Home | Site map | Contacts | Russian version E-journal "Psychological-Educational Studies" | Open Access Journal
Home page
electronic journal
Psychological-Educational Studies
Directory of open access journals ERIH PLUS VAK Scientific electronic library elibrary.ru

Journal rubrics

All rubrics
Psychological Science and Education psyedu.ru
2016. Vol. 8, No. 1. pp. 24–34.
doi:10.17759/psyedu.2016080103
ISSN: 2074-5885 (online)

Creativity and Inclusive Culture of the Educational Organization

Shemanov A.Yu. Doctor of Philosophy, Leading Research Associate, City Resource Center for the Development of Inclusive Education, Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ajshem@mail.ru
Makaeva D.E. Master Student, Chair of Special (Defectological) Education, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, artemis4@yandex.ru
PDFFullrext in russian (PDF) PrintPrint

Article examines the importance of interest in the results of creative activity of people with a disability as a factor in the formation of focus on creative interaction and socio-cultural community with them. We hypothesis that the focus on the active participation of special needs people in the creative activity is more pronounced in a case of interest in the results of their creativity. The study was conducted online, study sample was 40 Russian-speaking respondents, users of social networks dedicated to the creativity of special needs people: 75% women and 25% of men aged 20 to 55. Almost all respondents declared a positive attitude to the creativity of people with disabilities, but only about half of them (47.5%) expressed a clear interest in their creative activities. When comparing the group of respondents who have expressed interest, it was found that this group has significantly more pronounced focus on interacting with people with disabilities than in the group who did not report such interest, and those who value creative activities only as useful and meaningful for special needs people (p < 0.02). The results are meaningful for the creating an inclusive culture in educational institutions.

Keywords: inclusion, creativity, interest in the creativity, special needs people, normative anthropology, online-poll

Rubric: Pedagogical Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2016080103

References

  1. Alekhina S.V. Printsipy inklyuzii v kontekste izmenenii obrazovatel'noi praktiki [The principles of inclusion in the context of modern education]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2014, no. 1, pp. 5–16. (In Russ., Abstr. in Engl.).
  2. Booth T., Ainscow M. Pokazateli inklyuzii. Prakticheskoe posobie [Indicators of inclusion. Practical Guide]. Perfil'eva M. (eds). Moscow: Publ. ROOI «Perspektiva», 2007. 124 p. (In Russ.).
  3. Popova N.T. Kul'turologicheskii podkhod k inklyuzii v praktike obrazovaniya [The culturological approach to the inclusion in the educational practice]. In Alekhina S.V. (ed.) Psikhologo-pedagogicheskie osnovy inklyuzivnogo obrazovaniya [The psychological and educational basics of the inclusive education]. Moscow: Publ. MSUPE, Publ. OOO «Buki Vedi», 2013, pp. 38–51.
  4. Ryzhov V.V. O reformatsii soznaniya: nravstvenno-ekologicheskoe myshlenie – novaya paradigma soznaniya [On mind reformation: ethical and ecological mindset – new paradigm of mind] [Elektronnyi resurs]. Filosofsko-religioznye tetradi [Philosophical and religious workbooks]. 2012, no. 6. Puti Reformatsii [The ways of reformation]. Available at: http://www.intelros.ru/readroom/filosofsko-religioznye-tetradi/tetrad6/19291-o-reformacii-soznaniya-nravstvenno-ekologicheskoe-myshlenie-novaya-paradigma-soznaniya.html (Accessed 8.05.2015). (In Russ.).
  5. Shemanov A.Yu. Antropologiya inklyuzii: avtonomiya ili autentichnost'? [Anthropology of Inclusion: Autonomy or Authenticity?]. Observatoriya kul'tury [Observatory of culture], 2014, no. 4, pp. 9–16.
  6. Glaveanu Vlad P. Paradigms in the Study of Creativity: Introducing the Perspective of Cultural Psychology. New Ideas in Psychology, 2010. Vol. 28, pp. 79–93, doi:10.1016/j.newideapsych.2009.07.007.
  7. Janson Ulf. Interaction and Quality in Inclusive Preschool Social Play between Blind and Sighted Children. Interaction and Quality. Report of the CIDREE Collaborative Project on Early Childhood Education, Dundee: Scottish Consultative Council on the Curriculum, CCC. 1997, pp. 30–42.
  8. Meininger Herman P. Authenticity in Community. Journal of Religion, Disability and Health, 2001. Vol.5, no. 2, pp. 13–28, doi: 10.1300/J095v05n02_02.
  9. Paliocosta Paty, Blandford Sonia. Inclusion in School: a Policy, Ideology or Lived Experience? Similar Findings in Diverse School Cultures. Support for Learning, 2010. Vol. 25, no. 4, pp. 179–186. doi 10.1111/j.1467-9604.2010.01464.x
  10. Slee Robert. Beyond Special and Regular Schooling? An Inclusive Education Reform Agenda. International Studies in Sociology of Education, 2008. Vol. 18, no. 2, pp. 99–116. doi: 10.1080/09620210802351342

Subscribe

RSS — what is it?
Publisher — Moscow State University of Psychology and Education
© 2006–2019 Electronic journal "Psychological-Educational Studies", ISSN: 2587-6139 (2074-5885)
Publisher – Moscow State University of Psychology and Education
Яндекс.Метрика