Implementation of the Principle of Continuity in Inclusive Education in Russia

21

Abstract

The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process – ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.

General Information

Keywords: continuity of education; inclusive education; general education; vocational education; individual educational route; participation; variability; psychological and pedagogical support; special educational needs; professional self-determination

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2024290503

Funding. The study was carried out within the framework of the state assignment “Psychological support for students with special educational needs in the inclusive educational environment of general education organizations” of the Ministry of Education of the Russian Federation from 02/09/2024 No. 073-00037-24-01

Acknowledgements. The authors express their gratitude to M.N. Alekseeva and G.I. Tolchkov for preparing the research data for publication

Received: 28.07.2024

Accepted:

For citation: Alekhina S.V., Bystrova Yu.A., Samsonova E.V., Shemanov A.Yu. Implementation of the Principle of Continuity in Inclusive Education in Russia. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2024. Vol. 29, no. 5, pp. 31–48. DOI: 10.17759/pse.2024290503. (In Russ., аbstr. in Engl.)

References

  1. Alekhina S.V., Samsonova E.V., Shemanov A.Yu. Podkhod k modelirovaniyu inklyuzivnoi sredy obrazovatel'noi organizatsii [An approach to modeling an inclusive environment of an educational organization]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2022. Vol. 27, no. 5, pp. 69–84. DOI:10.17759/pse.2022270506 (In Russ.).
  2. Alekhina S.V., Shemanov A.Yu. Otsenka roditelyami inklyuzivnoi obrazovatel'noi sredy shkoly i svoego uchastiya v ee sozdanii [Parents' assessment of the inclusive educational environment of the school and their participation in its creation]. Klinicheskaya i spetsial'naya psikhologiya = Clinical and Special Psychology, 2023. Vol. 12, no. 3. pp. 213–233. DOI:10.17759/cpse.2023120310 (In Russ.).
  3. Afon'kina Yu.A. Ozhidaniya roditelei kak sub"ektov inklyuzivnogo obrazovaniya obuchayushchikhsya s OVZ [Expectations of parents as subjects of inclusive education of students with disabilities] [Elektronnyi resurs]. Nauchno-metodicheskii elektronnyi zhurnal “Kontsept” = Scientific and methodological electronic journal “Concept”, 2020, no. 11, pp. 27–40. Available at: http://e-koncept.ru/2020/201079.htm (Accessed 10.07.2024).
  4. Balykhin G.A. Kontseptsiya nepreryvnogo obrazovaniya v Rossiiskoi Federatsii: tseli, osobennosti pravovogo regulirovaniya i upravleniya [The concept of continuous education in the Russian Federation: goals, features of legal regulation and management] [Elektronnyi resurs]. G.A. Balykhin, G.K. Safaraliev, A.P. Berdashkevich. Vestnik RGGU. Seriya “Ekonomika. Upravlenie. Pravo” = Bulletin of the Russian State University for the Humanities. Series “Economics. Management. Law”, 2011, no. 4(66). Available at: https://cyberleninka.ru/article/n/kontseptsiya-nepreryvnogo-obrazovaniya-v-rossiyskoy-federatsii-tseli-osobennosti-pravovogo-regulirovaniya-i-upravleniya-1 (Accessed 20.07.2024).
  5. Bochaver A.A., Khlomov K.D. Bulling kak ob"ekt issledovanii i kul'turnyi fenomen [Bullying as an object of research and a cultural phenomenon]. Psikhologiya. Zhurnal VShE = Psychology. HSE Journal, 2013, no. 3. Available at: https://cyberleninka.ru/article/n/bulling-kak-obekt-issledovaniy-i-kulturnyy-fenomen (Accessed 10.07.2024).
  6. But T., Einskou M. Pokazateli inklyuzii: prakticheskoe posobie [Indicators of inclusion: a practical guide]. Pod red. M. Vogana; per. s angl.: I. Anikeev; nauch. red. N. Borisova, obshch. red. M. Perfil'eva. Moscow: ROOI “Perspektiva”, 2007. 124 p.
  7. Bystrova Yu.A. Podgotovka k professional'no-trudovoi deyatel'nosti uchashchikhsya s intellektual'nymi narusheniyami [Preparation for professional and labor activity of students with intellectual disabilities]. Kul'turno-istoricheskaya psikhologiya = Cultural and historical psychology, 2022. Vol. 18, no. 2, pp. 54–61. DOI:10.17759/chp.2022180206. EDN CQQPGT. (In Russ.).
  8. Bystrova Yu.A. Razvitie sotsial'noi kompetentnosti u podrostkov s OVZ v usloviyakh inklyuzivnogo obrazovaniya [Development of social competence in adolescents with disabilities in the context of inclusive education]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2022. Vol. 27, no. 6, pp. 102–114. DOI:10.17759/pse.2022270608. EDN KCIYEM. (In Russ.).
  9. Volkova E.N. Programmy profilaktiki podrostkovogo bullinga v deyatel'nosti pedagoga-psikhologa [Programs for the Prevention of Teenage Bullying in the Activities of an Educational Psychologist]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Practical Psychology of Education, 2021. Vol. 18, no. 3, pp. 90–97. DOI:10.17759/bppe.2021180308 (In Russ.).
  10. Indenbaum E.L. Tsennostno-smyslovye orientatsii roditelei, vospityvayushchikh detei s ogranichennymi vozmozhnostyami zdorov'ya, pri vybore inklyuzivnoi formy obrazovaniya [Value-semantic orientations of parents raising children with disabilities when choosing an inclusive form of education]. E.L. Indenbaum, Yu.V. Lifant'eva, A.A. Gostar. Evraziiskii soyuz uchenykh. Seriya: Pedagogicheskie, psikhologicheskie i filosofskie nauki = Eurasian Union of Scientists. Series: Pedagogical, psychological and philosophical sciences, 2021, no. 5(86), pp. 30–35. DOI:10.31618/ESU.2413-9335.2021.1.86.1373
  11. Inchkhonskaya deklaratsiya “Obrazovanie-2030: obespechenie vseobshchego inklyuzivnogo i spravedlivogo kachestvennogo obrazovaniya i obucheniya na protyazhenii vsei zhizni” [Incheon Declaration “Education 2030: Ensuring Inclusive and Equitable Quality Education and Lifelong Learning for All”]. Vsemirnyi forum po voprosam obrazovaniya. 2015 = World Education Forum [Elektronnyi resurs]. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000233137_rus (Accessed 19.03.2024).
  12. Kantor V.Z. Starshie shkol'niki s invalidnost'yu i vybor professional'no-obrazovatel'nogo marshruta: motivatsionno-potrebnostnye aspekty obucheniya v vuze [Senior schoolchildren with disabilities and the choice of a professional and educational route: motivational and need aspects of studying at a university]. V.Z. Kantor, A.P. Antropov, T.G. Gdalina. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 2, pp. 42–49. DOI:10.17759/pse.2018230205 (In Russ.).
  13. Karabanova O.A., Malofeev N.N. Strategiya razvitiya obrazovaniya detei s OVZ: po doroge k realizatsii kul'turno-istoricheskogo podkhoda [Strategy for the Development of Education for Children with Disabilities: Towards the Implementation of a Cultural-Historical Approach]. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2019. Vol. 15, no. 4, pp. 89–99. DOI:10.17759/chp.2019150409 (In Russ.).
  14. Kondrat'ev M.Yu., Meshkova N.V. O sotsial'no-psikhologicheskikh usloviyakh realizatsii inklyuzivnykh i integrativnykh programm raboty s odarennymi v obshcheobrazovatel'noi shkole [On the socio-psychological conditions for the implementation of inclusive and integrative programs for working with gifted children in comprehensive schools]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2012. Vol. 17, no. 2, pp. 13–20. (In Russ.).
  15. Kulagina E.V. Obrazovanie detei-invalidov i detei s ogranichennymi vozmozhnostyami zdorov'ya: tendentsii i kriterii regulirovaniya [Education of children with disabilities and children with disabilities: trends and regulatory criteria]. Sotsiologicheskie issledovaniya = Sociological research, 2015, no. 9, pp. 94–101.
  16. Lubovskii D.V. Vnutrennyaya pozitsiya obuchayushchegosya kak lichnostnaya osnova nepreryvnosti individual'noi obrazovatel'noi traektorii [Internal position of the student as a personal basis for the continuity of an individual educational trajectory]. Novoe v psikhologo-pedagogicheskikh issledovaniyakh = New in psychological and pedagogical research, 2016, no. 2, pp. 135–145.
  17. Menchinskaya N.A. Psikhologicheskie problemy neuspevaemosti shkol'nikov. Glava I: Kratkii obzor sostoyaniya problemy neuspevaemosti shkol'nikov [Psychological Problems of School Failure. Chapter I: Brief Overview of the State of the Problem of School Failure]. Moscow: Pedagogika, 1971. 272 p.
  18. Organizatsiya Ob"edinennykh Natsii. Tseli v oblasti ustoichivogo razvitiya. Tsel' 4: Obespechenie vseokhvatnogo i spravedlivogo kachestvennogo obrazovaniya i pooshchrenie vozmozhnosti obucheniya na protyazhenii vsei zhizni dlya vsekh [United Nations. Sustainable Development Goals. Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all] [Elektronnyi resurs]. Available at: https://www.un.org/sustainabledevelopment/ru/education/ (Accessed 22.05.2024).
  19. Pis'mo Minprosveshcheniya Rossii ot 1 iyulya 2024 g. № DG-1105/07 “O napravlenii Kontseptsii i plana” (vmeste s “Kontseptsiei № SK-13/07vn razvitiya sistemy psikhologo-pedagogicheskoi pomoshchi v sfere obshchego obrazovaniya i srednego professional'nogo obrazovaniya v Rossiiskoi Federatsii na period do 2030 goda”, utv. Minprosveshcheniem Rossii 18.06.2024, “Planom meropriyatii № SK-13/07vn na 2024–2030 gody po realizatsii Kontseptsii razvitiya sistemy psikhologo-pedagogicheskoi pomoshchi v sfere obshchego obrazovaniya i srednego professional'nogo obrazovaniya v Rossiiskoi Federatsii na period do 2030 goda”, utv. Minprosveshcheniem Rossii 18.06.2024) [Letter of the Ministry of Education of the Russian Federation dated July 1, 2024 No. DG-1105/07 “On the direction of the Concept and plan” (together with “Concept No. SK-13/07vn for the development of the system of psychological and pedagogical assistance in the field of general education and secondary vocational education in the Russian Federation for the period up to 2030”, approved by the Ministry of Education of Russia on June 18, 2024, “Action plan No. SK-13/07vn for 2024-2030 for the implementation of the Concept for the development of the system of psychological and pedagogical assistance in the field of general education and secondary vocational education in the Russian Federation for the period up to 2030”, approved by the Ministry of Education of Russia on June 18, 2024)]. SPS “Konsul'tantPlyus” = SPS “ConsultantPlus”.
  20. Prikaz Minobrnauki RF ot 17 iyulya 2015 g. № 734 “O vnesenii izmenenii v poryadok organizatsii i osushchestvleniya obrazovatel'noi deyatel'nosti po osnovnym obshcheobrazovatel'nym programmam – obrazovatel'nym programmam nachal'nogo obshchego, osnovnogo obshchego i srednego obshchego obrazovaniya, utverzhdennyi prikazom Ministerstva obrazovaniya i nauki Rossiiskoi Federatsii ot 30 avgusta 2013 g. № 1015” [Order of the Ministry of Education and Science of the Russian Federation of July 17, 2015 No. 734 “On Amendments to the Procedure for Organizing and Implementing Educational Activities under the Main General Education Programs – Educational Programs of Primary, Basic, and Secondary General Education, Approved by Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1015”] [Elektronnyi resurs]. Available at: https://minjust.consultant.ru/documents/15791 (Accessed 22.07.2024).
  21. Professional'naya podgotovka t'yutorov, soprovozhdayushchikh obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov'ya v usloviyakh inklyuzivnogo obrazovaniya: metodicheskie rekomendatsii dlya pedagogicheskikh vuzov i institutov razvitiya obrazovaniya [Professional training of tutors accompanying students with disabilities in the context of inclusive education: methodological recommendations for pedagogical universities and education development institutes]. Avt. koll.: E.V. Samsonova [i dr.]; pod red. E.V. Samsonovoi. Moscow: MGPPU, 2022. 142 p.
  22. Rubtsov V.V. Nepreryvnost' inklyuzivnogo obrazovaniya i psikhologo-pedagogicheskogo soprovozhdeniya lits s osobymi obrazovatel'nymi potrebnostyami [Continuity of inclusive education and psychological and pedagogical support for individuals with special educational needs]. V.V. Rubtsov, S.V. Alekhina, A.V. Khaustov. Psikhologo-pedagogicheskie issledovaniya = Psychological and pedagogical research, 2019. Vol. 11, no. 3, pp. 1–14. DOI:10.17759/psyedu.2019110301 (In Russ.).
  23. Tekhnologii razrabotki individual'nogo obrazovatel'nogo marshruta dlya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov'ya: metodicheskie rekomendatsii [Technologies for developing an individual educational route for students with disabilities: methodological recommendations]. Avt. koll.; ruk. avt. koll. E.V. Samsonova. Moscow: MGPPU, 2020. 192 p.
  24. Federal'nyi zakon Rossiiskoi Federatsii ot 29 dekabrya 2012 g. № 273-FZ “Ob obrazovanii v Rossiiskoi Federatsii” [Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”] [Elektronnyi resurs]. Available at: ttps://www.consultant.ru/document/cons_doc_LAW_140174/b819c620a8c698de35861ad4c9d9696ee0c3ee7a/ (Accessed 24.03.2024).
  25. Fomina T.G. Dinamika shkol'noi vovlechennosti i ee vzaimosvyaz' s razvitiem osoznannoi samoregulyatsii u podrostkov [Dynamics of school involvement and its relationship with the development of conscious self-regulation in adolescents]. T.G. Fomina, A.M. Potanina, I.N. Bondarenko, V.I. Morosanova. Eksperimental'naya psikhologiya = Experimental Psychology, 2022. Vol. 15, no. 4, pp. 167–180. DOI:10.17759/exppsy.2022150411 (In Russ.).
  26. Khukhlaev O.E. Inklyuzivnyi podkhod v integratsii detei-migrantov v obrazovanii [Inclusive approach to the integration of migrant children in education]. O.E. Khukhlaev, M.Yu. Chibisova, A.Yu. Shemanov. Psikhologicheskaya nauka i obrazovanie = Psychological science and education, 2015. Vol. 20, no. 1, pp. 15–27. (In Russ.).
  27. Yasvin V.A. Shkol'naya sreda kak predmet izmereniya: ekspertiza, proektirovanie, upravlenie [School environment as an object of measurement: examination, design, management]. Moscow: Narodnoe obrazovanie, 2019. 448 p.
  28. Allen K. What Schools Need to Know About Fostering School Belonging: A Meta-analysis. K. Allen, M.L. Kern, D. Vella-Brodrick et al. Educational Psychology Review, 2018. Vol. 30, no. 1, pp. 1–34. DOI:10.1007/s10648-016-9389-8
  29. Dobson G.J., Jørgensen C.R. The complex ecologies of migrant children with special educational needs: Practitioner perspectives of information needs and implications for education. Journal of Research in Special Educational Needs, 2024. Vol. 00, pp. 1–13. DOI:10.1111/1471-3802.12676
  30. Euscategui B.M., Saavedra L.R. Attitude towards students with disabilities and their relationship with school coexistence. International Journal of Instruction, 2024. Vol. 17, no. 2, pp. 667–684. DOI:10.29333/iji.2024.17237a
  31. Hornby G. Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 2015. Vol. 42, no. 3, pp. 234–256.
  32. Kauffman J.M., Badar J. Definitions and other issues. Educational Inclusion: Meanings, History, Issues, and International Perspectives. J.M. Kauffman (ed.). Vol. I: Connecting Research with Practice in Special and Inclusive Education. Series edited by Philip Garner. London, New York: Routledge, 2020, pp. 1–24.
  33. Kovalenko V. Social and pedagogical support of children with disabilities in conditions of general secondary educational establishments. V. Kovalenko, Yu. Bystrova, O. Kazachiner. Journal for Educators, Teachers and Trainers, 2021. Vol. 12, no. 3, pp. 101–114. DOI:10.47750/jett.2021.12.03.010
  34. Lenkeit J. Social referencing processes in inclusive classrooms – Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate. J. Lenkeit, S. Bosse, M. Knigge et al. Journal of Research in Special Educational Needs, 2024. Vol. 00, pp. 1–16. DOI:10.1111/1471-3802.12703
  35. Lindner K.-T. Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. K.-T. Lindner, S. Schwab, M. Emara, E. Avramidis. European Journal of Special Needs Education, 2023. DOI:10.1080/08856257.2023.2172894
  36. Paseka A., Schwab S. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 2020. Vol. 35, no. 2, pp. 254–272. DOI:1080/08856257.2019.1665232
  37. Schwab S. Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students. S. Schwab, K. Resch, G. Alnahdi. International journal of inclusive education, 2021. DOI:10.1080/13603116.2021.1938712
  38. Travaglini A., Buccolo M. Giftedness and inclusive education: questions e prospectives. Italian Journal of Health Education, Sports and Inclusive Didactics. Edizioni Universitarie Romane, 2024. Vol. 8, no. 2. DOI:10.32043/gsd.v8i2.1090
  39. Ydesen C., Daniels H. Inclusive education in complex landscapes of stakeholders, agendas and priorities. International Journal of Inclusive Education, 2024, 27 June. DOI:10.1080/13603116.2024.2368685
  40. Zaķe D. Qualitative education for Roma students: a pedagogical model for sustainable development. Journal of Teacher Education for Sustainability, 2010. Vol. 12, no. 2, pp. 27–37. DOI:10.2478/v10099-009-0052-z

Information About the Authors

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: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com

Yuliya A. Bystrova, Doctor of Psychology, Assistant Professor, Leading Researcher, Scientific and Methodological Center of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1866-0993, e-mail: bystrovayua@mgppu.ru

Elena V. Samsonova, PhD in Psychology, Leading Researcher of the Federal Center for the Development of Inclusive General and Additional Education, head of the master's program "Tutor support in inclusive education", Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

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: https://orcid.org/0000-0003-3925-3534, e-mail: shemanovayu@mgppu.ru

Metrics

Views

Total: 42
Previous month: 0
Current month: 42

Downloads

Total: 21
Previous month: 0
Current month: 21