU. Seriya: Pedagogika i psikhologiya = MCU Journal of Pedagogy and Psychology, 2012, no. 4 (22), pp. 117–127. (In Russ.).
  3. Alekhina S.V. Psikhologo-pedagogicheskie issledovaniya inklyuzivnogo obrazovaniya v praktike podgotovki magistrantov [Psycho-pedagogical Research of Inclusive Education in the Undergraduates Training] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2015. Vol. 20, no. 3, pp. 70–78. doi:10.17759/pse.2015200308 (In Russ.).
  4. Alekhina S.V., Samsonova E.V., Shemanov A.Yu. Podkhod k modelirovaniyu inklyuzivnoi sredy obrazovatel’noi organizatsii [Approach to Modeling Inclusive Environment in Educational Organization] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2022. Vol. 27, no. 5, pp. 69–84. doi:10.17759/pse.2022270506 (In Russ.).
  5. Vygotsky L.S. Sobranie sochinenii: V 6 t. T. 5: Osnovy defektologii (Defekt i kompensatsiya). Moscow: Pedagogika, 1983. 369 p. (In Russ.).
  6. Indenbaum E.L. Psikhosotsial’noe razvitie podrostkov s legkimi formami intellektual’noi nedostatochnosti: Avtoref. diss. dokt. psikhol. nauk. Moscow, 2011. 21 p. (In Russ.).
  7. Kudryavtsev V.T. Professional’naya i lichnostnaya pozitsiya psikhologa: sapozhnik v sapogakh [Elektronnyi resurs]. Sait Vladimira Kudryavtseva. URL: https://tovievich.ru/book/duh/5625-professionalnaya-i-lichnostnaya-pozitsiya-psihologa-sapozhnik-v-sapogah.html (Accessed 10.01.2023). (In Russ.).
  8. Mezhvedomstvennyi kompleksnyi plan meropriyatii po razvitiyu inklyuzivnogo obshchego i dopolnitel’nogo obrazovaniya, detskogo otdykha, sozdaniyu spetsial’nykh uslovii dlya obuchayushchikhsya s invalidnost’yu, s ogranichennymi vozmozhnostyami zdorov’ya na dolgosrochnyi period (do 2030 goda) (utv. Pravitel’stvom RF 22.12.2021 No. 14068p-P8) [Elektronnyi resurs]. Sudebnye i normativnye akty RF. URL: https://sudact.ru/law/mezhvedomstvennyi-kompleksnyi-plan-meropriiatii-po-razvitiiu-inkliuzivnogo/ (Accessed 21.01.2024). (In Russ.).
  9. Pis’mo Minprosveshcheniya Rossii ot 30.05.2022 No. DG-1349/07 “O napravlenii Kontseptsii i plana” (vmeste s “Kontseptsiei razvitiya psikhologicheskoi sluzhby v sisteme obshchego obrazovaniya i srednego professional’nogo obrazovaniya v Rossiiskoi Federatsii na period do 2025 goda”, “Planom meropriyatii na 2022 - 2025 gody po realizatsii Kontseptsii razvitiya psikhologicheskoi sluzhby v sisteme obshchego obrazovaniya i srednego professional’nogo obrazovaniya v Rossiiskoi Federatsii na period do 2025 goda”) [Elektronnyi resurs]. Sudebnye i normativnye akty RF. URL: https://legalacts.ru/doc/pismo-minprosveshchenija-rossii-ot-30052022-n-dg-134907-o-napravlenii/ (Accessed 21.01.2024). (In Russ.).
  10. Prikaz Ministerstva prosveshcheniya RF ot 22 marta 2021 g. No. 115 “Ob utverzhdenii Poryadka organizatsii i osushchestvleniya obrazovatel’noi deyatel’nosti po osnovnym obshcheobrazovatel’nym programmam - obrazovatel’nym programmam nachal’nogo obshchego, osnovnogo obshchego i srednego obshchego obrazovaniya” [Elektronnyi resurs]. Garant.ru. Informatsionno-pravovoi portal. URL: https://www.garant.ru/products/ipo/prime/doc/400563548/ (Accessed 21.01.2024). (In Russ.).
  11. Prikaz Ministerstva prosveshcheniya RF ot 24 noyabrya 2022 g. No. 1023 “Ob utverzhdenii federal’noi adaptirovannoi obrazovatel’noi programmy nachal’nogo obshchego obrazovaniya dlya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov’ya” [Elektronnyi resurs]. Garant.ru. Informatsionno-pravovoi portal. URL: https://www.garant.ru/products/ipo/prime/doc/406486955/ (Accessed 21.01.2024). (In Russ.).
  12. Prikaz Ministerstva truda i sotsial’noi zashchity RF ot 24 iyulya 2015 g. No. 514n “Ob utverzhdenii professional’nogo standarta “Pedagog-psikholog (psikholog v sfere obrazovaniya)” [Elektronnyi resurs]. Garant. URL: https://base.garant.ru/71166760/ (Accessed 21.01.2024). (In Russ.).
  13. Rubtsov V.V. Sotsial’naya i obrazovatel’naya inklyuziya detei s osobymi potrebnostyami: podkhod nauchnoi shkoly L.S. Vygotskogo [Social and educational inclusion of children with special needs: approach of L.S. Vygotsky school]. Psikhicheskoe zdorov’e cheloveka XXI veka. Sbornik nauchnykh statei po materialam Kongressa “Psikhicheskoe zdorov’e cheloveka XXI veka” = Mental Health: Meeting the Needs of the XXI Century. Collection of scientific papers, on materials of the Congress on Mental Health: Meeting the Needs of the XXI Century. Moscow: Gorodets, 2016, pp. 74‒77. (In Russ.).
  14. Rubtsov V.V., Alekhina S.V., Khaustov A.V. Nepreryvnost’ inklyuzivnogo obrazovaniya i psikhologo-pedagogicheskogo soprovozhdeniya lits s osobymi obrazovatel’nymi potrebnostyami [Continuity of Inclusive Education and Psychological and Pedagogical Support for Persons with Special Educational Needs] [Elektronnyi resurs]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2019. Vol. 11, no. 3, pp. 1–14. doi:10.17759/psyedu.2019110301 (In Russ.).
  15. Alekhinai S.V., Semago M.M. (Eds.). Sozdanie i aprobatsiya modeli psikhologo-pedagogicheskogo soprovozhdeniya inklyuzivnoi praktiki: Metodicheskoe posobie. Moscow: MGPPU, 2012. 156 p. (In Russ.).
  16. Yudina T.A., Alekhina S.V. Klyuchevaya kategoriya analiza otnoshenii v inklyuzivnykh klassakh [Key category of analysing relationships in inclusive classrooms] [Elektronnyi resurs]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 1, pp 71‒77. doi:10.17759/jmfp.2018070108 (In Russ.).
  17. 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

Information About the Authors

Svetlana V. Alekhina, PhD in Psychology, Associate Professor, Chief of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com

Metrics

Views

Total: 46
Previous month: 12
Current month: 34

Downloads

Total: 19
Previous month: 5
Current month: 14