Implementation of the Principle of Continuity in Inclusive Education in Russia

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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.)

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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

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