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Inclusive education is a pedagogic approach that has been developed in response to the demand for including children with disabilities in regular school education. The present work is devoted to the studying of the reforming characteristics of the Russian correctional school education and attempts have been made to include inclusive education in particular social context related to Russian secondary schools. This thesis presents a series of studies devoted to the issues of the correctional education reform and the development of inclusive education in St. Petersburg during the period 2012-2016. The first public demonstration against the reform of correctional education started in 2011 after the beginning of the neoliberal educational reforms of the government. Therefore, our first study in 2012 was devoted to the opinion poll of the St. Petersburg residents focused on the reform of correctional and inclusive education. In December, 2012, 396 structured interviews were carried out. They were repeated in March, 2014. It is interesting to note that the study showed a fairly high loyalty to inclusive education. Our second research devoted to stakeholders was conducted in 2014. The first stage was devoted to teachers of regular schools in order to understand the extent of their acquaintance and involvement in the process of implementing inclusive education. 196 questionnaires of respondents - teachers at regular school in 2012 and 343 in 2014 were achieved. The second stage was devoted to the opinion of students of teacher education. We have 276 questionnaires of student-future teachers in 2012 and 269 in 2015. The research revealed quite contradictory assessments and judgments. The results showed that the concept of inclusive education gradually integrates into the life of modern Russia but also requires efforts to fully implement it in the educational process. ; La educación inclusiva es un enfoque pedagógico que se ha desarrollado en respuesta a la demanda de incluir alumnado con discapacidades en el sistema ...

Inclusive education is a pedagogic approach that has been developed in response to the demand for including children with disabilities in regular school education. The present work is devoted to the studying of the reforming characteristics of the Russian correctional school education and attempts have been made to include inclusive education in particular social context related to Russian secondary schools. This thesis presents a series of studies devoted to the issues of the correctional education reform and the development of inclusive education in St. Petersburg during the period 2012-2016. The first public demonstration against the reform of correctional education started in 2011 after the beginning of the neoliberal educational reforms of the government. Therefore, our first study in 2012 was devoted to the opinion poll of the St. Petersburg residents focused on the reform of correctional and inclusive education. In December, 2012, 396 structured interviews were carried out. They were repeated in March, 2014. It is interesting to note that the study showed a fairly high loyalty to inclusive education. Our second research devoted to stakeholders was conducted in 2014. The first stage was devoted to teachers of regular schools in order to understand the extent of their acquaintance and involvement in the process of implementing inclusive education. 196 questionnaires of respondents - teachers at regular school in 2012 and 343 in 2014 were achieved. The second stage was devoted to the opinion of students of teacher education. We have 276 questionnaires of student-future teachers in 2012 and 269 in 2015. The research revealed quite contradictory assessments and judgments. The results showed that the concept of inclusive education gradually integrates into the life of modern Russia but also requires efforts to fully implement it in the educational process. ; La educación inclusiva es un enfoque pedagógico que se ha desarrollado en respuesta a la demanda de incluir alumnado con discapacidades en el sistema ...

This paper is devoted to the code of ethics as a tool for ethical conflict management in service sector organizations in the same way as in financial institutions in St. Petersburg, Russia. It was compiled on the basis of three previous studies: a pilot survey among service workers in 2014 (N 135) that identified problems, set goals and objectives, facilitated developing and testing methodological tools; formalized interview in 2015-2017 (N 483, including 64 managers and 419 employees), when primary empirical information was accumulated; analytical and project research in 2017-2018, whose purpose was to process and analyze the data obtained, to identify the conditions for the establishment of a behavioral ethics for service workers, and to develop practical design recommendations and social technology to build a behavioral ethics for service employees. Thus, this study determined that the code of ethics design and implementation will prevent conflict occurrences at a service sector company. The conclusion was that the introduction and operation of a code of ethics require the involvement not only of company frontline employees, but also of the CEOs.