Dear Readers,
We are pleased to present a special issue of “Psychological Science and Education” devoted to one of the most important and rapidly developing areas of contemporary education: inclusive education and the upbringing of children with special educational needs. The issue is entitled “Inclusivity in Education at Every Stage: Evidence-Based Practices and Approaches”.
Two interconnected aspects are central to the theme of this issue. The first is inclusivity at every stage. Inclusive education is not limited to a particular educational level or an isolated practice. It is a dynamic, ongoing process that takes time and requires continuity. The second aspect is evidence-based effectiveness. Inclusive educational and social practices must do more than affirm the values of equality and accessibility: their effectiveness must be demonstrated through scientific methods, verification, evaluation, expert assessment, and data analysis.
This issue is particularly significant as it coincides with the 130th anniversary of the birth of L.S. Vygotsky. Lev Semyonovich Vygotsky’s scientific legacy has not only retained its relevance but continues to provide a foundation for theoretical inquiry and practical solutions in inclusive education. His ideas concerning the zone of proximal development, the social situation of development, the unity of learning and development, human compensatory capacities, and the role of cultural tools in psychological development help us understand inclusion not as the adaptation of a child to an existing system, but as the transformation of the educational system itself to ensure that everyone can participate fully in the educational process. This theoretical foundation makes it possible to move beyond declarations of intent toward practices that can be tested and replicated. It is precisely this progression—from ideas to practices—that unites the contributions to this issue.
The issue opens with articles that establish its theoretical and methodological framework. V.V. Rubtsov, S.V. Alekhina, and A.V. Konokotin offer a conceptual examination of Vygotsky’s ideas in the design and evaluation of contemporary inclusive practices. The international perspective is further developed in contributions from colleagues in Brazil (Daniel Novas Gomes Pereira) and India (Sandeep Kumar). The Brazilian author explores Vygotsky’s legacy in the context of special and inclusive education, examining drama, freedom, and singularity as key categories in human development through schooling. The Indian researcher offers a psychological and philosophical rationale for positioning Vygotsky within inclusive education. Thus, from its opening pages, the issue reflects an international scholarly dialogue around Vygotsky’s ideas.
The section devoted to evidence-based approaches begins with an article by M.G. Sorokova and O.I. Leonova, who present the procedures, regulations, and case studies involved in the scientific verification of psychological and educational programs. T.G. Podushkina and S.V. Gani describe a three-stage model for verifying social practices, from sector-specific selection to scientific expert review. Drawing on a cluster analysis of a competition of inclusive practices, V.V. Rubtsov, T.S. Ivanova, T.F. Krasnopevtseva, and I.V. Vinokurova demonstrate how a seamless educational model can be developed. Together, these studies reaffirm that a sound scientific foundation is essential for the advancement of psychological and educational practice.
Practice-oriented research is represented by articles focusing on support for children with special educational needs. One group of authors addresses the assessment of the effectiveness of consultation-based support for children with autism spectrum disorder (ASD) in developing the skills necessary for participation in educational settings. In their article, S.V. Sharikov and A.G. Rumyantsev explore the important topic of inclusive environments in hospital schools and the medical and social foundations of hospital pedagogy.
The “Developmental Psychology” section brings together studies examining various aspects of the development and socialization of students with disabilities and special educational needs in inclusive settings. These include the development of communication skills essential for children’s socialization, the role of students’ personal resources in ensuring the psychological safety of the educational environment, and the development of conscious self-regulation of cognitive activity among schoolchildren with developmental delays in inclusive settings. An international perspective is provided by Kenny S. and Ekaterina R. (South Africa), who examine inclusion as multilevel access through a cultural-historical analysis of mathematics teaching in rural South Africa.
Particular attention is given to vocational education and career guidance for individuals with disabilities and special educational needs. The studies presented in this section address the readiness of secondary school students with disabilities and special educational needs to make career choices, psychological and educational support in inclusive vocational education, and the development of vocational orientation. O.N. Vericheva, Du Yupeng, and Qin Lidong share their experience of an inclusive international winter school as a startup approach to designing innovative educational practices.
An interdisciplinary perspective is introduced in an article by A.D. Timoshenko and O.L. Bantserova, devoted to the spatial and environmental conditions that support the academic resilience of students with visual impairments in inclusive schools. The authors present a narrative review integrating psychology, education, and environmental design.
The issue concludes with the “Discussions and Discourses” section. T.V. Akhutina’s commentary on Sandeep Kumar’s article “Positioning Vygotsky for Inclusive Education: A Psycho-Philosophical Context” invites further scholarly dialogue, critical reflection, and clarification of theoretical positions. This format is particularly valuable because inclusion is not merely a set of techniques but also a field of ongoing reflection.
The editorial team would like to thank all the authors, reviewers, and colleagues who contributed to the preparation of this issue. We hope that the articles presented here will be useful to researchers, educators, psychologists, educational administrators, and everyone involved in creating inclusive educational environments. We believe that Vygotsky’s ideas, enriched by contemporary research findings and practices, will help us move toward genuine equality of opportunity and respect for human dignity.
Enjoy reading!