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



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

Article type: scientific article


For citation: Sunko T.Y. Inclusive Educational Environment: Interaction of Teachers and Professionals of an Educational Organization [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2020. Vol. 9, no. 2, pp. 161–172. DOI: 10.17759/cpse.2020090208. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tatyana Y. Sunko, PhD in Education, Associate Professor of the Chair of Special (Defectological) Education of the Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:



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