Abstract
The paper presents the results of a sociological study conducted among secondary and high school students of general education institutions of the Rostov region in 2020 (N=6876) in order to identify the attitude towards inclusive education and co-education with children with disabilities. The results revealed conflicting and ambiguous attitudes towards inclusive education. Respondents tend to see more positive than negative consequences of inclusion. Analysis of behavioral attitudes showed a different level of readiness for co-education, depending on the nature of the disease. The willingness to study together depends on the experience of interacting with persons with disabilities. The emotional aspect of the relationship is closely related to the stereotypes that are popular in society and the school environment. The cognitive component showed a low level of awareness of the problem of disability in society, the basic needs of this category, and the social policy pursued in the country in the field of inclusion.
Highlights
Over the past twenty years, an intensive policy has been pursued in the Russian Federation to combat the legal, financial, social and educational exclusion of persons with disabilities
Inclusive education implies full inclusion, the creation of all structural conditions for the formation of students' belonging to the school community
This paper presents an analysis of the responses of only normal students and highlights one of the aspects of the research program - the attitude of students towards inclusive education and co-education with children with disabilities
Summary
Over the past twenty years, an intensive policy has been pursued in the Russian Federation to combat the legal, financial, social and educational exclusion of persons with disabilities. Inclusive education implies full inclusion, the creation of all structural conditions for the formation of students' belonging to the school community. Inclusion in the local school community are the most important positive consequences of an inclusive form of education. They are the most difficult challenges facing the modern Russian education system. Attitude barriers are the most difficult issue in the development of inclusive services [1], but it is fundamentally important to overcome them. The basic structural determinant of inclusion is the attitude of students towards their coeducation with children with disabilities. That is why the attitude of students towards classmates with disabilities often attracts the attention of researchers
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
