Resource Assessment and Inclusion Risks: Students' View

Kukuev Evgenii Anatol'evich ORCID: 0000-0002-2226-8679 PhD in Psychology Head of the Department of Monitoring research of the Resource and Training Center, Associate Professor of the Chair of Child Psychology and Pedagogy, University of Tyumen 625003, Russia, Tyumen region, Tyumen, Motorostroiteley str., 1, sq. 117 kea.psy@gmail.com Other publications by this author     Volosnikova Lyudmila Mikhailovna ORCID: 0000-0002-4774-3720 PhD in History Associate Professor, Director of Institute of Psychology and Pedagogy, University of Tyumen 625031, Russia, Tyumen region, Tyumen, ul. Proezd 9 May, 5, of. 325 l.m.volosnikova@utmn.ru Ogorodnova Ol'ga Vasil'evna ORCID: 0000-0002-5023-3959 PhD in Pedagogy Head of the Department of Educational Consulting of the Resource and Training Center, Associate Professor Head of the Chair of Child Psychology and Pedagogy, University of Tyumen 625031, Russia, Tyumen region, Tyumen, ul. Trade Union, 70, office 129 o.v.ogorodnova@utmn.ru

Elantseva Svetlana Aleksandrovna ORCID: 0000-0002-5778-8551 PhD in Psychology Associate Professor, Department of P. P. Ershov Ishim Pedagogical Institute (Branch), Tyumen State University 627750, Russia, Tyumen region, Ishim, Lenin str., 1, office 12 s.a.elanceva@utmn.ru

1) Introduction: statement of a scientific problem, formulation of the purpose of the article;

The adoption of the Declaration on the Rights of the Child, the development of the sociology of childhood and positive psychology have significantly advanced the research of children's subjective well-being (hereinafter SB) in the conditions of diversity. There is a great interest in the study of children's SB in modern science. The Scopus database, as a result of a search for the keywords "subjective well-being" and "children", gives out 4,541 publications, of which 2,391 have been published in the last 5 years.

These studies were initiated by the movements "Children's Indicators" "Children's Worlds" by the UN Children's Fund, PISA, etc. (UNICEF, Rees G.) SB issues are included in such global studies as the World Values Study, the European Values Study, the Eurobarometer, the Gallup Institute World Survey [Yakovleva E.A. ]. This provided an empirical basis for understanding children's SAT. Most of them proceed from the conviction of the need to hear and listen to the voices of children. They testify to the ability of children to reflect on their life in general, to evaluate their SB.

SB is considered as a significant factor in the quality of life of children, their health, personal development, academic performance and success, and hence the quality of the future [Antaramian S, Ben-Arieh]. International organizations define the SAT of schoolchildren as a fundamental indicator of the quality of education. However, studies have found a decrease in the level of SB of schoolchildren in the last three years [ILO, Ermolova T.V. et al.

Inclusive education is a global and national framework for school life after the adoption of the Convention on the Rights of Persons with Disabilities (UN, 2006). The Federal Law "On Education in the Russian Federation" (as amended on 11/21/2022) defines inclusive education as "ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities." It is here that its main conditions have already been highlighted: ensuring equal access and taking into account the diversity of special educational needs and individual opportunities." At the same time, inclusion can, under certain conditions, not only be a humanistic pedagogical innovation, but also a risk factor, including in the sphere of subjective well-being (Volosnikova L.M., Efimova G.Z., etc.).

Inclusion in education is ensured not only by the social policy of the state, but also by a significant amount of research in this direction. Starting from the sociocultural analysis of "atypicity" (E.R.Yarskaya-Smirnova, 1997) and the principles of inclusion in the practice of education (S.V.Alyokhina, 2013) to modern studies of subjects of inclusive educational process (L.M.Volosnikova, J.Y.Brook, 2021) and the description of the models of inclusive schools being implemented (E. D.Fedorova, 2021; Yu.V.Orsag, A.P.Konovalova, 2020).

In these works, the focus of research is to analyze the positions of the subjects of inclusive education, because they are characteristics of attitude and readiness that ensure that the needs and capabilities of the student are taken into account. At the same time, the position of the students themselves is of particular importance. Teachers, psychologists, parents, administration certainly organize, define and direct the educational process. But the students themselves live this process. For them, it is a part of life in which, to a certain extent, their socialization takes place. Therefore, the criterion of inclusion can be, in particular, the subjective well-being of students, as a direct integrative assessment of satisfaction and positive emotions.

Classroom staff, students have a significant potential to influence intra-school/intra-classroom processes, therefore, the nature and content of school inclusivity is largely determined by the position of students.

Thus, the problem of the study is the position of students in assessing the inclusive situation at school. The purpose of the study is to analyze the resource and risks of inclusion in a comprehensive school from the point of view of students.

2) Materials and Methods: providing information about the object and the sequence of research;As part of the study of the resources and risks of inclusion in a comprehensive school from the perspective of students, a continuous survey of students from one school in the city of Tyumen was conducted.

The sample consisted of 807 students: 7th grade — 141 students (17.5% of the total number of respondents); 8th grade — 223 students (27.6%); 9th grade — 230 students (28.5%); 10th grade — 127 students (15.7%); 11th grade — 86 students (10.7%).Students with special educational needs (OOP) – 36 (4.5%).

Within the framework of this article, the results of the analysis of the responses of students with OOP and not belonging to this group are presented.

The study was conducted using the author's questionnaire [1]. The questionnaire of the international research project on the study of children's SB "Detsky Mir" — Children'SWORLD is taken as a basis (https://isciweb.org /) and inclusion indicators (Booth, T. Einscow, M., 2015)^[3,4]. For evaluation, respondents were offered a 5-point Likert scale, where 5 – completely agree; 1 – completely disagree. Thus, high grades characterize a high level of subjective well-being and a high level of assessment of inclusion in school.

The statistical software package SPSS-23.0 was used for statistical analysis.

3) Research results (Results): a brief description of the specific author's research results;As a result of the survey, data were obtained characterizing the students' SAT and their assessment of the inclusive environment at school.

The survey results were analyzed using the ANOVA statistical criterion based on a comparison of averages (previously, the sample was checked for equality of variances - Levin statistics).

Table 1

Statistical analysis (ANOVA) of comparing the results of a student survey (with OOP – 36; without OOP – 771)F

The obtained results indicate the revealed statistically significant differences in students' assessment of both the SAT and the inclusive school environment (see Fig.1).

Fig.1. Severity of SB components (with OOP -36; without OOP – 771)Students with OOP significantly lower grade the components of the SAT.

The greatest satisfaction in both samples was noted in relation to friends (average – 4.63, averagethe deviation is 0.55). At the same time, "satisfaction with school" (average – 3.43, srednekv.deviation – 0.99) is estimated to be the lowest compared to other components. Figure 2 shows data on the statements that received the lowest ratings.

Fig.2. Evaluation of individual statements of the SAT survey (807 students)The average score according to the statement "the knowledge gained at school is enough to realize my dream" is 3.1, with a standard deviation of 0.45.

The average score of "conditions for the development of abilities" is 2.4, with a standard deviation of 0.39.

Fig.3. Assessment of school satisfaction (7th grade — 141 students; 8th grade — 223; 9th grade — 230; 10th grade — 127; 11th grade — 86 students)It was also revealed that satisfaction with school is different among boys and girls.

The grades of young men are higher (see Fig. 3). The average score of satisfaction with school: Grade 7 — 3.43; Grade 8 — 3.53; Grade 9 — 3.26; Grade 10 — 3.34; Grade 11 — 2.98; in the whole sample – 3.31

The average score according to the statement "the knowledge gained at school is enough to realize my dream" is 3.1, with a standard deviation of 0.45. The average score of "conditions for the development of abilities" is 2.4, with a standard deviation of 0.39.

Fig.4. The severity of the components of an inclusive assessment of the environment(with OOP -36; without OOP – 771)

Students with OOP significantly lower rate all components of inclusion in school. At the same time, "inclusive practice" received lower ratings (average – 3.09, average.the deviation is 1.12). The "inclusive culture" is rated the most highly (average – 3.51, srednekv.the deviation is 1.02).

4) Discussion and Conclusion: an indication of the practical significance and prospects of the study.The analysis of the results obtained allows us to identify two groups of conclusions: those related to the SAT, and those related to the inclusive space of the school.

As for the SAT, satisfaction with friends, family, yourself and your life prospects is estimated on average (in the whole sample) by 4.49 points out of 5. This fact positively characterizes the general background of students' lives. The high rating of friends corresponds to the age characteristics of the respondents – students from 7th to 11th grade and positively characterizes psychoemotional relationships in classroom groups.

At the same time, the assessment of "school satisfaction" - 3.43 – is in the zone of uncertainty. Most of all, the analysis of statements is alarming, the low score of which reduced the overall result (see Figure 2): "I believe that the school has created all the conditions for the development of my abilities"; "The knowledge gained at school is enough to realize my dreams"; "I believe that the school really prepares me to independent life"; "I am interested in the events that take place at school." These statements are united by an analysis of the correlation between the present and the future. To what extent, what happens at school ensures the future. In fact, this is the assessment of the main function of the school, and if it is so low, then it is necessary to analyze the targets in the school's policy and the conditions that ensure these goals.

The highest rating was given to the statement: "My parents like my school" - 3.99 points, which characterizes a certain dissonance between the student's satisfaction with the school and the assessment of his parents' ideas about it.

We also note the tendency to decrease "school satisfaction" in grades from 7th to 11th (see Fig.3). This moment is known from other studies (Aksenov S.I., Labutin A.S., Labutina N.M., 2022), characterizing a decrease in educational motivation with the relevance of interaction with peers in the framework of leading activities. The sharp drop in grades among 11th grade students can be explained by the time of the survey - March, April, when increased anxiety caused by the approach of the Unified State Exam and all the processes associated with admission to universities is implicitly negatively associated with school. At the same time, this trend contradicts, in particular, the results of the study by Korneeva E.N., Shvetsova S.V. (2021). Scientists in a sample of over 23,000 respondents found moderate satisfaction with the education of high school students and a tendency to increase it from 8th to 11th grade. The difference can be determined by the features of the sample: diagnostics of high school students in the region (Yaroslavl and Yaroslavl region) and diagnostics of students of a particular school inTyumen. So is the difference in the diagnostic tool: diagnosis of satisfaction with education and diagnosis of satisfaction with school. With all the proximity of these concepts, there are differences, of course: education is the result, school is the conditions.

We emphasize statistically significantly lower grades of students with special educational needs. This indicates lower satisfaction with the situation in all components and the dominance of negative emotions over positive ones.That is, inclusion is not just the physical presence of a child with an OOP directly in a comprehensive school, it is a system of his experiences, feelings and relationships at school, his subjective well-being.

Separately, it should be noted that statements related to students with disabilities were evaluated quite highly: "It is easy for students with disabilities to attend our school" - 3.57, "Students with disabilities do not create problems for teachers" - 3.65, "Students with disabilities do not create problems for other students" - 3.91. According to these statements, there were no significant differences between the samples. It is important that students do not consider students with OOP as a risk to the educational process.

The obtained results of the study are relevant to the previously obtained results (Rees G. et al, Antaramian S., Ben-Arieh A.)

The second group of conclusions relates to the inclusive space of the school.

The approach of T.Booth and M.Einscow (2017) describing inclusion in the system was chosen as a basis:

Inclusive culture – Such a school culture creates shared inclusive values that are shared and accepted by all new employees, students, administrators and parents/guardians. In an inclusive culture, these principles and values influence both decisions regarding the entire school policy and the daily practice of teaching in each classroom.;

inclusive policy - shows the need for inclusive approaches in all school plans. The principles of inclusion of each student in the educational process and school life encourage all employees and students of the school to participate in this work from the very first stage and minimize the pressure of exclusionary practices. All the principles include clear strategies for school reform in the direction of creating an inclusive educational environment;

inclusive practice is the direction of the development of teaching practice reflecting the inclusive orientation of the culture and policy of the school. When implementing this practice in the classroom, the diversity of students' needs is necessarily taken into account, and students are encouraged to actively participate in their own education based on the experience and knowledge gained outside of school ^{[3, p.16]}.

The analysis of the survey results revealed a downward trend in student grades (see Figure 4): inclusive culture (average 3.51, averagedeviation – 1.02), inclusive policy (average 3.33, averagedeviation – 1.12), inclusive practice (average 3.09, averagethe deviation is 1.13). On the one hand, all grades are above 3 points on a 5-point scale. On the other hand, according to the questionnaire, this is a zone of uncertainty when students cannot unambiguously characterize the feasibility of each statement. At the same time, we note that it is the inclusive practice that is rated lower.

The highest marks were given to the statements: "The disciplinary rules adopted at school are mandatory for everyone" - 4.36; "Students help each other when something does not work out for them" - 4.02; "In our school, teachers help each other" - 3.96. These statements reflect inclusive policies and assistance within their communities.

The lowest rating was given to the statement "The school administration listens to the opinions of students" - 2.81; "In our school, all students are equally valued" - 2.86. That is, there are problems with the direct practice of inclusion, which concerns the application of inclusion in action.

Statistically significant lower grades were noted by students with OOP of all components of the inclusive environment (see Table 1, Fig.4). this indicates that inclusive conditions are being created (average grades above 3 points), but on the part of students with OOP, these conditions are considered less realized.

In general, we note that the analysis made it possible to identify the risks of inclusion that must be taken into account when organizing and implementing the educational process:

· insufficient level of satisfaction with school as a component of subjective well-being;

· the tendency to decrease school satisfaction during the transition from 7th to 11th grades;

· significantly lower scores of all components of subjective well-being by students with OOP;

· insufficient implementation of inclusion in practice;

· significantly lower grades of all components of inclusion in students with OOP.

These risks are revealed when analyzing the assessments of specific statements that are indicators of barriers to the implementation of inclusion in school. This is clearly demonstrated when analyzing the inclusive environment, when exactly the practice received lower ratings compared to inclusive culture and politics.

The identification of difficulties in inclusion should act as tasks for the development of an educational institution, relying on available resources. Thus, the survey revealed the existing potential for inclusion in the school under study:

• satisfaction with friends, family, yourself and your life prospects;

• a relatively high level of satisfaction with the school of students in grades 7, 8, in relation to grades 9-11;

• high appreciation of inclusive culture at school.

These components are the potential that needs to be used. It is important to focus on the student's close social environment, to identify his prospects and opportunities based on an understanding of the heterogeneity of the surrounding world. And, of course, the understanding that inclusive culture is the basis of the triangle of inclusion (T. Booth, M.Ainscow).

The results of this study have a high level of practical significance, as they focus the attention of scientists and practitioners on the need to analyze the positions of subjects, especially in such an area as the inclusion of education. These results can be considered as an example of evidence-based educational policy in inclusive education. When managerial, organizational, methodological decisions are made based on the analysis of the realities of educational practice.

These results complete only a certain stage of the study, because the questions raised and the identified features require further clarification and analysis. Of course, it is necessary to expand the sample of students by attracting respondents from other schools. A comparative analysis of the positions of other subjects of the educational process is important: parents, teachers, administration of educational institutions.

An inclusive school, as noted by T.Booth, M.Einscow (2017), is a school in motion, in constant development. The risks and resources of inclusion are not dogmas, but constantly changing values of the living educational process. But it is important to remember that the principles of inclusion enshrined in the school's policy, the general culture should always be put into practice. Inclusion is about what is inside, what each participant of the educational process experiences. When openness, accessibility, equality are declared as values at school, an important point is the perception of these principles by the subject of education itself. It is important to listen to the voices of students in the context of their experiences and experiences, their subjective well-being.