Formation of inclusive culture in the implementation of inclusive education: challenges and achievements

The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education

1. But T., Einskou M. Pokazateli inklyuzii: Prakticheskoe posobie [Inclusion indicators: Practical Manual]. Moscow: Perspektiva, 2007. 124 p. (In Russ.).
2. Giddens E. Ustroenie obshchestva: Ocherk teorii strukturatsii [The organization of society: An outline of the theory of structure]. Moscow: Akademicheskii proekt, 2003. 528 p. (In Russ.).
3. Lebedev O.E. Konets sistemy obyazatel’nogo obrazovaniya? [The end of compulsory education?]. Voprosy obrazovaniya [Issues of education], 2017, no. 1, pp. 230–259. (In Russ.; Abstr. in Engl.).
4. Frumin I.D. Osnovnye podkhody k probleme ravenstva obrazovatel’nykh vozmozhnostei  [Elektronnyi resurs] [The main approaches to the problem of equality of educational opportunities]. Sbornik portala psikhologicheskikh izdanii PsyJournals.ru [Collection of the portal of psychological publications PsyJournals.ru], 2011, no. 2011-1. Available at: https://psyjournals.ru/pj/2011_1/42598.shtml (Accessed 19.02.2018).
5. Abbott C. E-inclusion: Learning Difficulties and Digital Technologies [Elektronnyi resurs]. Bristol: Futurelab Education, 2007. 36 p. Available at: https://www.spectronics.com.au/conference/2010/pdfs/E-inclusion%20-%20Learning%20Difficulties%20and%20Digital%20Technologies.pdf (Accessed 19.02.2018).
6. Ainscow M., Sandill A. Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Education, 2010, vol. 14, no. 4, pp. 401–416. doi:10.1080/13603110802504903
7. Booth T., Ainscow M. Index for inclusion: Developing learning and participation in schools [Elektronnyi resurs]. Bristol, United Kingdom: Centre for Studies on Inclusive Education, 2002. 102 p. Available at: http://www.eenet.org.uk/resources/docs/Index%20English.pdf (Accessed 17.02.2018).
8. Carrington S., Elkins J. Comparison of a traditional and an inclusive secondary school culture. International Journal of Inclusive Education, 2002, vol. 6, no. 1, pp. 1–16. doi:10.1080/13603110110061754
9. Clarke H., McKay S. Disability, partnership and parenting. Disability and Society, 2014, vol. 29, no. 4, pp. 543–555. doi:10.1080/09687599.2013.831745
10. Connor D.J., Ferri B.A. The conflict within: resistance to inclusion and other paradoxes in special education. Disability and Society, 2007, vol. 22, no 1, pp. 63–77. doi:10.1080/09687590601056717
11. Corbett J. Teaching approaches which support inclusive education: a connective pedagogy. British Journal of Special Education, 2001, vol. 28, no. 2, pp. 55–59. doi:10.1111/1467-8527.00219
12. Dupré M. Disability Culture and Cultural Competency in Social Work. Social Work Education, 2012, vol. 31, no. 2, pp. 168–183. doi:10.1080/02615479.2012.644945
13. Ferri B.A. Inclusion in Italy: What happens when everyone belongs. In Gabel S., Danforth S. (eds.) Disability and the politics of education: An international reader. New York: Peter Lang Publishers, 2008. 667 p.
14. Gopaldas A., DeRoy G. An intersectional approach to diversity research. Consumption Markets and Culture, 2015, vol. 18, no. 4, pp. 1–32. doi:10.1080/10253866.2015.1019872
15. Hehir T. Policy foundations of universal design for learning. In Gordon D.T., Gravel J.W., Schifter L.A. (eds.) A policy reader in universal design for learning. Cambridge, MA: Harvard Education Press, 2009, pp. 35–45.
16. Moliner O. et al. Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contexts. International Journal of Inclusive Education, 2011, vol. 15, no. 5, pp. 557–572. doi:10.1080/13603110903165158
17. Moliner Miravet L., Moliner García O. The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures: a case study. International Journal of Qualitative Studies in Education, 2013, vol. 26, no. 10, pp. 1373–1386. doi:10.1080/09518398.2012.731535
18. McMaster C. Inclusion in New Zealand: The potential and possibilities of sustainable inclusive change through utilising a framework for whole school development. New Zealand Journal of Educational Studies, 2015, vol. 50, no. 2, pp. 239–253. doi: https://doi.org/10.1007/s40841-015-0010-3
19. National Center on Universal Design for Learning [Elektronnyi resurs]. Wakefield, MA: CAST, 2012. Available at: http://www.udlcenter.org/ (Accessed 16.02.2018).
20. 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
21. Riddell S. Social justice, equality and inclusion in Scottish education. Discourse: Studies in the Cultural Politics of Education, 2009, vol. 30, no. 3, pp. 283–296. doi:10.1080/01596300903036889
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. The UDL Guidelines [Elektronnyi resurs]. CAST. Available at: http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=udlcenter&utm_content=site-banner (Accessed 16.02.2018).
24. Trainor A.A. Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities. The Journal of Special Education, 2008, vol. 42, no. 3, pp. 148–162. doi:10.1177/0022466907313346
25. Zollers N.J., Ramanathan A.K., Yu M. The relationship between school culture and inclusion: How an inclusive culture supports inclusive education. International Journal of Qualitative Studies in Education, 1999, vol. 12, no. 2, pp. 157–174. doi:10.1080/095183999236231