Attitude towards inclusive education of students of general educational institutions of the Rostov region, Russia

Abstract

The paper presents the results of a sociological study conducted among secondary and high school students of general education institutions of the Rostov region in 2020 (N=6876) in order to identify the attitude towards inclusive education and co-education with children with disabilities. The results revealed conflicting and ambiguous attitudes towards inclusive education. Respondents tend to see more positive than negative consequences of inclusion. Analysis of behavioral attitudes showed a different level of readiness for co-education, depending on the nature of the disease. The willingness to study together depends on the experience of interacting with persons with disabilities. The emotional aspect of the relationship is closely related to the stereotypes that are popular in society and the school environment. The cognitive component showed a low level of awareness of the problem of disability in society, the basic needs of this category, and the social policy pursued in the country in the field of inclusion.