Special features of the inclusive educational environment in organizations of secondary vocational education

Abstract

Introduction. The development of the model of inclusive educational environment (IEE) became relevant due to the implementation of inclusive education in professional educational organizations of secondary vocational education. It is a necessity to monitor and evaluate the inclusive educational environment in the organization. This, in turn, leads to the development of effective managerial decisions in planning and design.Purpose setting. The article aims to discuss the results of research conducted by the Institution of Inclusive Education»s Problems of Moscow State University of Psychology and Education. The research is dedicated to the specificity of creating an inclusive educational environment in educational institutions of secondary vocational education. It is based on the IEE model created by Institution»s academics.Methodology and methods of the study. Used methods and methodology are based on the system and activity approach in education. IEE model is a matrix organizational structure in which the basic components of educational environment correlate with basic criteria of inclusiveness. The link between inclusive environmental conditions and support of the proactive position of all entities with diverse educational needs is crucial here. The IEE model provided a survey for key participants of the educational process (students, teachers, managers) to evaluate an inclusive educational environment on-site. Eight professional educational organizations from two regions of the Russian Federation (Krasnoyarsk region and Pskov region) participated in the survey. The respondents in the study are 8 managers, 232 teachers, and 1811 students. 17,3 % of these students are people with health limitations.Results. The results show major discrepancies between opportunities created by organizations (given the specificity of secondary vocational education) and students» abilities to use such opportunities.Conclusions. Thus, we can assume that any favorable conditions are inadequate unless they are inquired for by students and supported by their subjective position and proactive participation according to the core principles of inclusive education.