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Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs

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  • Anna Shutaleva

    (Department of Philosophy, Ural Federal University Named after the First President of Russia B.N. Yeltsin, 620002 Ekaterinburg, Russia
    Department of Social and Humanitarian Disciplines, Ural State Law University, 620137 Ekaterinburg, Russia)

  • Nikita Martyushev

    (Department of Materials Science, Tomsk Polytechnic University, 634050 Tomsk, Russia)

  • Zhanna Nikonova

    (Department of Theory and Practice of the German Language, Linguistics University of Nizhny Novgorod, 603155 Nizhny Novgorod, Russia)

  • Irina Savchenko

    (Department of Philosophy and Social Sciences, Moscow City University, 129226 Moscow, Russia
    International Laboratory “Research Methods in Social Science”, Linguistics University of Nizhny Novgorod, 603155 Nizhny Novgorod, Russia)

  • Vladislav Kukartsev

    (Department of Informatics, Institute of Space and Information Technologies, Siberian Federal University, 660041 Krasnoyarsk, Russia
    Department of Information Economic Systems, Institute of Engineering and Economics, Reshetnev Siberian State University of Science and Technology, 660037 Krasnoyarsk, Russia
    Digital Material Science: New Materials and Technologies, Bauman Moscow State Technical University, 105005 Moscow, Russia)

  • Vadim Tynchenko

    (Digital Material Science: New Materials and Technologies, Bauman Moscow State Technical University, 105005 Moscow, Russia
    Department of Technological Machines and Equipment of Oil and Gas Complex, School of Petroleum and Natural Gas Engineering, Siberian Federal University, 660041 Krasnoyarsk, Russia
    Information-Control Systems Department, Institute of Computer Science and Telecommunications, Reshetnev Siberian State University of Science and Technology, 660037 Krasnoyarsk, Russia)

  • Yadviga Tynchenko

    (Laboratory of Biofuel Compositions, Siberian Federal University, 660041 Krasnoyarsk, Russia
    Department of Systems Analysis and Operations Research, Reshetnev Siberian State University of Science and Technology, 660037 Krasnoyarsk, Russia)

Abstract

One of the significant factors in the sustainability of education is the development of inclusive education. An inclusive educational space implies openness and accessibility of education for students, regardless of their educational needs. Inclusive education also means a partnership between students and teachers. A teacher is a living person whose socio-emotional skills and professional abilities are the basis for the sustainability of education and student development. This article is devoted to studying teachers’ competence and psychological readiness at schools and higher educational institutions to work with students with special educational needs. This article includes the results of a sociological study conducted in September 2022 and is devoted to the readiness of schoolteachers and university professors for inclusive education ( N = 125). The general statistical calculation was carried out based on information processing using the Vortex program version 10.0. Universities and schools are located in large administrative centers of Russian regions with a population of about a million. The relevance of this study is due to the relationship of sustainability with the ideas of inclusive education, manifested in its goal of achieving students’ educational levels established by the state and the humanistic concept of equality of opportunity in the process of professional implementation and self-determination of the individual.

Suggested Citation

  • Anna Shutaleva & Nikita Martyushev & Zhanna Nikonova & Irina Savchenko & Vladislav Kukartsev & Vadim Tynchenko & Yadviga Tynchenko, 2023. "Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:4:p:3011-:d:1060559
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    References listed on IDEAS

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    1. Rashed Aldabas, 2020. "Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective," SAGE Open, , vol. 10(3), pages 21582440209, August.
    2. Chiao Ling Huang & Chia Hsing Chiang & Shu Ching Yang & Fu-Zong Wu, 2022. "The Associations among Gender, Age, eHealth Literacy, Beliefs about Medicines and Medication Adherence among Elementary and Secondary School Teachers," IJERPH, MDPI, vol. 19(11), pages 1-13, June.
    3. Rinat Zhanbayev & Muhammad Irfan, 2022. "Industrial-Innovative Paradigm of Social Sustainability: Modeling the Assessment of Demoethical, Demographic, Democratic, and Demoeconomic Factors," Sustainability, MDPI, vol. 14(12), pages 1-26, June.
    4. Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.
    5. Milena Buric & Milijana Novovic Buric & Andjela Jaksic Stojanovic & Ljiljana Kascelan & Dragica Zugić, 2022. "Sustainability of Online Teaching: The Case Study Mother Tongue Spelling Course at Montenegrin Universities," Sustainability, MDPI, vol. 14(21), pages 1-27, October.
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    Cited by:

    1. Smitha Dev & Mary George & Sidra Rafique & Maruthi Vaddapalli & Sreethi Nair & Asmaa Al Hameli, 2024. "Sustainable Inclusive Framework Studio for Inclusive Education—Perceptions of Teachers, Parents, and Students in United Arab Emirates," Sustainability, MDPI, vol. 16(15), pages 1-19, July.

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