Inclusive school environment: evaluation by education actors

Abstract

Introduction. The formation of inclusive education requires an evidence-based policy. The study of the attitude of individual participants of the educational process to inclusion does not provide a comprehensive result. The purpose of the study is a comparative analysis of the assessments of the inclusive school environment by the subjects of education (teachers, students, parents). Research methods. The main research method was a survey based on author's questionnaires adapted for each sample during the pilot study of 2021. The sample of the study in 2022 was made up of teachers (1077), parents (1583) and students (3282) from schools in the south of the Tyumen region (Russian Federation). Factor analysis was carried out using the statistical software package SPSS 23.0. Results. On average, a positive assessment of the inclusive environment at school was demonstrated (3.9 points out of 5). It is shown that meaningfully all models combine statements on three factors: "Principles and values", "Communication", "Organization". The factor model of assessments of the inclusive environment by teachers (51.13%) determines the following algorithm: the creation of organizational conditions (19.14%), then the organization of interaction (17.7%), and the declared principles and values (14.29%.). In the factor model, students (48.79%) proceed from the practice of implementing inclusion in interaction (21.52%), then the value bases of this interaction (16.11%) and then the conditions of its organization (11.16%). The model of parents (50.42%) determines the order of factors: from principles and values (17.77%) – to communication (16.83%) – and, to organizational conditions (15.82%). Conclusion. For the first time, a comparative analysis of the assessment of the inclusive environment of the subjects of education was carried out. The analysis of the content of the statements of factors indicates specific elements of an inclusive environment that are significant in the assessments of each group. Meaningfully, the models express the principles of inclusive excellence in the context of strengthening social ideas of equality, diversity and inclusion (EDI). The obtained factor models can be used as the basis for strategies for organizing work with each group of subjects of education.