Yrys Eralieva
Candidate of Philological Sciences, acting associate professor
Department of technology for teaching Kyrgyz and Russian languages in primary schools
Kyrgyz State University named after. I. Arabaeva
Kyrgyzstan, Bishkek
ORCID 0009-0001-3795-8402
Keywords: inclusive education, tolerance, learning, socialization, dialogue, teacher, cooperation, psychological climate, society, human value
Abstract. Inclusive education in higher education has undergone a gradual and dynamic transformation, evolving from segregated approaches toward integration and, subsequently, comprehensive inclusion and equal participation. This study examines the major stages and dynamics of the development of inclusive education in higher education institutions, focusing on the factors that have shaped this transformation. Particular attention is given to changes in educational policies and legislation, institutional practices, accessibility, inclusive teaching approaches, teacher preparedness, assistive technologies, and student support services. The study also considers contemporary challenges that may hinder the effective implementation of inclusion, including institutional, financial, infrastructural, and attitudinal barriers. The findings indicate that the development of inclusive education is a continuous process influenced by changing educational philosophies, social expectations, technological advancements, and the growing recognition of student diversity. The successful progression of inclusion requires sustained institutional commitment, effective policy implementation, professional development of academic staff, and collaboration among policymakers, university administrators, educators, and students. The study concludes that understanding the historical stages and contemporary dynamics of inclusive education is essential for developing accessible, equitable, and sustainable higher education systems that respond to the diverse needs of all students.
Introduction
Modern inclusive education aims to ensure equal access to education and create conditions for the successful socialization of all students. In practice, coeducation of children with different abilities can be accompanied by certain psychological and social difficulties. Children may not always understand the behavioral or developmental characteristics of their classmates, may feel awkward when interacting, may be cautious, or, conversely, may withdraw from a child who is different from the majority. One of the most important factors for effective interaction in an inclusive educational environment is tolerance, which promotes respect for individual differences, reduces social distance, and fosters a positive psychological climate. Research into the development of tolerance has important theoretical and practical significance, as it allows us to identify the pedagogical and psychological conditions for the successful socialization of students. In modern society, increasing attention is being paid to creating conditions for the coeducation and development of children with diverse educational needs. Inclusive education involves not only providing children with the opportunity to study in a regular school, but also creating an environment in which every student feels accepted and a significant participant in the educational process.
Main part. The modern world is living and developing at an increasingly rapid pace, subjecting everyone to a kind of “natural selection” based on quality and quantity. Regardless of how numerous we are, we are all influenced by the realities and demands of contemporary society in every sphere of life. Every person is unique: we differ not only in appearance and character, but also in our abilities, needs, pace of learning, capacity to perceive information, and potential for self-realization.
It is precisely this diversity that creates different levels of individual needs and requires the development of conditions in which everyone can realize their potential. In the field of education, this approach is embodied in the concept of inclusive education, which is based on recognizing the value of every child and their right to quality education regardless of individual characteristics, health status, or educational needs. In other words, this reflects the ongoing process of democratization of education. Inclusion as a principle of the democratization of contemporary society has been addressed in the works of V. Wocken, A. Gintz, T. Furiayeva, A. Arbek, M. Brodbork, A. Medvedova, and many others.
To this day, the issue of inclusion remains highly relevant. On the contrary, increasing efforts are being made to create optimal conditions for the socialization of every member of society. This process is based on the Convention on the Rights of the Child, adopted by United Nations General Assembly Resolution 44/25 on November 20, 1989; the United Nations Convention on the Rights of Persons with Disabilities, adopted by the United Nations General Assembly on December 13, 2006, which establishes provisions concerning inclusive education; as well as the Salamanca Statement and Framework for Action on Special Needs Education (Salamanca, Spain, June 7–10, 1994).
The fundamental principle underlying the aforementioned international legal instruments is the recognition and affirmation of the right of individuals with special educational needs to access education in mainstream schools. The inclusion of children with developmental disabilities and special educational needs into the educational and social environment of their typically developing peers has significant axiological implications. Since childhood is “the period of the most intensive and effective human development” [Смирнова K., 2008], the integration of children with special needs into the community of mainstream schoolchildren is of particular importance for their education and upbringing. In this context, the concept of “inclusion” becomes increasingly significant. It has come to be used as a synonym for “integration,” or the two concepts are used together as “inclusion/integration” [Фуряева T., 2025]. In other words, inclusion refers to the “incorporation” of individual elements into a common process; within the context of the present study, this means creating appropriate conditions for students with special needs and abilities.
Eight principles of inclusive education have been identified:
1. The value of a person does not depend on their abilities or achievements.
2. Every person is capable of feeling and thinking.
3. Every person has the right to communicate and to be heard.
4. All people need one another.
5. Genuine education can only take place within the context of real interpersonal relationships.
6. All people need support and friendship from their peers.
7. For all learners, progress is more likely to be achieved through what they can do rather than by focusing on what they cannot do.
8. Diversity enriches all aspects of human life [12].
The main idea underlying the principles of inclusive education is that successful learning is possible only through meaningful interpersonal interaction. “Inclusive education is the provision of equal access to education for all learners, taking into account the diversity of educational needs and individual abilities” [13]. The humanistic foundation of inclusive education is based on the unconditional value of every individual, the right to communication, and the importance of social relationships. According to T. Furiayeva, “the lifeworld of a person in a special life situation represents a world of ‘another cultural form.’ It is characterized by atypical means of communication, spatial confinement, and limited access to broader cultural communication” [Фуряева T., 2026].
Inclusive education is a process associated “with specific transformations of the living environment of children with disabilities in various educational institutions” [Inclusive Education, 2016], while the practice of integrated education is based on “the idea of accepting the individuality of each learner and, consequently, education should be organized in such a way as to meet the special needs of every child” [Inclusive Education, 2016].
In classrooms where typically developing students and children with special abilities and educational needs study together, a distinctive psychological environment emerges. This situation should be considered from two perspectives.
The first perspective: How may typically developing children perceive children with disabilities?
At the beginning of the educational process, their attitudes may be ambiguous. Some children may experience interest, curiosity, or uncertainty, especially if they have not previously interacted with children with developmental or physical disabilities. A child may ask direct questions or pay particular attention to differences in behavior or appearance.
Students may demonstrate different reactions. Some may express a desire to help and provide support, while communication may be accompanied by caution or fear of doing something wrong. Others may distance themselves because of a lack of understanding. Teasing, rejection, and other negative reactions may also occur. The nature of these reactions depends on such factors as the children’s age, level of upbringing and social development, family environment, and the teacher’s attitude and position.
The second perspective: How may a child with a disability feel in a mainstream school?
For a child with a disability, entering a mainstream school can be emotionally challenging. The child may experience anxiety, insecurity, fear of rejection, or fear of becoming the target of ridicule. The situation can be particularly difficult when the child feels different from their classmates and is unable to perform certain tasks or participate in activities on an equal basis with their peers.
The child may have thoughts such as: “Will they accept me?”, “Will they be able to become friends with me?”, “Will they make fun of me?”
If the child receives support from teachers, psychologists, parents, and classmates, they can gradually develop a sense of belonging, self-confidence, independence, and positive self-esteem. The opportunity to make friends, study, and play together with other children helps the child perceive themselves not solely through the lens of disability, but primarily as a full participant in school life.
When a teacher explains to students that all people are different but equally valuable, a more natural and positive attitude gradually develops.
When an inclusive classroom is properly organized, typically developing students also have the opportunity to develop tolerance, empathy, cooperation skills, and acceptance of individual differences.
Under these circumstances, the main psychological task of an inclusive school is not merely to bring children together physically in the same classroom, but to create conditions for their psychological acceptance of one another.
It is particularly important that a child with a disability should not be perceived exclusively as “different” or as someone who “needs help,” but rather as a full member of the school community. At the same time, typically developing students need guidance in understanding the characteristics of their classmate and learning to interact with them without pity or excessive overprotection. Successful inclusion occurs when differences between children are perceived not as barriers to communication but as a natural part of human diversity.
Simply being physically present in a group is not sufficient. If a child does not have the opportunity to participate in joint activities, their presence in a mainstream educational institution may not result in genuine social integration.
In classrooms where typically developing children and children with physical and developmental differences study together, a distinctive children’s subculture emerges — a “meaningful space of values, attitudes, modes of activity, and forms of communication implemented in children’s communities within a particular historical and social context of development” [Мардахаев Л., 2025]. The principal connecting mechanism of integration within such student communities is tolerance, understood as “acceptance of other people’s opinions, beliefs, ideas, and behavior” [Dictionary of Terms in General and Social Pedagogy, 2006].
An atmosphere of tolerance in contemporary inclusive education has its own axiological significance. The purposeful efforts of teachers, parents, and students play a key role in developing tolerance in educational institutions. Tolerance in an inclusive environment should not remain merely passive acceptance of the “other” or “others”; rather, it should develop into an active recognition of the rights of every member of the community.
The formation of tolerance involves several key components, including breaking down stereotypes, developing empathy, mutual assistance, and dialogue. The teacher plays a particularly important role in fostering tolerance among students. Their personal example of treating everyone equally and respectfully becomes a fundamental model for all members of the classroom community. In other words, the teacher should create a comfortable and tolerant environment for every participant in the educational process.
The question of the influence of the environment on personality development has deep theoretical foundations. Psychology has made numerous attempts to overcome one-sided explanations of psychological development based exclusively on hereditary factors. In particular, W. Stern proposed the theory of the convergence of two factors, according to which development is determined by the interaction between internal predispositions and external conditions [8].
According to this approach, hereditary predispositions determine certain developmental possibilities; however, appropriate conditions are necessary for these possibilities to be realized. Education, upbringing, and the surrounding environment create a space in which a child’s potential can develop.
In the context of inclusive education, this principle acquires particular significance. A child’s individual characteristics should not be regarded as an absolute limit to their development. On the contrary, a properly organized educational and social environment can expand the child’s opportunities for participation in various forms of activity.
“Children’s predispositions merely indicate future possibilities, providing a certain range within which education and the environment operate, determining actual development” [Урунтаева Г., 2013].
Within an inclusive educational environment, particular importance should be given to methods that create an atmosphere of cooperation and mutual support. These may include joint projects and team-based learning activities, in which every student makes a meaningful contribution; games and class discussions that model real-life situations; film screenings; dramatizations; “kindness” lessons; and participation in social and charitable initiatives.
Art therapy also plays an important role in the educational process. Its main functions include the cathartic function (cleansing and liberation from negative emotional states); the regulatory function (reducing psychological tension, regulating psychosomatic processes, and modeling a positive psycho-emotional state); and the communicative-reflective function (addressing communication difficulties, developing appropriate interpersonal behavior, and supporting healthy self-esteem) [8].
Under these conditions, the influence of the environment on adaptation and personality development as a full participant in the educational process — including learning, play, and communication — becomes particularly important. Therefore, the teacher’s task is not limited to identifying the individual characteristics of a learner; it also involves creating conditions in which these characteristics do not become a cause of social isolation.
The formation of tolerance in inclusive education is both a pedagogical task and a key factor in the successful socialization of all categories of students.
Thus, the formation of tolerance in inclusive education should be viewed not merely as a pedagogical task, but as a key factor and catalyst for the successful socialization of all learners. An inclusive environment creates a unique space for the natural dismantling of social stereotypes, the development of empathy, and the acquisition of skills for constructive intercultural and interpersonal dialogue.
The study allows us to conclude that this process cannot be spontaneous and requires a systematic approach. Successful socialization can only be achieved when the principles of tolerance permeate all levels of the educational process: from joint project-based activities in the classroom to the active involvement of parents and continuous psychological support for teachers. The implementation of inclusion, supported by purposeful development of a culture of respect for diversity, makes it possible to foster a mature and adaptive individual who is prepared for full participation in contemporary society. Ultimately, the humanization of the school within an inclusive approach lays the foundation for building an inclusive society in which the value of every individual is recognized as unconditional.
The very concept of “tolerance” holds significant importance in nature and society. It makes it possible for different species, conditions, perspectives, and beliefs to coexist. Tolerance is an essential prerequisite for establishing channels of communication and fostering development. Where tolerance and acceptance of another person’s identity and individual characteristics are absent, there is no room for cooperation or development.
Conclusion
In educational institutions with an inclusive orientation, tolerance is an essential condition and quality underlying coexistence and dialogue.
Tolerance is particularly important in the educational environment, where the fundamental patterns of human behavior and communication are formed. It is during childhood that ideas about tolerance, fairness, respect, mutual assistance, and acceptance of others begin to develop. By interacting with classmates who differ from them in their abilities, appearance, character, or behavioral characteristics, children learn to understand that differences are a natural part of human society.
The development of tolerance contributes to the formation of a humane society in which diversity is perceived not as an obstacle, but as a natural and meaningful part of shared life. In this sense, fostering tolerance at school contributes not only to the successful socialization of the child but also to the development of a more equitable and inclusive society.
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- https://cbd.minjust.gov.kg/14591/edition/960183/ru
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