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

General Information

Keywords: education, inclusion, inclusive culture, inclusive practice, diversity, social model, identity policy, individual model

Journal rubric: Psychology of Special and Inclusive Education

Article type: review article


For citation: Shemanov A.Yu., Ekushevskaya A.S. Formation of inclusive culture in the implementation of inclusive education: challenges and achievements [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 1, pp. 29–37. DOI: 10.17759/jmfp.2018070103. (In Russ., аbstr. in Engl.)


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Information About the Authors

Alexey Y. Shemanov, Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Leading Researcher, Scientific Laboratory of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:

Anastasia S. Ekushevskaya, PhD in Philosophy, Senior Researcher, Scientific and Methodological Centre, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, e-mail:



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