Tyumen State University (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 7370-7374
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1491
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Changes in modern society require the transformation of educational environment towards greater openness, mobility, and inclusiveness. At the same time, the task appears of ensuring the availability and quality of education for all students, taking into account individual capabilities and special educational needs. The goal of this research is to study social and psychological well-being of students in an inclusive educational environment.

This article presents the results of an empirical study of the social and psychological well-being of students enrolled in inclusive university groups. The empirical base of the study was made up of data obtained as a result of a survey of students of 12 full-time universities in Russia (2507 students, including 107 students with disabilities). The questionnaire was developed by a network of Resource Training Methodological Centers for teaching people with disabilities and adapted by the authors of the study. Statistical analysis of the data and presentation of the results were carried out using the software package SPSS-19.0.

The results of the study showed that, in general, we observe a high level of socio-psychological climate in student groups – more than 90% of students rate it positively. We also recorded a high level of inclusive culture in the student environment. When answering the questions “about the attitude towards the creation of mixed groups at the university”, “choice when entering the university in a mixed group”, we received over 80% of support. However, there is also a rejection of inclusive values on the part of a small number of respondents. This confirms the need for further inclusive transformation of the educational environment of the university. There is a positive fact that students note the greatest satisfaction in the work of tutors and those responsible for the individual professional trajectory. This component of the environment also reflects the inclusive context of the university's activities.

Statistical analysis of the results obtained made it possible to reveal hidden patterns. In particular, a comparison of the average results (analysis of variance) of the statements of respondents with and without disabilities showed a significantly lower satisfaction of students with disabilities with self-realization in different types of activities (science, design, social activities). The contradiction is indicated between the created positive social and psychological conditions of the educational environment, noted by students with disabilities, and the lack of satisfaction in self-realization. Students with disabilities do not feel segregation and negative attitudes either from the teaching staff or from students. However, they are not fully included in different forms of interaction. At the same time, students with disabilities rate the statement “I feel protected at the university” statistically significantly higher (45.95% of respondents). Probably, the willingness of teachers and employees of the educational organization to work with people with special educational needs facilitate this – 42.25% of the respondents rated this indicator at the highest point. It is also an essential component of an inclusive educational environment.

The research was funded by RFBR and Tyumen Region, number 20-413-720012 «The human dimension of inclusive school transformation: subjective well-being in conditions of heterogeneity»
Inclusive education, educational environment, inclusive educational environment, social and psychological well-being.