Previous issue (2020. Vol. 25, no. 4)
Included in Web of Science СС (ESCI)
The opportunities of physical environment in the context of inclusive education 1387
We discuss the possibilities of the physical environment to create conditions to en- able every child in the process of learning and social interaction. It is shown that the physical environment is a crucial factor in human development, encompassing the capacity to maintain psychological well-being and human capabilities. We draw at- tention to the importance to study not only the social aspect of the living environment, but also its material component. We reveal the basic concepts and mechanisms of the interaction of humans and the environment as the basis for the formation of an inclusive space. The authors suggest that such concepts as environment friendliness and inclusiveness are closely interlinked with common ground in principle of environ- ment compliance to capabilities and features of a person. We also discuss a possible model of the physical environment of inclusive space, based on the principles of hu- man interaction and the living space and the ideas of universal design. We conclude that the creation of conditions for equal access to education must take into account features of the physical environment in terms of its friendliness to every student.
Keywords: physical environment, inclusion, environment friendliness, assumptions, personalization, versatile design
Column: Practice of inclusive education
Velichkovskii B. M. Kognitivnaia nauka:
Osnovy psikhologii poznaniia [Cognitive science: foundations of epistemic
psychology]. In 2 vol. Vol. 2. Moscow: Smysl, Izdatel'skii tsentr «Akademiia»,
2006. 432 p.
Itterstad G. Inkliuziia – chto oznachaet eto po-
niatie, i s kakimi problemami stalkivaetsia norvezh- skaia shkola, pretvoriaia
ego v zhizn'? [What is Re- ally Meant by Unclusion: a Teacher's Point of View].
Psikhologicheskaia nauka i obrazovanie [Psycholo- gical science and education],
2011, no. 3. P. 41–49.
Lewin K. Teoriia polia v sotsial'nykh naukakh [Field
theory in social science] / [Per. E. Surpina]. Saint Petersburg: Rech', 2000.
Mitchell D. Effektivnye pedagogicheskie tekhno- logii
spetsial'nogo i inkliuzivnogo obrazovaniia. Glavy iz knigi [Effective
educational technology for special and inclusive education] / Per.
I. S. Ani- keev, N. V. Borisova. ROOI «Perspektiva», 2011. 138 p.
Nartova-Bochaver S. K. Teoriia privatnosti kak
napravlenie zarubezhnoi psikhologii [Theory of Privacy as a line of foreign
psychology]. Psikho- logicheskii zhurnal [Psychological Journal], 2006, no. 5.
Nartova–Bochaver S. K. Psikhologicheskoe prost-
ranstvo lichnosti [Psychological space of the per- son]. Moscow, 2005. 312
Nartova-Bochaver S. K
. Fizicheskaia shkol'naia sreda
kak prediktor zdorov'ia i blagopoluchiia sub"ektov obrazovatel'nogo protsessa
(obzor zaru- bezhnykh issledovanii) [Electronic resource] [Physi- cal
environment as a predictor of teachers’ and pu- pils’ health and well-being
(review)]. Klinicheskaia i spetsial'naia psikhologiia [Clinical and Special
Psy- chology], 2012, no. 1. URL:
Smith N. Sovremennye sistemy psikhologii [Cur- rent
Systems in Psychology] / Per. s angl. pod obsh. red. A. A. Alekseeva. Saint
Petersburg: Praim– Evroznak, 2003. 384 p.
Shemanov A. Iu., Popova N. T. Inkliuziia v
kul'turologicheskoi perspektive [Inclusion in Cultu- rological Perspective].
Psikhologicheskaia nauka i obrazovanie [Psychological science and education],
2011, no. 1. P. 74–82.
Beresford A. B. Resources and Strategies: How Parents
Cope with the Care of a Disabled Child. Journal of Child Psychology and
Psychiatry, 1994. V. 35, no. 1. P. 171–209.
Broderic A., Mehta-Parekh H., Kim Reid. D. Dif-
ferentiating Instruction for Disabled Students in In- clusive Classrooms.
Theory Into Practice, 2005. V. 44, no. 3. P. 194–202.
Coolen H. The Meaning of Dwelling Features: Conceptual
and Methodological Issues. V. 24. Sus- tainable Urban Areas, 2008.
Duran-Narucki V. School building condition,
school attendance, and academic achievement in New York City public schools: A
mediation model. Journal of Environmental Psychology, 2008. V. 28. P.
Erkilic M., Durak S. Tolerable and inclusive learn-
ing spaces: an evaluation of policies and speci- fications for physical
environments that promote inclusion in Turkish Primary Schools. International
Journal of Inclusive Education, 2013. V. 17, no. 5. P. 462–479.
Graham L. J., Harwood V. Developing capabili- ties for
social inclusion: engaging diversity through inclusive school communities...
International Journal of Inclusive Education, 2011. V.15, no.1.
Greeno J. G. Gibson’s affordances. Psychologi- cal
Review, 1994. V. 101. P. 336–342.
Horelli L. Constructing a theoretical framework for
environmental child-friendliness. Children, Youth and Environments, 2007. V.
17. № 4. P. 267–292.
Horowitz M. J., Duff D. F., Stratton L. O. Body-
buffer zone. Archives of General Psychiatry, 1964. P. 651–656.
Kytta M. Affordances of children’s environments
in the context of cities, small towns, suburbs and ru- ral villages in Finland
and Belarus. Journal of En- vironmental Psychology, 2002. V. 22. P.
Kytta M. The extent of children’s independent
mobility and the number of actualized affordan- ces as criteria for
child-friendly environments. Journal of Environmental Psychology, 2004. V. 24.
Lloyd С. Removing barriers to
achievement: A strategy for inclusion or exclusion? International Journal
of Inclusive Education, 2008. V. 12, no. 2.
Maxwell L. E., Chmielewski E. J. Environmental
personalization and elementary school children’s self-esteem. Journal of
Environmental Psychology, 2008. V. 28. P. 143–153.
Pivik J. R. The perspective of children and youth: How
different stakeholders identify architectural bar- riers for inclusion in
schools. Journal of Environmen- tal Psychology, 2010. V. 30. P. 510–517.
Porter J., Daniels H., Martin S.
Testing of Disabi-
lity Identification Tool for Schools. Research Report DFE-RR025, 2010
Sommer R. Studies in personal space. Socio- metry,
1959. V. 22. P. 281– 294.
Sutton Sh. E., Susan P. K. Children as partners in
neighborhood placemaking: lessons from intergene- rational design charrettes.
Journal of Environmental Psychology, 2002. V. 22. P. 171–189.
Weinstein C. S., Woolfolk A. E. The classroom
setting as a source of expectations about teachers and pupils. Journal of
Environmental Psychology, 1981, no. 1. P. 117–129.
Weinstein L. Social schemata of emotionally
dis- turbed boys. Journal of Abnormal Psychology, 1965. V. 70. P. 457–61.
Young K. S. Physical and social organization of
space in a combined credential program: implica- tions for inclusion.
International Journal of Inclusive Education. V. 12, no. 5–6. P. 477–495.