Inclusion space: museum, theatre, sports, university

The article analyzes a case study of creating tactile relief panels for people with vision loss as an adapted variation of organizing museum space through creating a "blind person – museum value" system. This system takes into account the specifics of cognitive and perceptual learning with vision impairment and contributes to establishing a truly-inclusive museum space. The analysis is carried out in the context of setting social policy on the cultural inclusiveness for people with visual disabilities and is in line with Lev Vygotsky’s argument for the need to find and implement ways for integrating a person with a physical disability into the culture. In the paper, the authors describe a set of panels depicting the Stroganov Palace ornaments (a branch of the Russian Museum, St. Petersburg) and outline the principles of their execution and placement. Taking into account the results of approbation, the authors analyze the methodological aspects and prospects for the further use of such panels in inclusive museum practice.

The article reveals the role of theater in the development and socialization of people with hearing impairment.

The results of a survey concerning the key problem for the practice of inclusive theater – the willingness of the deaf and hard of hearing to attend the theater together with the hearing are presented. With significant differences in the level of readiness, depending on theatrical preferences and spectator experience, adolescents and young men with hearing impairment have the most comfortable way of perceiving a performance for them is to accompany the theatrical action with a translation into sign language. At the same time, the combination of a repertory performance of a professional theater and translation into Russian sign language makes it possible to solve a difficult task that is set for sign language teachers: to integrate the deaf into the world of hearing.

The results of the implementation of the project THEATER ABROAD, implemented in St. Petersburg, to create conditions for an accessible theatrical environment and provide viewers with hearing impairment with equal opportunities, taking into account their special needs, are presented.

The article introduces the results of a thorough search and ascertaining experiment, aimed at studying the status of student youth in the system of inclusive educational relations in the field of higher education. Based on the results of an online survey of 1047 students from higher educational institutions of Saint-Petersburg and Leningrad region, specializing in various educational programs such as economic and legal, engineering, socio-humanitarian, natural science and psychological –pedagogical curriculum, the following inferences have been stated: it is readily apparent that the position of young students as a primary subject of educational relations at the higher educational institution is not optimal, since the loyalty demonstrated by students towards inclusive university education and co-education with the visually impaired, hearing impaired and disabled due to musculoskeletal disorders is largely declarative and does not have a solid knowledge base as applied to the essential characteristics of inclusive higher education in general, and in relation to the specifics of educational, cognitive and communicative activities of students with disabilities of various nosological groups. In light of the presented information, we can come to an evident conclusion of the necessity to carry out systematic, profound and purposeful work aimed to form an inclusive culture of students without disabilities.

This article analyzes the essential characteristics of an inclusive intellectual game as a specific cultural and educational practice in the context of the institutionalization of inclusion in the spheres of culture and education. Based on the experience of organizing inclusive intellectual games with the participation of the visually impaired persons, the key aspects of its methodological support are revealed in relation to sport versions of the games “What? Where? When?" and “Brain Ring”. Their pedagogical potential is believed to be determined by multi-role inclusive interaction within the team. The data shows that this pedagogical potential correlates with the development of a set of evincible socially significant soft-skills among participants, such as: skills for solving complex problems, creativity, coordination and interaction, cognitive flexibility, people management, emotional intelligence, judgment and decision making, time management, etc.

The article reveals the essential features of trail-orienteering as a unique sports discipline, having inclusive nature and allowing persons with disabilities on equal rights to participate in a training process and competitive practice along with athletes without health restrictions. Such main types of trail orienteering as "trail orienteering - precision orienteering", "trail orienteering - sprint" and "trail orienteering - relay race" are presented, in the context of the accumulated practical experience, the organizational and methodical approaches are outlined to persons with disorders of the musculoskeletal system. Special attention is paid to the requirements for tracks and tasks. Also, as a perspective direction of development of this sports discipline, the deployment of the training and competitive process in an online format is determined.

The article raises the question of the need to create conditions for the appropriation and manifestation of social subjectivity by people with disabilities, guiding them to take an active and responsible position in life. Specialists in remedial psychology and pedagogy play an important role in achieving this goal. It is noted that to do this, specialists themselves must consider an adult with a disability not only as an object of assistance, but also as an independent, autonomous subject in society. The article presents the results of an empirical study of students' perception of the social subjectivity of people with disabilities in the field of special (defectological) education. Types of perceptions of people with disabilities by students of speech pathology were determined. On the basis of the data presented, it is concluded that in the perception of social subjectivity of adults with disabilities, the majority of students have a demonstration of paternalistic attitudes.