Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Abstract

The environmental imperative in education has given rise to a number of approaches and models, including the model of inclusive education, which requires the unification of students with different educational needs and capabilities within one educational system. The heuristic potential of such studies is significant, although very little understood. The ecological approach to understanding inclusiveness has significant practical significance and value: the ecological imperative helps to identify and implement the most effective and productive ways of transforming existing problems, without sacrificing either the tasks of development and movement forward, or the tasks of preserving the existing ones. At each stage of education inclusion as an ecological imperative presupposes certain accents. In preschool education, inclusion is the creation of an environment in which children can become aware of the differences between each other, related to their individual characteristics. In school education, children and adolescents can realize and feel the differences in the forms and strategies for building interactions and relationships between people, as well as the existence of different strategies, forms and types of learning activity and learning relationships. In university education, young individual can sense the differences that exist in the forms and relationships of professional and career activity.

Inclusive Health-Saving Education: Ecological Model of Modern Educational Relations

“…Inclusion in education is a way to implement the ecological imperative of a person to a person, a group to a group, etc. (Afshar et al, 2020;Lyskova et al, 2023;Magyar et al, 2020;Schwab et al, 2020;Stanford, 2020;Stroebel, 1996;Posypanova et al, 2021;Podberezniy et al, 2023;Stepanova et al, 2021). It is such a way and way of organizing education, which allows children, adolescents, youths, and adults of different subcultures to interact with each other, satisfying the needs for mutual assistance and cooperation, service and care, self-improvement and mutual improvement, exchange and management of knowledge and skills (competencies).…”

“…Health-saving inclusive practice is necessary for society, parents, and educators to accurately and timely prevent, identify and correct blockades and barriers to harmonious and transparent social interaction, accepting and collaborating relationships, mutual assistance and service, creativity, and participation (Bishop & Noguera, 2019;Suchkov, 2020;Pandit, 2017;Spratt and Florian, 2013;Robo, 2014;Posypanova et al, 2021;Stepanova et al, 2021). Inclusion as a doctrine is associated with a certain stage of psychosocial maturity, and culture of individuals, groups, and societies.…”

“…The mechanism of individualization of a health-saving inclusive educational environment is creativity and changes in healthsaving inclusive environmental complexes, which involves a reflexive analysis of the components of the educational environment and activities, interdisciplinary interaction of specialists supporting children, adolescents and young men with disabilities, etc. (Kassymova et al, 2023a;Kassymova et al, 2023b;Shemanov and Makaeva, 2016;Posypanova et al;Podberezniy, Arpentieva, Panichkina, 2023;Stepanova et al, 2021;Zakirova, Nikitina, 2016;Zollers, et al, 2010).…”

“…Thanks to inclusive education models, people with and without disabilities can experience themselves and the world as different, in different situations (Kendall, 2017), and understand their own and other people's capabilities and limitations. Inclusion allows you to minimize (prevent), overcome (correct and develop) or rethink (positive behavior) many problems of an individual, group, and society, combine individualization and socialization, adaptation and creativity (Boiko et al, 2020;Maltseva, 2018;Podberezniy, Arpentieva, Panichkina, 2023;Podberezniy et al, 2023;Posypanova et al;Scott et al, 2007;Stepanova et al, 2021).…”

Unleashing the Power of Love, Passion, Creativity, and Humanity in Novice Teachers' First Year

“…Leijen et al (2020) suggest that when educators reflect on their practices and understand ecological systems, they can more effectively support child development. Additionally, the model underscores the importance of inclusive education practices, which, when viewed through an ecological lens, entail modifying educational environments to cater to the diverse needs of all learners, fostering a culture of acceptance and support within early childhood settings (Stepanova et al, 2021).…”