EMPIRICAL STUDY OF SUBJECTIVE ASSESSMENTS OF PSYCHOLOGICAL SAFETY OF EDUCATIONAL SPACE IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The article analyzes the problems of psychological safety of the educational space in the conditions of inclusive education. Analyzed risk factors of psychological safety in an inclusive educational environment. Carried out an empirical study of the subjective assessments of parents of psychological security of children in conditions of inclusive education. Parameters of studying of psychological safety was the satisfaction, security and belonging to the school. The satisfaction from staying in school an inclusive environment, parents of both groups and their children, according to the parents, were evaluated for such characteristics as: the relationship of the child with teachers; the relationship of the child with his disciples; emotional comfort of the child; respect for the child; the preservation of personal dignity of the child; the ability of the child to seek help; the opportunity to be active and initiative; accounting problems of the child; attention to requests and suggestions of the child. Indicators of psychological security was protection from psychological humiliation, ridicule, insults, threats, neglect and disrespect from teachers and other children. The authors stated that the parents of the normative pupils think of their children more satisfied those or other parameters of the school environment and are more protected from threats, and the class is really belonging of group for them, unlike the parents of pupils with disability. Parents of pupils with disabilities believe their children are less satisfied with those or other parameters of the school environment and less protected from the threats in contrast to parents of healthy pupils. Parents of children with disabilities assess the role of inclusive education as for the development of life skills and the development of intellectual abilities higher than parents of normative children. Such conditions are more conducive for the development of intellectual abilities of children with disabilities than the development of life skills.