Psychological Safety of an Inclusive Educational Environment: Criteria, Content and Assessment Methods

Abstract

The purpose of the study: theoretical justification and empirical study of the psychological security of an inclusive educational environment. To achieve this goal, the following research methods were used: theoretical (systematic scientific and methodological literature on the problem of ensuring the psychological security of an inclusive educational environment); empirical (experiment, survey method, expert assessment method); methods of primary mathematical statistics. Research results: the concept of psychological security of an inclusive educational environment is considered; the content of its components: subject-semantic, substantive-methodical, communicationorganizational. Criteria of psychological safety of an inclusive educational environment are highlighted and substantively substantiated: attitude to inclusive educational practice, satisfaction with the main substantive components of an inclusive educational environment, and protection from psychological violence. In accordance with the criteria of psychological safety of an inclusive educational environment, methods for studying psychological safety indicators have been selected and tested. Based on the results obtained, factors and risks arising in an inclusive educational environment and affecting its psychological safety are identified.

Parents' psychological readiness as a condition for psychological safety of an inclusive educational environment

“…Thus, the threat to psychological safety will be the lack of satisfaction with the basic indicators of the process of interaction of all subjects of the educational environment (including parents), since it is this satisfaction that contains the opportunities and conditions that ensure the personal development of all participants in the pedagogical process [3]. Empirical manifestations can be: emotional comfort, the ability to express one's opinion, the attitude of respect for oneself, the preservation of personal dignity, the ability to seek help, taking into account personal problems and difficulties, attention to questions and suggestions [15] . This position is shared by N.G.…”

“…Considering the issues we have highlighted in the format of an inclusive educational environment, we can say that the attitude of parents to an inclusive educational environment, their satisfaction with relationships with other subjects of the educational process as participants in the educational environment and their involvement, participation are indicators of the measure of recognition by parents of the referential significance of an inclusive educational environment, its values and norms [15]. And this, in turn, as we have shown above, is one of the safety criteria for an inclusive educational environment.…”