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The Moral Development Dynamics of Junior Schoolchildren in Inclusive Education: A Regional Experience 1510
Davydova L.N., PhD in Education, Professor, Director of the Astrakhan State University, Institute of Pedagogy, Psychology and Social Work, Russia, firstname.lastname@example.org
Kolokoltseva M.A., Ph.D. Student, Department of Pedagogy and Subject Technologies, Astrakhan State University, Russia, email@example.com
The paper presents the study on the dynamics of moral development of junior schoolchildren in temporary and combined forms of inclusive education, which was investigated in 157 students from 1st to 2nd grade in three schools in the city of Astrakhan. The following methods were used to assess the cognitive, emotional and behavioral components of the moral development of junior schoolchildren: “Conversation”, “Scene Images”, “Let’s Make It Together” and method of expert’s assessment. The results of this study showed that the level of moral development of normally developing primary school children in conditions of inclusive education does not lower, but rather is improving. The moral development is characterized by the expansion of children's views about people with disabilities, enriching personal experience of interactions with special peers, emotional responsiveness and development of the grounds for joint activities. However, the authors point out that it is not enough to consider only the general level dynamics of moral development in order to fully judge the influence of forms of inclusive education on the moral development of junior schoolchildren. The authors believe that it is also crucial to identify cognitive, emotional and behavioral components of the moral development of junior schoolchildren.
Keywords: inclusive education, temporary and combined forms of inclusive education, level of moral development, dynamics of general level of moral development in junior schoolchildren