Psychological and pedagogical support for students with limited health capabilities and disabilities in inclusive vocational education: A pilot study

Context and relevance. The research problem is connected with determining the possibility of using psychological and pedagogical support for students with limited health capabilities and disabilities in mastering professional educational programmes within inclusive vocational education. The relevance of the choice of topic is due to the importance of the continuity of inclusive education for students with limited health capabilities and disabilities, the main means of which is the organisation and implementation of psychological and pedagogical support at all levels of education. Objective. The aim of the study presented in the article was to identify the dynamics and to record the current state of the process of organising and implementing support for students with limited health capabilities and disabilities in professional educational institutions that implement secondary vocational education programmes. Hypothesis. A key factor in the construction and implementation of psychological and pedagogical support is the high degree of involvement of all subjects of the educational process, due to which support acquires a dual function: it not only serves as a means of supporting this category of students, but also opens up prospects for self-development and self-realization for them. Methods and materials. The article presents the results of a monitoring study aimed at assessing the state of psychological and pedagogical support in inclusive vocational education institutions (VET; colleges and technical schools); the sample covered 50 pilot regions of the Russian Federation. The study was conducted on the basis of purpose-developed diagnostic tools. For the study, the authors identified the following components of support: psychological and pedagogical support; social support; medical support; volunteer support. The study involved three categories of respondents: the management team; students, including those with limited health capabilities and disabilities; and parents (legal representatives). The survey method and cluster analysis were used. The survey method and cluster analysis were used. The monitoring made it possible to determine the current state of the organisation and implementation of support, as well as the resources and deficits of VET institutions. Results. The research results revealed a contradiction between the high values of the created inclusive environment in vocational education institutions and the low level of satisfaction with the support provided in colleges/technical schools. Conclusions. The results obtained indicate the need to establish support services for students with limited health capabilities and disabilities in vocational education institutions, as well as to develop methodological materials to ensure and regulate their activities. It is recommended to replicate successful practices for organizing support for students with limited health capabilities and disabilities and their parents (legal representatives), which will help ensure the seamless nature of inclusive education across the regions of the Russian Federation.

1. Алехина, С.В., Самсонова, Е.В., Шеманов, А.Ю. (2022). Подход к моделированию инклюзивной среды образовательной организации. Психологическая наука и образование, 27(5), 69–84. https://doi.org/10.17759/pse.2022270506 Alekhina, S.V., Samsonova, E.V., Shemanov, A.Yu. (2022). An approach to modeling the inclusive environment of an educational organization. Psychological Science and Education, 27(5), 69–84. (In Russ.). https://doi.org/10.17759/pse.2022270506
2. Алехина, С.В., Быстрова, Ю.А., Самсонова, Е.В., Шеманов, А.Ю. Особенности личностного развития обучающихся в инклюзивной образовательной среде (2025). Культурно-историческая психология, 21(4), 70–80. https://doi.org/10.17759/chp.2025210407
   Alekhina, S.V., Bystrova, Yu.A., Samsonova, E.V., Shemanov, A.Yu. (2025). Features of the Personal Development of Students in an Inclusive Educational Environment. Cultural‑Historical Psychology, 21(4), 70–80. https://doi.org/10.17759/chp.2025210407
3. Близнюк, О.А., Сенченков, Н.П. (2020). Понятия «инклюзивная образовательная среда», «инклюзивное образовательное пространство»: сходства и различия. Человек и образование, 4(4), 112–115.
   Bliznyuk, O.A., Senchenkov, N.P. (2020). The concepts of "inclusive educational environment" and "inclusive educational space": similarities and differences. Man and Education, 4(4), 112–115. (In Russ.).
4. Бут, Т., Эйнскоу, М. (2007). Показатели инклюзии: практическое пособие / под ред. М. Вогана; пер. с англ. И. Аникеева. М.: РООИ «Перспектива».
   Booth, T., Ainscow, M. (2007). Index for Inclusion: A Practical Guide / ed. by M. Vaughan; transl. from English by I. Anikeeva. Moscow: ROOI "Perspektiva". (In Russ.).
5. Быстрова, Ю.А. (2022). Развитие социальной компетентности у подростков с ОВЗ в условиях инклюзивного образования. Психологическая наука и образование, 27(6), 102–114. https://doi.org/10.17759/pse.2022270608
   Bystrova, Yu.A. (2022). Development of social competence in adolescents with disabilities in inclusive education. Psychological Science and Education, 27(6), 102–114. (In Russ.). https://doi.org/10.17759/pse.2022270608
6. Головлева, С.М., Юдин, В.В. (2014). Структура и компонентный состав образовательной среды. В: Педагогическое наследие К.Д. Ушинского: материалы научно-практической конференции «Чтения Ушинского» (4–5 марта 2014 г.). Часть 1 (с. 166–171). Ярославль: изд-во ЯГПУ.
   Golovleva, S.M., Yudin, V.V. (2014). Structure and component composition of the educational environment. In: Pedagogical Heritage of K.D. Ushinsky: Proceedings of the Scientific-Practical Conference "Ushinsky Readings" (March 4–5, 2014). Part 1 (pp. 166–171). Yaroslavl: YSPU Publishing House. (In Russ.).
7. Кантор, В.З. (2024). Профессиональные диспозиции и инклюзивные компетенции педагогов общеобразовательных организаций. Психологическая наука и образование, 29(5), 63–74. https://doi.org/10.17759/pse.2024290505
8. Кузьмичева, Т.В. (2020). Педагогическая рефлексия как механизм индивидуализации образовательной деятельности обучающихся с ОВЗ. Дефектология, 6, 42–49.
   Kuzmicheva, T.V. (2020). Pedagogical reflection as a mechanism for individualization of educational activities of students with disabilities. Defectology, 6, 42–49. (In Russ.).
9. Кузьмичева, Т.В., Афонькина, Ю.А. (2021). Повышение эффективности подготовки учителей к осуществлению индивидуализации образовательной среды в условиях инклюзивного образования. Научное обеспечение системы повышения квалификации кадров, 4(49), 135–145.
   Kuzmicheva, T.V., Afonkina, Yu.A. (2021). Improving the effectiveness of teacher training for the individualization of the educational environment in inclusive education. Scientific Support of the Professional Development System, 4(49), 135–145. (In Russ.).
10. Мануйлова, В.В. (2017). Актуальные вопросы организации инклюзивного среднего профессионального образования. Гуманитарные науки, 2(38), 23–30.
    Manuilova, V.V. (2017). Current issues of organizing inclusive secondary vocational education. Humanities, 2(38), 23–30. (In Russ.).
11. Мануйлова, В.В. (2018). Реализация мероприятий по совершенствованию системы инклюзивного профессионального образования в субъектах Российской Федерации. Гуманитарные науки, 2(42), 20–25.
    Manuilova, V.V. (2018). Implementation of measures to improve the system of inclusive vocational education in the subjects of the Russian Federation. Humanities, 2(42), 20–25. (In Russ.).
12. Мануйлова, В.В., Сорокоумова, С.Н. (2021). Специальные условия как основа организации и осуществления инклюзивного среднего профессионального образования. Дефектология, 4, 61–70.
    Manuilova, V.V., Sorokoumova, S.N. (2021). Special conditions as a basis for the organization and implementation of inclusive secondary vocational education. Defectology, 4, 61–70. (In Russ.).
13. Об образовании в Российской Федерации: Федеральный закон Российской Федерации от 29 декабря 2012 г. № 273-ФЗ (2012). Российская газета. URL: http://www.rg.ru/2012/12/30/obrazovanie-dok.html (дата обращения: 25.05.2026).
    On Education in the Russian Federation: Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ (2012). Rossiyskaya Gazeta. (In Russ.). URL: http://www.rg.ru/2012/12/30/obrazovanie-dok.html (viewed: 25.05.2026).
14. Организация психологической поддержки обучающихся в инклюзивной образовательной среде: Методические рекомендации для педагогов-психологов (2024). С.В. Алехина, Ю.А. Быстрова, Е.В. Самсонова [и др.]. Москва: Московский государственный психолого-педагогический университет, 114 с. ISBN 978-5-94051-316-2
    Organization of Psychological Support for Students in an Inclusive Educational Environment: Methodological Recommendations for Educational Psychologists (2024). S.V. Alekhina, Yu.A. Bystrova, E.V. Samsonova [et al.]. Moscow: Moscow State Psychological and Pedagogical University, 114 p. ISBN 978-5-94051-316-2
15. Романенкова, Д.Ф. (2016). Реализация мероприятий по обеспечению доступности среднего профессионального образования для инвалидов и лиц с ограниченными возможностями здоровья в Российской Федерации. Инновационное развитие профессионального образования, 3(11), 25–30.
    Romanenkova, D.F. (2016). Implementation of measures to ensure the accessibility of secondary vocational education for persons with disabilities in the Russian Federation. Innovative Development of Vocational Education, 3(11), 25–30. (In Russ.).
16. Самсонова, Е.В., Быстрова, Ю.А., Мануйлова, В.В. (2023). Актуальное состояние инклюзивной образовательной среды в профессиональных образовательных организациях среднего профессионального образования: пилотное исследование. Клиническая и специальная психология, 12(2), 192–214.
    Samsonova, E.V., Bystrova, Yu.A., Manuylova, V.V. (2023). The current state of the inclusive educational environment in professional educational organizations of secondary vocational education: a pilot study. Clinical and Special Psychology, 12(2), 192–214. (In Russ.).
17. Самсонова, Е.В., Кутепова, Е.Н., Алексеева, М.Н. (2022). Специфика инклюзивной образовательной среды в организациях среднего профессионального образования. Профессиональное образование в современном мире, 12(4), 714–722.
    Samsonova, E.V., Kutepova, E.N., Alekseeva, M.N. (2022). Specifics of the inclusive educational environment in secondary vocational education organizations. Vocational Education in the Modern World, 12(4), 714–722. (In Russ.).
18. Свидетельство о государственной регистрации базы данных № 2024621912 Российская Федерация. Технология проектирования и реализации системы условий для инклюзивного среднего профессионального образования: № 2024621524: заявл. 19.04.2024: опубл. 03.05.2024 / В.В. Мануйлова; заявитель Государственное автономное образовательное учреждение высшего образования города Москвы «Московский городской педагогический университет».
19. Создание инклюзивной образовательной среды в образовательных организациях: методические рекомендации для руководящих и педагогических работников общеобразовательных организаций (2022) / под ред. С.В. Алехиной, Е.В. Самсоновой. М.: изд-во МГППУ.
    Creating an Inclusive Educational Environment in Educational Organizations: Methodological Recommendations for Managers and Teaching Staff of General Education Organizations (2022) / ed. by S.V. Alekhina, E.V. Samsonova. Moscow: MSUPE Publishing House. (In Russ.).
20. Создание инклюзивной среды в образовательных организациях среднего профессионального образования: методические рекомендации (2022) / под ред. Е.Н. Кутеповой, Е.В. Самсоновой. М.: изд-во МГППУ.
    Creating an Inclusive Environment in Educational Organizations of Secondary Vocational Education: Methodological Recommendations (2022) / ed. by E.N. Kutepova, E.V. Samsonova. Moscow: MSUPE Publishing House. (In Russ.).
21. Хитрюк, В.В. (2015). Инклюзивная готовность педагогов: генезис, феноменология, концепция формирования: монография. Министерство образования Республики Беларусь, Барановичский государственный университет. Барановичи: изд-во БарГУ.
    Khitryuk, V.V. (2015). Inclusive Readiness of Teachers: Genesis, Phenomenology, Concept of Formation: monograph. Ministry of Education of the Republic of Belarus, Baranovichi State University. Baranovichi: BarSU Publishing House. (In Russ.).
22. Шеманов, А.Ю., Самсонова, Е.В., Быстрова, Ю.А. и др. (2022). Подход к оценке особенностей профессиональной компетентности тьютора в условиях инклюзивного образования: пилотное исследование. Клиническая и специальная психология, 11(4), 233–263. https://doi.org/10.17759/cpse.2022110410
    Shemanov, A.Yu., Samsonova, E.V., Bystrova, Yu.A. et al. (2022). An approach to assessing the features of professional competence of a tutor in inclusive education: a pilot study. Clinical and Special Psychology, 11(4), 233–263. (In Russ.). https://doi.org/10.17759/cpse.2022110410
23. Ясвин, В.А. (2019). Школьная среда как предмет измерения: экспертиза, проектирование, управление. М.: Народное образование.
    Yasvin, V.A. (2019). School Environment as a Subject of Measurement: Expertise, Design, Management. Moscow: Narodnoe obrazovanie. (In Russ.).
24. Bystrova, Yu., Kovalenko, V., Kazachiner, O. (2021). Social and pedagogical support of children with disabilities in conditions of general secondary educational establishments. Journal for Educators, Teachers and Trainers, 12(3), 101–114. https://doi.org/10.47750/jett.2021.12.03.010
25. Guo, Y., Sawyer, B.E., Justice, L.M., et al. (2013). Quality of the literacy environment in inclusive early childhood special education classrooms. Journal of Early Intervention, 35(1), 40–60. https://doi.org/10.1177/1053815113500343
26. Lombardi, A.R., Dougherty, S.M., Monahan, J. (2018) Students With Intellectual Disabilities and Career and Technical Education Opportunities: A Systematic Literature Review. Journal of Disability Poli-cy Studies, 29(2), 82– https://doi.org/10.1177/1044207318764863
27. Love, H.R., Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4), 204–216. https://doi.org/10.1177/0271121419846342
28. Mazzotti, V.L., Rowe, D.A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C.H., Poppen, M., Sinclair, J., Test, D.W. (2021). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
29. Vislie, L. (2003). From integration to inclusion: focusing global trends and changes in the western European societies. European Journal of Special Needs Education, 18(1), 17–35. https://doi.org/10.1080/0885625082000042294
30. Wided R., Abdulaziz A. (2024) Facilitating Sustainable Employment for People with Physical Disabilities: A Pathway to Inclusion: An ISM-MICMAC Approach. Journal of Disability Research, 3(6), https://doi.org/10.57197/JDR-2024-0070