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Clinical Psychology and Special Education
2020. Vol. 9, no. 2, 161–172
https://doi.org/10.17759/cpse.2020090208
ISSN: 2304-0394 (online)

Inclusive Educational Environment: Interaction of Teachers and Professionals of an Educational Organization

 
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Abstract

The article is devoted to the pilot study of the problem of professional interaction in inclusive educational environment. The components of the development of an inclusive environment in education are highlighted. The purpose of the study is defined as studying the characteristics of the interaction between teachers of various levels of education in the work with students with disabilities in an inclusive educational environment. The results of an empirical study of online sample of volunteers (N=64) are presented. Respondents answered to the questionnaire about their attitude to the idea of inclusion, difficulties in interaction, the forms of interaction used and their willingness to request help. The results of the study based on a conventional content analysis, showed that interaction in an inclusive educational environment is built mainly through consultations (75%), workshops (59,4%) and other forms, while complicating professional interaction among more than half of respondents, mainly, the uncertainty of the responsibility of specialists in psychological and pedagogical support and various difficulties in building relationships. The data obtained show rather a different attitude towards the idea of inclusion in education in the light of the development of the inclusive educational environment of the educational organization, which determines the choice of the forms of interaction used.

General Information

Keywords: inclusion, inclusive education, inclusive educational environment, limited health opportunities, interaction in education, teachers ' attitude

Journal rubric: Empirical Research

OpenAlex citations: 3

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Educational Innovations and Challenges

Information about the work in OpenAlex

Number of citations: 3

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2020090208

Published

For citation: Sunko, T.Y. (2020). Inclusive Educational Environment: Interaction of Teachers and Professionals of an Educational Organization. Clinical Psychology and Special Education, 9(2), 161–172. (In Russ.). https://doi.org/10.17759/cpse.2020090208

© Sunko T.Y., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Tatyana Y. Sunko, Candidate of Science (Education), Associate Professor of the Chair of Special (Defectological) Education of the Faculty of Clinical and Special Psychology, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9848-7977, e-mail: tasunko@yandex.ru

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