INCLUSIVE EDUCATION AT THE UNIVERSITY: CONSTRUCTION OF SOCIAL SPACE

  • The authors:
    Alevtina V. Starshinova
    Svetlana Pankova
    Lyudmila Lesina
    Olga Shorokhova
  • Issue: July 24-26th, 2019
  • Pages: 165-171
  • Section: INCLUSIVE AND SPECIAL EDUCATION: GLOBAL AND LOCAL CHALLENGES OF MODERN WORLD
  • URL: http://conference-ifl.rudn.ru/165-171/
  • DOI:
    10.22363/09669-2019-165-171

Abstract. The research explores the mechanisms that could solve the
problem of inclusion from the perspective of the socio-cultural aspect. The
purpose of this study is to justify the study of inclusive education emerging
as a system of social values and actions that are able to form patterns of
anti-stigmatizing social interaction.
Research based on Sociological survey of university students using Google
forms and personal questioning (145 students of the Ural Federal University,
2018).
Main results of the research showed positive students’ attitudes towards the
idea of inclusive education. It was explored that the conditions of inclusive
education are not enough developed. More than half of the students are not
aware of the fact that people with disabilities study with them. And students
with disabilities are not ready to inform their fellow students about their
features. The main negative factor of inclusive education is the
underdevelopment of the accessible environment for people with
disabilities. This problem in society is not discussed enough. Healthy people
create a barrier, preventing communication with people with disabilities.
According to students, it is necessary to create conditions of accessibility.
Sometimes, students with disabilities create such barriers. More than half of
the students are ready to help students with disabilities in the event of
possible communication with them. Inclusive education is a positive value
for students without disabilities. Inclusive education also is a positive value
for students with disabilities. The usefulness of inclusive education is that
students with disabilities can feel like usual people and it develops their
personality. Students think that their attitudes are likely to change in the
process of developing inclusive education; the development of social
qualities associated with the construction of socially positive
165
DOI: 10.22363/09669-2019-165-171
communication, helping social environment, based on humanistic values.
Inclusive education means for students developing respectful attitude
towards other people, tolerance, empathy, responsiveness, benevolence, selfdetermination. Most students believe that co-education will influence their
future activities. More than half of the students think that inclusive
education will lead to the development of communication skills. Two thirds
of the students say that this will help people with disabilities to feel like
ordinary people.
The main value of inclusive education is to satisfy the need of students to be
social. This is expressed through the actualization of the need to be helpful,
to be merciful and to take care of others. There is indirectly and individual
interest, which consists in taking care of yourself, about your health and the
development of your own personality, the ability to communicate. Social
interest as a mechanism for the development of an inclusive environment is
more important.
Inclusive education as social exchange, which makes experience useful for
all students, could create culture and social mechanisms of developing
positive anti-stigma social environment. This means the creation of
conditions for the development of students’ personal potential, including the
development of their stress tolerance and resilience, promising is the
creation of conditions for professional development, promising is the
creation of conditions for professional.
As the future perspectives, values inclusive education at the university will
help to develop of social responsibility of the university causing macro
social changes of attitudes toward people with disability.
Keywords: Inclusive education, University, anti-stigma, culture and social
mechanisms, social exchange

Alevtina V. Starshinova1, Svetlana Pankova2, Lyudmila Lesina3
Olga Shorokhova4
1
Ural Federal University, Ekaterinburg, Russia,
e-mail: a.v.starshinova@urfu.ru
ORCID ID:0000-0001-8804-5681
2
Ural Federal University, Ekaterinburg, Russia, e-mail: s.n.pankova@urfu.ru
ORCID ID: 0000-0002-3210-5486
3
Ural Federal University, Ekaterinburg, Russia, e-mail: llesina@yandex.ru
4
Ural Federal University, Ekaterinburg, Russia,
e-mail: shoroxova.olga@mail.ru

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