Inclusion (mineral)

Sociology

Work (physics)

Pedagogy

Sample (material)

Operating system

Mathematics education

Engineering

Artificial intelligence

Psychology

Chemistry

Anthropology

Diversity (politics)

Special education

Computer science

Object (grammar)

Process (computing)

Special educational needs

Chromatography

Vocational education

Social psychology

Mechanical engineering

Psychological Science and Education

The article focuses on the problem of modeling inclusive educational environment as a complex system object in which the system-forming relation is the connection between support and active participation of all participants of the educational environment, taking into account the diversity of educational needs. The empirical research data presented in the article illustrate the theoretical provisions that special educational conditions as support measures for students with disabilities can become the basis for their active participation in the educational process, provided that a subjective request for support is formed based on the reflection of the students’ own interests and difficulties. The sample included 8 institutions of secondary vocational education (N=1811 students, 17,3% of them with a status of disability or SEN). Throughout the sample, forms of work organized in a vocational educational organization (VEO) and support options were significantly less demanded by students (p&lt;0.05) as compared to the opportunities provided. The level of difficulties recognition in the students varied between “never”/”rarely” and “rarely”/”sometimes”. The found paradoxical statistically significant (p&lt;0.01) positive relationship (from weak to moderate) between the experienced level of support and the student’s desire to leave VEO is discussed. Strategies for modeling the inclusive educational environment are considered, and prospects for studying its technological support are outlined.

Approach to Modeling Inclusive Environment in Educational Organization