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DOI: https://doi.org/10.46502/issn.1856-7576/2022.16.03.1
Organization of an inclusive educational environment for
the development of children with special educational needs
Organización de un entorno educativo inclusivo para el desarrollo de niños con
necesidades educativas especiales
Nataliia Bakhmat
bahger.teacher@gmail.com
https://orcid.org/0000-0001-6248-8468
Deputy Dean of Scientific Activity and Informatization of Educational Process of Pedagogical
Faculty, Doctor of Pedagogical Sciences, Professor, Department of Theory and Methods of Primary
Education, Faculty of Pedagogics, Kamianets-Podіlskyi Ivan Ohiienko National University,
Kamianets-Podіlskyi, Ukraine.
Olha Vyshnyk
olhavyshnuk@gmail.com
https://orcid.org/0000-0003-4030-4482
Candidate of Pedagogical Sciences (PhD), Senior Teacher, Department of Theory and Methods of
Primary Education, Educational and Scientific Institute of Pedagogy and Psychology, Oleksandr
Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine.
Alla Moskaljova
moskalla@ukr.net
https://orcid.org/0000-0003-0213-0434
Candidate of Psychological Sciences, Associate Professor, Department of Management
Psychology, Central Institute of Postgraduate Education, SHEI “University of Educational
Management”, Kyiv, Ukraine.
Olga Fediy
olgafedj@gmail.com
https://orcid.org/0000-0002-9988-7929
Doctor of Pedagogical Sciences, Professor, Head of the Department of Elementary Education,
Natural and Mathematical Disciplines and Methods of their Teaching, Faculty of Psychology and
Pedagogics, Poltava National Pedagogical University named after V. G. Korolenko, Poltava,
Ukraine.
Kateryna Lisovska
Lisovska_k@ukr.net
https://orcid.org/0000-0001-7678-4508
Postgraduate student, Faculty of Pedagogy, National Pedagogical University named after M. P.
Drahomanova, Teacher of Primary Classes of Gymnasium No. 290 in Kyiv, Kyiv, Ukraine.
Recibido: 12/05/22
Aceptado: 26/08/22
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Abstract
Recently in academic papers by educators and practical psychologists, the issue of
searching for means and tools designed to make the life of people with disabilities full and
independent has been increasingly raised. Many scientists point to the need for new
forms of education that promote the integration of people with special needs into society.
An inclusive education deserves special attention among them. This article aims to
identify and characterize the benefits of an inclusive classroom for children's development
and socialization. The article studies the academic papers on the work of inclusive classes
from the perspective of their role in the development and successful socialization of
education applicants. Also, it investigates the results of the questionnaire survey of
teachers and parents of children studying in inclusive classes. During the research, we
studied the content of the inclusive education concept and features of this educational
process form, established the goals, and highlighted the most important aspects of
creating an inclusive environment.
Keywords: inclusion, children with special educational needs, inclusive educational
environment, socialization of children, benefits of an inclusive classroom for child
development.
Resumen
Recientemente, en trabajos académicos de educadores y psicólogos prácticos, se ha
planteado cada vez más el tema de la búsqueda de medios y herramientas diseñados
para hacer que la vida de las personas con discapacidad sea plena e independiente.
Muchos científicos señalan la necesidad de nuevas formas de educación que promuevan
la integración. de personas con necesidades especiales a la sociedad. Una educación
inclusiva merece una atención especial entre ellos. Este artículo tiene como objetivo
identificar y caracterizar los beneficios de un aula inclusiva para el desarrollo y la
socialización de los niños. El artículo estudia los trabajos académicos sobre el trabajo de
las clases inclusivas desde la perspectiva de su papel en el desarrollo y socialización
exitosa de los aspirantes a la educación. Además, investiga los resultados del
cuestionario de encuesta a profesores y padres de niños que estudian en clases
inclusivas. Durante la investigación, estudiamos el contenido del concepto de educación
inclusiva y las características de esta forma de proceso educativo, establecimos los
objetivos y destacamos los aspectos más importantes de la creación de un entorno
inclusivo.
Palabras clave: inclusión, niños con necesidades educativas especiales, ambiente
educativo inclusivo, socialización de los niños, beneficios de un aula inclusiva para el
desarrollo infantil.
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1. Introduction
Integrating people with disabilities into the social community presents many challenges
that require a comprehensive approach (Sharavara & Batsman, 2020).
When we consider the education of children with special needs, we are talking about a
change in the basic educational principles in the community where these children are.
Today the whole world promotes the idea of full integration of people with disabilities into
social life. That is why the term associated with these processes (inclusion means
integration) is widespread. Accordingly, inclusive education allows people with special
needs to have equal access to the educational process. At the same time, in the vast
majority of countries, the situation with inclusive education is still in its early stages (Drach,
2020).
We should also note that in the learning environment, where children with special
educational needs are raised, the socialization process, which takes place first in the
family and then in school, is essential.
School plays the most crucial role in a child's adaptation to future adult life. Analysis and
attention to a child's state of health, impairments of psychophysical development, parents'
desire to provide an education at school, and effective family education give rise to
national changes in the educational process. It is essential for every little person,
especially for a child with special educational needs, as it contributes to her more effective
development and the acquisition of socialization skills.
2. Literature review
Inclusive education is an educational model that allows children with special educational
needs to learn with other students from the same school in the same classroom. Inclusive
education aims to create conditions among peers for developing children with special
educational needs and form tolerant attitudes of parents, teachers, and students towards
children with disabilities (Drach, 2020).
The possibility of educating all children, regardless of the presence of developmental
disabilities, in a mainstream school has long been a subject of research by scholars
(Dell'Anna, 2021).
Over the past decade, such researchers as G. Porter, Y. Muñoz-Martínez, B. Francis,
L. Archer, J. Hodgen, D. Pepper, B. Taylor, and M. Travers have devoted their studies to
this problem.
Studies by teachers focus on the specifics of building the educational process for children
with special needs in educational institutions, their rehabilitation, and social integration
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(Muñoz-Martínez & Porter, 2018), (Francis, Archer, Hodgen, Pepper, Taylor & Travers,
2017).
As E. Miatto notes, engaging a child with intellectual and physical disabilities in the
learning process plays a significant role in the education and upbringing of healthy
children, fostering certain qualities in them, such as tolerance, mindfulness, ability to show
care, and so on (Miatto, 2020).
According to J. Drach, a unique feature of this educational form is adapting a child with
special educational needs to the school requirements (Drach, 2020).
V. O. Sukhomlynskyi (1976) noted that since there can be no collective without
personality, there can be no learning of personality outside the collective. Children with
developmental disabilities should not be left alone with their problems. Such children
should develop in the same conditions as regular students. V. O. Sukhomlynskyi
accurately noted that the collective could become an educational environment only if it is
created through communication and joint activities that bring everyone joy and pleasure,
develop the interests and skills of its members, and if there is an educated teacher who
loves children (Drach, 2020).
Present-day inclusive education is based on the international legal acts of the UN
Convention on the Rights of the Child, the recognition of the children's rights, the priority
of universal values, the harmonious development of the individual, non-discrimination of
children with special needs on any grounds. Thus, Article 23 of the Convention states that
"...a child with mental or physical disabilities should lead a full and dignified life under
normal conditions, which promote self-confidence and ensure her participation in the life
of society... A child with special needs has the right to special care, education, and support
for a full and dignified life under conditions that ensure maximum independence and
social inclusion...." (Bondar & Zolotoverh, 2019).
Numerous specialists in the social, penitentiary, special education, and defectology field
have devoted their works to the issue of integrated education and the upbringing of
children with developmental disabilities: A. Kefallinou, S. Symeonidou, C. Meijer, V.
Bondar, V. Zolotoverkh (Kefallinou, Symeonidou & Meijer, 2020), (Bondar & Zolotoverh,
2019).
Certain aspects of the problem of educating children with special needs in general
educational institutions are considered in the works by R. Sharavara, O. Batsman, G. M.
Jessup, A. C. Bundy, N. Hancock, A. Broom (Jessup, Bundy, Hancock & Broom, 2018),
(Sharavara & Batsman, 2020).
An inclusive school, according to D. Paulsrud and C. Nilholm, aims "to give all students
the opportunity for the fullest possible social life and active participation in the community,
thereby ensuring full interaction and care for each other as complete members of society"
(Paulsrud & Nilholm, 2020).
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We agree with S. Roldán, J. Marauri, A. Aubert, and R. Flecha that engaging in this form
of learning allows children with disabilities to interact, observe, and imitate normal
children. In other words, children with disabilities can have the same social experiences
as their other peers (Roldán, Marauri, Aubert & Flecha, 2021).
Researchers note that communicating with disabled people is also suitable for regular
children, their families, teachers, and the local community (Dila & Wijayanti, 2020).
At the current stage of educational development of children with special educational
needs, creating an inclusive educational environment is a priority. In such an
environment, all children learn together in the general education system with programs
adapted to the specific needs of each child (Ahsan & Sharma, 2018).
Priority aspects for creating an inclusive environment are breaking down stereotypical
perceptions of teachers, students, and the learning process itself, creating a school
atmosphere based on the idea of inclusion, building the school as a community focused
on cooperation rather than competition, fostering the confidence of each employee and
student in their abilities (Haegele & Zhu, 2017).
3. Aims
This study aims to determine the specifics of inclusive educational environment formation
and its benefits for all participants.
4. Materials and methods
Practical research on the benefits of an inclusive educational environment was conducted
through a survey using the SurveyMonkey service.
82 respondents, namely teachers of inclusive classes in general secondary education
institutions, parents of children with special needs, and parents of other children studying
in inclusive classes in 9 institutions of public education in Ukraine, took part in the opinion
study on the positive aspects of the inclusive educational environment.
The survey was conducted using questionnaires, where respondents were asked to
answer questions. After that, we calculated all respondents' average value of answers
during the results assessment process.
5. Results
During the survey, we found out the respondents' opinions on the benefits for children
with special educational needs of studying in an inclusive classroom (Figure 1).
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Figure 1. Benefits of inclusive education for children with special educational needs, %.
Source: compiled by the authors.
As the survey results showed, in the opinion of teachers and parents of children with
special educational needs, the most important benefit for children is mastering new skills
and functional abilities. The survey participants estimated this aspect of inclusive
education at 61% by teachers and 63% by parents.
The respondents also noted that purposeful communication with peers improves
children's cognitive, motor, language, social, and emotional development. In addition, the
fact that peers serve as models for children with special educational needs is a significant
positive aspect of this educational process.
According to both parents and teachers, children with special needs must have the
opportunity to build friendships with other peers and participate in the school's social life.
Respondents believe that a significant attention should be paid to the benefits of inclusive
education for all children in the classroom (Figure 2).
0
10
20
30
40
50
60
70
Purposeful communication with
peers improves children's
cognitive, motor, language, social
and emotional development
Peers act as models for children
with special educational needs
Mastering new skills and
functional abilities
Children have the opportunity to
build friendly relationships with
healthy peers and participate in
public life
56
42
61
45
51 59 63 59
According to educators working with inclusive classes According to parents of children with special educational needs
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Figure 2. Benefits of inclusive education for all children in the classroom, %.
Source: compiled by the authors.
As noted by respondents, education in an inclusive classroom positively impacts the
development and socialization process of all children. In particular, the most positive
impact is stated in terms of fostering solidarity, complicity, mutual respect, the opportunity
to experience communication with a child who has special needs, as well as
understanding people's diversity, and learning certain elements of sign language (if a child
uses it in class).
According to the respondents, the child's socialization is one of the most critical aspects
of the educational process. Therefore, taking into account the topic of this study,
respondents believe that the advantages of inclusive education, which contribute to a
more effective process of socialization of children in inclusive classrooms, are (Figure 3):
− public awareness of the problems faced by children with special developmental needs;
− solidarity between children with special educational needs and their peers;
− effective social adaptation of a child with special educational needs;
− development of skills and personal strengths of a child with special educational needs;
− practical realization of educational role in building a more tolerant society.
0
10
20
30
40
50
60
70
80
Understanding people's
diversity
Opportunity to gain an
interaction experience from
a child with special needs
Learning certain elements
of sign language (if used by
a child in class)
Fostering solidarity,
complicity, and mutual
respect
41
53
44
72
47
59
46
76
According to educators working with inclusive classes According to parents of children with special educational needs
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Figure 3. Benefits of inclusive education that contribute to a more effective socialization
process for children in inclusive classrooms, %.
Source: compiled by the authors.
Figure 4. Main prospective tasks for the development of inclusive education, %.
Source: compiled by the authors.
0
20
40
60
80
Public awareness of the problems
faced by children with special
needs
Solidarity between children with
special educational needs and
their peers
Effective social adaptation of a
child with special educational
needs
Developing personal skills and
strengths in a child with special
educational needs
Practical implementation of
education's role in building a more
tolerant society
31
42
54 61
73
33
46
57 64 62
According to educators working with inclusive classes According to parents of children with special educational needs
0
10
20
30
40
50
60
Optimization of methodological
support for inclusive classes
Organization of training of
educational institutions'
teaching staff for the effective
creation of an inclusive space
in the institution, training,
education, and support of
children with special
educational needs
Promoting inclusive education
for children with special
educational needs in the
region
44 42
51
53
46
54
According to educators working with inclusive classes According to parents of children with special educational needs
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Respondents believe that the main promising tasks for the development of inclusive
education are (Figure 4):
− optimization of the methodological support for inclusive classes;
− organizing training of pedagogical staff of educational institutions for effective creation
of inclusive space in the institution, training, upbringing, and support of children with
special educational needs;
− advocating for the organization of inclusive education for children with special
educational needs in the region.
6. Discussion
The academic research and findings of this study proved that all children benefit from
inclusive education.
It provides the opportunity to:
− develop children's strengths and talents;
− include all applicants for education without exception in public schools and other
community organizations;
− work toward a child's personal goal, taking into account their participation in the life of
the classroom;
− involve parents in the learning process and the educational life of the institution;
− develop skills for learning about the world around them and respect the different
abilities of others;
− develop friendships with other children;
− promote a positive image of the institution and spread respect for diversity and
inclusion (Muñoz-Martínez, Vergara & Carrasco, 2021).
As H. Miyauchi notes, the constituent models of inclusive education are:
− a team approach;
− meeting the individual needs of children;
− cooperation with parents;
− creating a positive atmosphere in the children's team (Miyauchi, 2020).
A. Boza-Chua, K. Gabriel-Gonzales, and L. Andrade-Arenas support this viewpoint. They
also note that inclusive education in public education institutions is an alternative to
education in specialized institutions and has many advantages, among which the main
one is that a child with special needs learns to live in society, forms an orientation to every
day, complete life in close cooperation with the family. In contrast, the child creates an
idea of their exceptional development features not as painful circumstances but as a way
of life (Boza-Chua, Gabriel-Gonzales & Andrade-Arenas, 2021).
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The inclusive education practice is based on accepting the individuality of each student
and planning the education and learning process to meet the needs of each child with a
disability. Inclusive education emphasizes the personalization of learning, developing
individualized learning pathways (Opie, Deppeler, & Southcott, 2017).
The main difference between the processes of integration and inclusion is that the
inclusion of all participants in the educational process changes the attitude toward
children with disabilities, and the ideology of education changes in the direction of
increasing the educational process harmony and its pedagogical and social orientation.
Inclusive education contains resources that promote equality for all students and
participation in all aspects of collective life.
In an inclusive learning environment, all children can succeed.
Based on a comprehensive literature review on this issue, Y. Muñoz-Martínez and G.
Porter identify the following benefits for children with special educational needs:
− in an inclusive environment, children with disabilities demonstrate a higher level of
social interaction with other children who do not have such disabilities;
− in an inclusive educational environment, the social skills and communication skills of
children with developmental disabilities are improved;
− children with special needs learn a more challenging and in-depth curriculum, which
leads to more effective skills acquisition and improved educational outcomes;
− social learning for children with special needs is enhanced through inclusive schools,
where it often takes the form of group work. While working in small groups, children
learn to see the person rather than the disability and begin to see that they have much
in common with children with disabilities;
− friendships between children with and without disabilities tend to develop more in
inclusive environments.
Studies have shown that children in inclusive environments have safer and more lasting
relationships with friends than children in segregated environments. It is especially true
when children attend a local school nearby and have more opportunities to meet with
friends after school (Muñoz-Martínez & Porter, 2018).
It is good that children with special needs go to the same schools as their peers, in the
same class as other children, live in a family, having the same rights and responsibilities.
However, it is also essential that a child's personality is formed not in a closed circle of
similar children - the deaf among the deaf, the blind among the blind, the mentally
disabled among the mentally disabled - but in an environment that requires a higher level
of communication, social interaction, provides mutual support, socialization, and
adaptation in society (Szumski, Smogorzewska & Karwowski, 2017).
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The studies show that inclusive classrooms focus primarily on developing students'
strengths and talents rather than addressing their physical or mental problems. Interaction
with other children promotes the cognitive, physical, speech, social, and emotional
development of children with special educational needs. At the same time, children with
normal developmental levels demonstrate appropriate behavior to children with special
educational needs and motivate purposeful use of new knowledge and skills. In inclusive
classrooms, interactions between students with special educational needs and other
children help build friendly relationships between them so that children learn to accept
and tolerate human differences and naturally become more responsive (Rueda, Muñoz-
Martínez & Porter, 2021).
The arguments in favor of students in inclusive learning environments are indisputable.
Therefore, the controversial claim that other children in inclusive environments receive a
worse education or are in less favorable social circumstances can hardly be said to be
proven.
Other children benefit in many ways from an inclusive environment, as do children with
special educational needs. For example, having children with developmental disabilities
in the classroom does not affect the performance of other students (Muñoz-Martínez &
Porter, 2021).
As H. Miyauchi notes, children with disabilities can increase their self-esteem and
strengthen their place in the learning process by mentoring others. Other children also
have the opportunity to learn additional skills, such as learning Braille or communicating
in sign language. Learning these skills can take place in a situation where everyone
involved understands their importance and can put them into practice.
All children in an inclusive environment can learn to appreciate and respect children with
special needs. They learn to see a person as a talent rather than a handicap and
disregard the social labels associated with them (Miyauchi, 2020).
The strategic educational and upbringing goals of children with special educational needs
are full integration into society, the ability to bear the social load with other peers, perceive
intellectual and aesthetic values of society, and master moral and ethical norms of human
relations. The achievement of this particular goal is possible only when the proper
conditions for the development and education of this category of children are created in
society (Kefallinou, Symeonidou & Meijer, 2020).
Currently, there are many problems in the implementation of inclusive education. Still, the
state persuasively seeks to ensure that every child, regardless of health conditions, has
the same opportunities to realize their right to education and develop the potential for a
socially meaningful career in later adult life (Szumski, Smogorzewska & Karwowski,
2017).
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Currently, the issue of children with special educational needs development, their
education, and upbringing in educational institutions is one of the priorities in public policy
of many countries worldwide. As a result, the system of upbringing and education is
improved to ensure the comprehensive development of "special" children. Also, the best
conditions are created for their integration into society. However, the educational
organization, which focuses on the problems and needs of these children, requires more
time and severe corrective actions aimed at a comprehensive approach to solving this
problem (Opie, Deppeler & Southcott, 2017).
7. Conclusions
Hence, inclusive education is an environment where all students, regardless of their
educational needs, can learn more effectively, improve their social skills, improve their
communication abilities and feel a part of the community.
All the necessary measures are taken worldwide to preserve and expand the acquired
experience of inclusive education and develop a new strategy of corrective and
educational work with this category of children.
Education in inclusive classes according to already developed and approved particular
standards, programs and textbooks will provide the highest level of general educational
training and students' readiness for independent life. Thus, inclusive education may
become a leading trend at the present stage of modernization of the education system
for children with special needs. Educating children in inclusive classes, guaranteeing the
right of the child to equal access to education, the choice of the volume and form of
learning, thus taking into account the high social requirements for the education of
students and the potential of each child, which is the key to preparing children for
independent life and work.
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