Fert О., Voronchak Н. Psychological Features of Inter-Personal Interaction in an Inclusive Environment

Contact: Olha G. Fert, Ph.D., Associate Professor, Department of Special Education and Social Work of Educational Faculty at Lviv National Ivan Franko University. Lviv, Ukraine. Academic Interests: education of children with behavioral and emotional disorders (Attention Deficit Hyperactivity Disorder), the formation of integrated care for children with behavioral disorders, inclusive education. 

Halina I. Voronchak Master of Special Education, Head of Zolochiv Inclusive Resource Center, Lviv Oblast. In the field of scientific interests: practical principles of inclusive education.

One of the conditions for the formation of relationships between children in an inclusive class is a positive attitude towards the joint learning of teachers and parents. Differentiation provides a systematic approach to the education of diverse children's teams and is an important component in the planning of the educational process. The purpose of the study is to identify and compare the need for communication and the psychological atmosphere in classes with traditional and inclusive learning. A comparative analysis of the levels of expression of the need for communication in the students of the experimental and control groups showed that a high and above average level of expression of the need for communication is more typical for students of inclusive classes (27.3% and 18.2%, as well as 3% and 1.5 % respectively). As a result of the analysis of the assessment of the psychological atmosphere of the students in the classroom, it was found that in the classes with inclusive learning of the unfavorable psychological atmosphere is not observed at all, and the atmosphere in the team is assessed by the students as moderately favorable and favorable. Whereas in traditional education classes, 13.6% of students rate the psychological atmosphere in the group as unfavorable.
The data collected indicate that children of inclusive classes have a more need for communication, but, in general , the psychological atmosphere of classes with inclusive education is more favorable than in traditional classes, from which we can conclude that there is a positive impact of the introduction of inclusive education in the class.
Further research requires other psychological features of interpersonal interaction in inclusive education classes, such as the impact on the self-esteem of children in an inclusive environment, factors for productive collaboration with the family of a special child, and so on.

Key words: differentiated approach, need for communication, psychological atmosphere in the team, classes with inclusive learning.