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  Previous issue (2022. Vol. 14, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Published since 2009

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Assessment of Inclusive Culture in a Preschool Educational Organization 188

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Shemanov A.Yu.
Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation of the Faculty of Clinical and Special Psychology, Leading Researcher of the Scientific and Methodological Center of the Institute for Problems of Inclusive Education, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3925-3534
e-mail: ShemanovAYu@mgppu.ru

Samsonova E.V.
PhD in Psychology, Head of the Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-8961-1438
e-mail: SamsonovaEV@mgppu.ru

Abstract
The purpose of the article is to discuss the characteristics of the tool for assessing the inclusive culture of a preschool educational organization, which involves not only examining the perception and attitude to the values of inclusion, but also making a statement of the observed parameters of their implementation in educational practice. Method: the results of a pilot study using a survey of teachers (N=46) and parents (N=78) according to the author's questionnaires are considered as a reflection of the problems of implementing the declared values of inclusive culture in the conditions of preschool educational organizations. Results: it was shown that, despite the generally positive assessment of the need to create conditions for the accessibility of the educational environment, support for children's initiative, and acceptance of all children, some respondents note the facts of rejection and exclusion from communication of some children, non-support of children's initiative. Conclusions: a questionnaire that includes specific indicators reflecting the implementation of inclusive values, in case of an interested answer to the questions posed, will allow respondents to assess the gap between the declaration and implementation and take steps to change the organizational culture towards greater inclusiveness, provided that the management supports inclusion and the involvement of subjects of educational interaction in changing it.

Keywords: inclusive culture, inclusive values, implementation of the declared values, preschool educational organization

Column: Educational Psychology

DOI: https://doi.org/10.17759/psyedu.2021130301

Funding. The article was prepared according to the state assignment of the Ministry of Education of the Russian Federation No. 073-00041-21-03 dated 06/11/2021 “Scientific and methodological support for the development of an inclusive educational environment in the system of general and vocational education”.

Acknowledgements. The authors are grateful for assistance in data collection Pashchenko S.A.

For Reference

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