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UDC 371.47.022

DOI 10.25688/2223-6872.2020.34.2.08




М. L. Lyubimov,

MCU, Moscow,


 I. L. Solovyova,

MCU, Moscow,


M. O. Zakharova,

MCU, Moscow,


А. А. Moks,

MCU, Moscow,



The article deals with the problem of creating a comfortable educational environment for all students, including students with disabilities and special needs. The organization of joint education of children with disabi­lities and normally developing schoolchildren involves the re-equipment of the educational space as well as the transformation of motivational and professional components of the pedagogical community and the world-view of all participants in the educational process. The latter is vital and the most difficult, especially among students, and the reason for it is a low level of knowledge about the category of students with disabilities and special needs, about their psychological and physical characteristics, not being able to communicate with such children, not knowing efective ways to communicate with them, resulting in a negative attitude to inclu­sion, to children with disabilities.

In addition to the teaching staff, there is a need to create in educational organizations processes that contribute to changing behavioral stereotypes of student communities in relation to students with disabilities as an environmental base of tolerance for any educational organization working in the mode of inclusion.

To achieve this goal, a technology has been developed for the formation of tolerant communicative attitudes among participants of the educational process in an inclusive educational environment based on the principles and methods of «edutainment». The expediency of using «edutainment» (as a variant of game training) for the formation of a tolerant environment in the children's team is due to the possibility of infor­mal, non-traditional presentation of complex moral knowledge, behavioral values presented in situations of a natural and everyday nature. The structure of the technology is represented by four blocks: scientific and theoretical, target, procedural and didactic, reflecting the relationship of the content, methods and techniques of training.

On the basis of this technology the additional education program was developed that facilitates students forms of communication and social experience of interacting with children having disabilities, and thereby contributing to the development of self-regulation mechanisms in student community.


Keywords: inclusive education; inclusive environment; tolerance; children with disabilities; socialization; communication; communication features of children with disabilities; edutainment.

For citation: Lyubimov M. L., Solovyova I. L., Zakharova M. O., Moks A. A. Creating a comfortable edu­cational environment for students with disabilities using informal education technologies // Systems Psychology and Sociology. 2020. № 2 (34). P. 94-107. DOI: 10.25688/2223-6872.2020.34.2.08


Lyubimov Mikhail Lvovich, PhD in Psychological Sciences, Director of the «Blago» Diagnostic and Counseling Center of the Institute of Lifelong Learning of the Moscow City University, Moscow, Russia. E-mail: LyubimovML@mgpu.ru; ORCID: https://orcid.org/0000-0002-8692-3943


Solovyova Irina Leonidovna, PhD in Pedagogical Sciences, Associate Professor at the Department of Speech Therapy at the Institute of Special Education and Complex Rehabilitation of the Moscow City University, Moscow, Russia.

E-mail: 89036283574@mail.ru; ORCID: https://orcid.org/0000-0002-1266-9727


Zakharova Marina Olegovna, Deputy director at the «Blago» Diagnostic and Counseling Center of the Institute of Lifelong Learning of the Moscow City University, Moscow, Russia. E-mail: ZakharovaMO@mgpu.ru; ORCID: https://orcid.org/0000-0003-0533-6200


Moks Anna Aleksandrovna, Education Counselor at the «Blago» Diagnostic and Counseling Center of the Institute of Lifelong Learning of the Moscow City University, Moscow, Russia. E-mail: MoksA@mgpu.ru; ORCID: https://orcid.org/0000-0002-6702-4475




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