• The authors:
    Vadim N. Kozlov
    Daria F. Romanenkova
    Elena I. Salganova
  • Issue: July 24-26th, 2019
  • Pages: 151-157
  • URL:
  • DOI:

Abstract. Since 2012 inclusive education has become the integral
component of the Russian education system. Russia has adopted an
inclusive education policy in order to address barriers to learning disabled
students in the education system. There is a distinctly declared agreement in
the world that all children / students have the right to education regardless of
their gender, nationality, race, well-being, disability, etc.
Social and psychological well-being of students as a subjective assessment
of the degree of their material and spiritual needs’ satisfaction is an actual
issue for students with disabilities and students without HIA ((Health
Impact Assessment) / healthystudents who study in inclusive groups. Such
assessment is the integrating result of an emotional and rational condition of
inclusive groups’ students, conditions and components of educational
process, extracurricular activities and moral and psychological climate in
higher education institution.
Not by chance, sociologists, educators, psychologists began to pay more
attention to the study of the socio-psychological well-being of inclusive
groups students’, its conditions and factors affect it. At Chelyabinsk State
university from 1990th years the issues of availability of the higher
education to disabled people and to people with disabilities have been
analyzed and solved, and since the end of 1990 the integrated training of
disabled people in the general flows of students is carried out. The major
research objective was to study social and psychological well-being of
students in inclusive groups.
Methodology. The research was conducted in 2018 in three large regions of
the Urals in Russia (Chelyabinsk, Sverdlovsk, Kurgan). The research
methodology combined both quantitative and qualitative approaches. The
primary data was collected using questionnaires and interviews. 1047
healthy and disabled students of 10 Ural’s universities were questioned on
the basis of quota sampling.
DOI: 10.22363/09669-2019-151-157
Results. The study has fixed a high level of socio-psychological well-being
of healthy students, disabled people and students with disabilities studying
in inclusive groups in the region. The majority of the students (about 80,0%)
support inclusive education. They note their overall satisfaction with their
student’s life, basic conditions, components of the educational process,
extracurricular activities and provision of meals.
Meanwhile, there is a lack of significant differences in the opinions of the
healthy students, the disabled students and the students with disabilities on
the assessment of their socio-psychological well-being.
The survey has revealed some issues dealing with social and psychological
wellbeing of the students studying in inclusive groups of the region. A part
of the students feels lonely and they are not to be immune to other students
at higher education institution. Some of them are not satisfied with the
student’s life, firstly, communication in student’s environment, secondly,
with the conditions of healthy lifestyle at the university.
The study has elucidated that the existence of side effect of the sociopsychological state of inclusive groups’ students in the region is determined
by shortcomings in the process of education and leisure activities, by
providing students of such groups with medical and psychological
assistance, assistance from curators, tutors, professors and university
administrators, by living conditions in a hostel, by catering, by use of
special equipment and technical training aids and by other issues. It should
be noted that every sixth students believes that the conditions created at
their universities do not contribute to a healthy lifestyle. 20% of the students
note that they are facing issues in their training etc.
The study has allowed the authors to conclude that it is necessary to
identify, track and solve such issues even for small groups as well as for
healthy students and students with disabilities.
Keywords: inclusive education, University, disabled students, healthy
students, well-being, Russia

Vadim N. Kozlov1, Daria F. Romanenkova2, Elena I. Salganova3
Chelyabinsk State University, Chelyabinsk, Russia,
Chelyabinsk State University, Chelyabinsk, Russia,
Chelyabinsk State University, Chelyabinsk, Russia,
ORCID ID: 0000-0002-1549-8425

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