Инклюзивная культура горожан: полевые данные (Нижнее Поволжье)
This paper summarizes the insights obtained in the course of the proactive educational project "Inclusive Higher School." The goals of the project are to examine the present-day process of inclusive education at the National Research University "Higher School of Economics", as well as to develop a set of recommendations for promoting an enabling learning environment for students with disabilities. This paper briefly describes the main steps of the project, sums up the results of the studies, and analyzes the current degree of disability inclusion at the Higher School of Economics.
This article makes an attempt to look at the contemporary concepts of social exclusion and social inclusion from the position of such challenges of a global society as multiculturalism, as this perspective pays attention not only to structural inequality, but also to cultural, ideological and behavioural aspects which are in charge of the marginal position of some groups, communities and individuals. A primary role of an individual in building up the “bridging social capital” is presented in order to develop trust – in a framework of the action paradigm – and therefore promote social integration in society. The analysis is built on a number of Western and Russian policies, initiatives and practices that aimed at educating our society in terms of social inclusion and at attracting attention to an increasing number of the reasons for social exclusion. An emphasis is placed on the processes of social inclusion of the migrants as well as on a general capability of the social inclusion as such to exist in a multicultural society.
The book presents the author’s theoretical and methodological researches, as well as other results of studying the social space of Nizhny Novgorod and the nature of the placement of citizens in it by other authors. A theoretical and instrumental model of the social space of the city and a methodology for studying the inclusion of citizens in it were developed. The characteristics of social space that promote the inclusion of citizens are identified.
The book may be of interest to representatives of the administration, initiative territorial communities and other interested social groups for applying an analytical approach to the social space of the city, as well as when deciding on the development of the urban environment to form the conditions for the process of inclusion of citizens in the urban social space and to strengthen their territorial identity. In addition, the materials can be used in the courses “Sociology of the city”, “Urban studies” in universities.
The paper presents the results of the psychological research on interaction of mothers with preschool children with intellectual disabilities. A questionnaire of Parent-Child Emotional Interaction by E.I. Zakharova and a Scale of Child Rejection Degree by A.I. Barkan are used in the empirical study. The basic idea of the scientific research is optimization of emotional interacting of mothers with preschool children who have intellectual disabilities by means of psychological training which is aimed at developing emotional-sensual, empathy-behavioural and cognitive-reflective components of parenthood. The data mentioned above describe the emotional side of mother’s interaction with the child as a disjunction, i.e. most of the mothers manifest low sensitivity to the condition and needs of the child, lack of understanding the causes of child behaviour, inability to empathize to the child when he/she is in a predicament. In order to improve mothers’ understanding of their own children, characteristics and regularities of child development, to enhance the ability to understand the experiences, states and interests of the child, to change attitudes of parents to the child and themselves a training program has been implemented. The results of the control phase of the experiment conducted show the positive effect of group work on peculiarities of parent-child emotional interaction. The number of mothers who are able to understand the reasons for the child’s moods, sympathize with child, set him/her calm attitude increased. Mothers’ impression that they are controlling the development of their child has appeared. Mothers were more likely to seek physical contact with a child. A larger number of mothers began to provide emotional support to their children and to take into account the mood and interests of the child in leisure activities planning.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.