Implementation of the Principle of Continuity in Inclusive Education in Russia

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.

speech therapists, more than five times as many special educators, and more than nine times as many tutors are required. A tutor is employed by just 1 out of 6 SVEIs (17%), and each tutor has 46 students with health limitations assigned to them. Since special educators are only available in 3% of VEIs, SVEIs find themselves in the most challenging situation. A consistent solution is needed to ensure availability of special educators in SVEIs, given the large percentage of students with mental deficiencies in the SVEI system (Tab. 2). The issue of assessing inclusion of learners with health limitations in the educational process is brought up by the analysis of EIs’ employment of special needs education experts at all levels of education.

Ensuring involvement of teachers, parents, and learners in the education process

Learners’ educational needs support and involvement of all participants of the educational process demonstrate the educational institution’s inclusive culture. Creation of an inclusive culture serves as the basis for ensuring the inclusive process continuity in educational institutions, as well as consistency and consecutiveness of the entire educational system in inclusion implementation [But, 2007; Euscategui, 2024; Ydesen, 2024]. Involvement of teachers, parents and students in the educational process and the social life of the learners’ community is one of the most important of the many indicators used in the study to describe the inclusive culture of an educational institution.

Let us review the data on teachers’ involvement in educational activities meant to create an inclusive culture (see Fig. 2).

Most teachers (80% of PSEI teachers, 70% of GEI teachers, and 64% of SVEI teachers) engage in activities that concern the health and life safety of those they teach, according to the analysis of the bar chart (Fig. 2). This highlights the importance for ensuring learners’ health and psychological safety of the inclusive environment. Most teachers (65% of PSEI teachers, 69% of GEI teachers, and 54% of SVEI teachers) participate in activities that enhance tolerance and respect for one another. Kindness lessons have gained popularity in educational institutions and are now an integral part of Russian educational programs.

Bullying and a strong propensity for conflict are fairly common issues in educational institutions. Taking part in activities that encourage tolerance and respect for the diversity of SEN is one of the ways to prevent them [Bochaver, 2013; Bystrova, 2022a; Volkova, 2021]. Approximately 46% of SVEI teachers and 57% of schoolteachers participate in activities dedicated to this topic. The fact that just 14% of preschool teachers participate in activities addressing bullying and conflicts, however, indicates that these issues are no objects of interest for teachers in PSEIs.

At schools and at SVEIs, the proportion of teachers who organize activities for students with disabilities and health limitations (46% at PSEIs, 41% at GEIs, and 37% at SVEIs) and participate in activities that expose students to different cultures (48% at PSEIs, 40% at GEIs, and 34% at SVEIs) is slightly smaller than that in nursery schools. On the contrary, the proportion of learners whose

Fig. 2. EIs teachers’ involvement in activities, (%): PSEIs — 20,997 teachers,

GEIs — 23,578 teachers, VEIs — 16,295 teachers

mother tongue differs from that of teaching doubles as they progress from preschool to school (Tab. 1). It is shown that exposure to different cultures and a greater understanding of difficulties faced by learners who have emotional and behavioral disorders, learning challenges, and other issues can promote better understanding and enhance the school climate [Dobson, 2024; Lenkeit, 2024].

Knowing that parental involvement directly affects the quality of the IEE [Alekhina, 2023; Afon'kina, 2020; Indenbaum, 2021], the study examined the level of parental engagement in educational institutions’ operation (Fig. 3).

Fig. 3. Percentage of parents involved in educational institutions’ activities (%): PSEIs — 44,033 people, including 26.06% of parents of learners with health limitations; GEIs — 48,060 people, including 35.87% of parents of learners with health limitations

According to the analysis’s findings (Fig. 3), parents’ involvement in PSEIs is twice as high as that of in schools in terms of attending classes and participating in planned activities (walks, midday sleep, etc.) and taking part in surveys on the accessibility and quality of educational services. According to 11% of parents at schools and 13% of parents at PSEIs, they participate in the approval of their children’s IEPs and ABEP. 11% of parents at PSEIs and 8% of parents at schools report their participation in the meetings with psychological and pedagogical experts, which is well correlated with the proportion of children learning according to ABEP and IEP at the general education level. The data confirms that, for the most part, the legal requirement [Federal'nyi zakon Rossiiskoi] to have parental consent for these documents is met.

PSEI and GEI learners’ involvement was evaluated based on the assessments by their parents, whereas SVEI level students were asked to reply to questions themselves. It is important that almost at every educational level, learners are more engaged in activities that are organized by adults rather than on their own initiative. These activities include celebrations and sports events (87% of preschoolers, 63% of schoolchildren and 28% of vocational education students), trips and excursions (32%, 57% and 19% respectively), hobby clubs and workshops (68%, 64% and 22% respectively), academic competitions and contests (59%, 54% and 6% respectively). However, in situations when initiative and personal attitude are required, such as IEPs development (10.5% of schoolchildren and 3.6% of vocational education students), volunteer work (28% and 18% respectively), coaching and/or mentoring other students (9.7% of schoolchildren), and project work (38% and 8% respectively), low levels of learners’ participation are observed. Another important point is that when students approach the level of secondary vocational education, their social involvement drastically declines.

This data does not reduce opportunities for students to participate in social activities, which fosters development of their social skills and the sense of community. Learners’ good qualities and support of their teachers have the strongest influence on creating a sense of belonging [Allen, 2018].

Personal involvement and interest are key for learners’ development [Alekhina, 2022]. A clear desire to participate helps to enhance interest in learning and involvement in both social and academic life. [Fomina, 2022]. A learning environment that takes into account each learner’s unique requirements and interests needs to be established to support learners in developing this experience. The basis for learners’ successful continuous education is their readiness and willingness to study [Lubovskii, 2016]. Thus, it opens a promising perspective for further psychological studies in inclusive education.

Support in professional identity and selection of a professional education path

Various programs of career guidance counseling are one of the ways to ensure education continuity across all levels of education. The main goal of these programs is to inform learners about available professions, working conditions, and learning opportunities in their field of interest, which, in its turn, allows learners to make informed decisions on their professional education paths [Kantor, 2018].

According to the study, schools offer a variety of career guidance counselling services to students with health limitations (Fig. 4).

Yet, pre-vocational training, which is so efficient for learners with health limitations and helps them to improve their social and practical skills, is only used in 8.2% of schools. The percentage of schools offering specialized pre-vocational training makes up just 13%. The percentage of learners with health limitations who completed pre-vocational training in 2023 amounts to just 5.85% (about 1 of 17 learners with health limitations), as only 1% of Russian schools use training and production facilities (Fig. 4). This is partially due to the schools’ insufficient material and technical base and the underdeveloped system of networking with specialized organizations,

Fig. 4. Percentage of GEIs offering different types of career counseling and support to students with health limitations

including non-profit organizations that could provide this resource. The practical use of vocational guidance technologies as a means of education continuity may be hampered by the lack of such interaction mechanisms in schools.

It should be noted that 62.56% of learners with health limitations enrolled in SVEIs without prior career counseling in school. It demonstrates a possible efficiency of other career counseling strategies for learners with health limitations, i.e. additional education (54%), extracurricular activities (95%) and tutor assistance (89%). Studies suggest that socially oriented career guidance activities (dramatization games, excursion tours, practical training, group counseling, professional situations simulations, etc.) organized for both learners with health limitations and their ordinary peers [Bystrova, 2022; Kantor, 2018; Kovalenko, 2021] help develop social competences for all learners (including those with health limitations), initiate a group interaction in a diverse environment, broaden the scope of social experience and skills transfer to new activities. All of this is essential for the professional identity and transition to a new level of education with a further integration into a profession.

Conclusion

According to the data analysis in this article, the overall pool of some categories of learners with health limitations (mental development delay, ID, visually impaired, and hearing impaired) remains constant throughout their schooling, whereas most of other categories of learners with health limitations (blind, deaf, and ASD) leave inclusive schools at the basic general education level and appear to transfer to specialized educational institutions.

Let us focus on the key findings for the four fundamental measures of inclusive process continuity:

1. Ensuring diversity in plans, programs, and teaching methods. All types of ABEP have been developed and implemented by inclusive educational institutions in Russia at all educational levels, including resource classes, separate classes (groups), and joined education. However, only 1.34% of learners in inclusive schools are taught according to ILPs, which suggests that the individual approach’s resources are not being used to their full potential. Besides, learners with health limitations and disabilities continue to face challenges of homeschooling, which hinders their social inclusion. Both issues require their own technological solution. Russian education must institutionalize the individual educational path as the primary means of implementing continuity. 
2. Psychological and pedagogical support for learners with special educational needsand its staffing. For learners with special educational needs, a variety of pedagogical and psychological support tools serve as the basis for their educational path continuity. Psychological support for learners is the most common type of assistance in EIs at all educational levels. Lack of remedial support resulting from a shortage of special educators, particularly at the SVE level, is the primary shortfall of assistance service in inclusive EIs. Only every tenth educational institution has a tutor working as a teacher who directly maintains the learner’s IEP’s consistency and continuity, allowing the learner to establish and maintain their subjective attitude.
3. Ensuring participation of all learners and their parents in the education process and the educational institution’s activities. Teachers’, parents’ and learners’ engagement in the education process and social life is a key indicator of inclusive culture. This culture develops gradually and is influenced by the actions of those involved in educational processes. The engagement indicator’s multidimensional character requires psychological and pedagogical examination as well as additional multifaceted research. 
4. Support in professional identity and selection of a professional education path. Vocational guidance for learners is frequently viewed as a method that helps them develop social competencies required for their integration into work environments. Yet, schools underutilize such useful resources as attending training and production facilities or specialized pre-professional classes, which can decrease the quality of career guidance and subsequent inclusion during the transition from school to the secondary vocational education level. 

The study of the above identified indicators in their dynamics determines the perspectives for future research, allowing for tracking of changes in education personalization, staffing of psychological and pedagogical support for learners to ensure inclusion, and development of successful vocational guidance techniques. It is also important to study different factors of social engagement that include psychological and pedagogical as well as socio-psychological aspects of creating learners’ sense of belonging to the local community and that of the educational institution because it can lay the foundation for future active social inclusion of educational institutions’ graduates and help them forge their own unique life paths.

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