Opinion of students-future inclusive teachers about preferable conceptions of inclusive education development: Evidence from research in st. Petersburg

• Rubtcova, Mariia ^[1] ; Pavenkov, Oleg ^[2] ; Pavenkov, Vladimir ^[3] ; Rubtcova, Anna ^[4]
  1. [1] Saint Petersburg State University

     Saint Petersburg State University

     Rusia

     
  2. [2] Department of Advertising and Public Relations at the Saint Petersburg Institute of Cinema and Television, Russia
  3. [3] Department of History at the Saint Petersburg State University of the sea and river fleet named after Admiral Makarov.
  4. [4] Institute of Social Dynamics in St. Petersburg

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• Localización: Revista Tempos e Espaços em Educação, ISSN-e 2358-1425, Vol. 11, Nº. 24, 2018 (Ejemplar dedicado a: Janeiro-Março)
• Idioma: inglés
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• Resumen

  • In this paper, we present the results of St. Petersburg students-future inclusive teachers’ questionnaire about preferable conceptions of inclusive education development in Russia. Data comes from two research in 2012 and 2015. Totally 359 student-future teachers in 2012 and 331 in 2015 were asked. The results show that students-future teachers’ opinion changed through two periods. In 2012 they preferred Western conception of inclusive education, while in 2015 Soviet Union experience was recognized as more successful. The parents' opinion has become crucial and students - future teachers of inclusive education think that parents should be key actors in the decision-making process about education of their children with disabilities. The obtained results can help to prepare recommendations to the continuation of inclusive education reform in Russia and may be useful for the inclusive education reform in non-Western countries.