DOI: http://doi.org/10.15350/2409-7616.2020.1.21

Tatiana V. Semenovskikh – Candidate of Psychological science, Associate Professor of Department of Child Psychology and Pedagogy, Institute of Psychology and Pedagogy, University of Tyumen, Tyumen, Russian Federation, E-mail: t.v.semenovskikh@utmn.ru

Lyubov V. Parunina – Candidate of Pedagogical sciences, Associate Professor of Department of Child Psychology and Pedagogy, Institute of Psychology and Pedagogy, University of Tyumen, Tyumen, Russian Federationб E-mail: l.v.parunina@utmn.ru

Nadezhda V. Bagapova – Senior lecturer, Institute of Psychology and Pedagogy, University of Tyumen, Tyumen, Russian Federationб E-mail: n.v.bagapova@utmn.ru

Abstract. The article provides an analysis of the organization of an inclusive educational environment in several pre-school institutions on the basis of a scorecard. The problem of integration of inclusion into mass educational institutions is revealed, attracting the attention not only of members of the general public, pedagogical communities, but also of ordinary parents. On the one hand, the society recognizes inclusion for children of pre-school age, but on the other hand, families with “special” children are not ready for this process. The authors of the article show a contradictory situation in which, on the one hand, the parents of a child with special educational needs are open to cooperation and, on the other hand, the parents of ordinary children who oppose the presence of such a child in the group. The course taken in the society on integration of inclusion into mass educational institutions corresponds to the sociocultural situation, but the conditions and model of implementation need engineering. Accordingly, the problem of design adequate to modern requirements of the educational environment is more urgent than ever. The authors describe the components of the environment, describe their characteristics and highlight “reference points” for the design of the model in compliance with the requirements: openness, multidimensional and active interaction with the sociocultural environment of the city and the region. The model of an inclusive educational environment for pre-school children includes five interrelated and complementary components: substantive-spatial, social-subject, psychological, substantive-methodological and normative-legal. The organization of the model of inclusive educational environment of pre-school educational institution implies creativity and certain flexibility, taking into account the needs of all participants, their interpersonal interaction in the educational process, building an inclusive culture.

Keywords: inclusion; inclusive educational environment; design; environment model; multi-dimensionality of inclusion; components of an inclusive environment.

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For citation:

Semenovskikh T.V., Parunina L.V., Bagapova N.V. Designing an inclusive educational environment model for preschoolers. CITISE, 2020, no. 1, pp. 226-239. DOI: http://oi.org/10.5350/2409-761.2020.1.21