Psychological Barriers to Inclusive Interaction as a Risk Factor for the Safety of the Educational Environment for Students

Abstract

Introduction. The risks of an inclusive educational environment are associated with the emergence of psychological barriers to the interaction of its subjects. In this study, we provided the results of cluster analysis characterizing the psychological barriers to interaction between students and teachers. Methods. The total number of subjects is 192 people (128 children aged 8–10 years (primary school students - both with disabilities and limited health, and ordinary children from educational organizations in Stavropol); 64 teachers of educational organizations (schools)). As the main method we used J. Kelly's method of repertory lattices. Factor, cluster and correlation analysis were used to process the obtained data. Results. As a result of the study, the presence and essence of psychological barriers to interaction in dyads of subjects of the inclusive educational process were revealed: teachers-children, children-children. The qualitative characteristics of psychological barriers in these dyads are shown in the context of the types of barriers we have identified: communicative, activity and personal. In the teacher-children dyad, all types of barriers were identified, the sources of which are the teachers themselves. In the child-child dyad, communication and activity barriers predominate. The degree of severity of psychological barriers to interaction among teachers is concentrated in the range from excessive to average, and in the sample of children from above average to low. Discussion. The results obtained were considered as risk factors for the safety of the educational environment. For subjects of the inclusive educational process, the presence of psychological barriers leads to risks that hinder the success of educational outcomes and social integration.