Organization of educational interaction in the conditions of inclusion

Abstract

Inclusive education as a socio-pedagogical phenomenon is characterized by a complex dynamic of transformation of normative-legal foundations, public consciousness, and practical experience of joint teaching of children with various educational needs. Within this process, educational interaction extends far beyond formal joint presence in classroom space and involves the purposeful construction of a multilevel system of relations between all subjects of the pedagogical process. The central place in this context is occupied by the quality and substantive richness of interaction along the lines of «teacher – student with disabilities», «teacher – neurotypical student», «student with disabilities – neurotypical student», «teacher – support specialist» and «school – family», each of which has specific features determined by the nature of the nosology, age characteristics, professional competence of teachers, and the resource provision of the educational organization. Ignoring any of these lines contributes to the formation of formal inclusion, in which a child with special educational needs is physically present in the classroom but remains excluded from productive forms of joint activity, which is recognized as the most common and destructive variant of the organization of the educational process. Of particular importance is the professional readiness of teaching staff, in the structure of which a pronounced imbalance between components is revealed: the motivational component demonstrates relatively high indicators, while the activity component remains at the lowest level, which is manifested in teachers’ difficulties in simultaneously ensuring the individualization of learning and maintaining productive group dynamics in heterogeneous groups. Analysis of the forms of organization of educational interaction in lessons indicates the dominance of frontal work, which occupies more than half of the lesson time, and a significant share of individual activities of students with disabilities without interaction with classmates. At the same time, the share of pair and group forms that ensure real cooperation does not exceed 19,3% and noticeably decreases during the transition from primary to basic general education. The socio-psychological aspect of interaction is revealed through data from sociometric analysis, demonstrating significant differences in the statuses of students depending on the nosological group: the most favorable position is occupied by children with musculoskeletal disorders, while students with autism spectrum disorders are characterized by a high proportion of isolated and rejected positions. This emphasizes the role of communicative features and behavioral profile in the formation of an accepting environment. Resource provision of the inclusive process is characterized by a significant disproportion, in which normative-legal aspects receive high assessments, in contrast to personnel and methodological support, which is assessed as insufficient, with systematic discrepancies in the perception of the situation by teachers and support specialists. Parental assessments confirm the predominance of teachers’ positive attitude toward the child while simultaneously showing low satisfaction with the consideration of individual needs during lessons and inclusion in extracurricular activities. Overall, the identified patterns indicate the need for a systemic transition from organizational-formal approaches to a substantive restructuring of the educational process. This includes the widespread use of cooperative forms of learning, differentiated strategies of socio-psychological support taking into account nosological features, strengthening of team interaction among specialists, and active involvement of families. Such measures make it possible to increase the effectiveness of inclusive practices and ensure the genuine participation of all students in joint educational activities. These provisions open up prospects for monitoring the quality of inclusion and developing targeted measures for the professional development of teachers in heterogeneous educational environments.