Key category of analysing relationships in inclusive classrooms



The article is devoted to theoretical models, able to validate the methodology of empirical study of relationships in inclusive classes. It discusses the model of social participation suggested by researchers from the Netherlands and designed after the analysis of a number of scientific publications. The article presents an overview of systematic empirical studies of foreign scholars in accordance with the model of social participation. This model is mapped to the structure of the social situation of development proposed by O.A. Karabanova. In authors’ opinion , the concept and the structure of the social situation of development allows analyzing relationships in inclusive classrooms in more details, assessing the psychological and pedagogical conditions and describing the educational effects of inclusive process in education

General Information

Keywords: inclusive education, inclusion, the social situation of development, special educational needs, social participation, educational relations, communication with peers

Journal rubric: Psychology of Special and Inclusive Education

Article type: review article


For citation: Yudina T.A., Alekhina S.V. Key category of analysing relationships in inclusive classrooms [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 1, pp. 71–77. DOI: 10.17759/jmfp.2018070108. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tatyana A. Yudina, Research Fellow, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:

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:, e-mail:



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