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Included in Web of Science СС (ESCI) Included in Scopus Psychological Science and Education Publisher: Moscow State University of Psychology and Education ISSN (printed version): 1814-2052 ISSN (online): 2311-7273 DOI: https://doi.org/10.17759/pse License: CC BY-NC 4.0 Started in 1996 Published 6 times a year Free of fees RU In Russian |
Psychological Science and Education Inclusive Education in Moscow: The Differentiation of Participants' Awareness as a Limiting Factor 1737Zadorin I.V. Kolesnikova E.Yu. Novikova E.M. Abstract
The paper describes the attitudes of the main stakeholders towards the implementation of inclusive education (IE) into the educational institutions
of Moscow. The authors believe that the introduction of IE is innovative
and affects the interests of several social groups: first of all, children with
disabilities, children without disabilities, parents of both groups of children,
educators (both of general education and special correctional schools) and
finally, policy makers–city government officials, members of the educational
authorities. Some results of the research project "Inclusive Education in
Moscow: The Social Conditions, Problems and Limitations" (data 2010)
related to participants' awareness about the process of IE and its impact
on their attitude towards the implementation of inclusive education are
presented. The research was conducted among representatives of different
target groups: teachers of secondary schools, teachers of inclusive schools,
teachers of correctional schools, parents of normal children, parents of
children with developmental disabilities and handicapped children – in total
450 respondents (200 teachers and 250 parents). As the main method a
selective questionnaire was used.
Keywords: Inclusive Education (IE), children with disabilities, level of awareness, perception of IE, inclusive schools, pre-inclusive schools, correctional schools References
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