| Readiness level elements |
Respondents’answers |
| Economics tudents |
Educational workers studying in a specialty related to the management of educational processes |
| Before the experiment |
After the experiment |
Before the experiment |
After the experiment |
| Dominants of verbal associations to the term "inclusive economy" |
87 % − disabled peopleinclusion in production13 % other point universals |
52 % open economy;44% Sustainable economic growth;4 % employment problem solution |
55% − special kids;40% their parents5% other point universals |
70 % possibilities;10 % stability;10 % employment problem solution;10 % socialization |
| Associations dominants of color and shape to the term "inclusive economy" |
91 % red, orange yellow, burgundy;9 % other point universals |
89 % green, turquoise, sky blue, lilac, apple-green;11 % other point universals |
91%red;9 % other point universals |
92 % green, turquoise, sky blue, lilac, apple-green;8 % other point universals |
| 98 % triangle, line, polygon parallelogram;2 % circles, ellipsoids, ovals, "puddle shapes", "pear-shaped" |
87%- triangles squares straight lines, trapezoids, rhombuses;13% circles, ellipsoids, ovals, "puddle shapes", "pear-shaped" |
98% triangle, square;2 % circles, ellipsoids, ovals, "puddle shapes", "pear-shaped" |
45%- triangles, squares, straight lines, trapezoids, rhombuses;55%- circles, ellipsoids, ovals, "puddle shapes", "pear-shaped" |
| Dominants in determining the subjects' participation in an inclusive economy |
circles, ellipsoids, ovals |
50 % disabled people;35 % migrants, foreign cultural segments;15 % women;5 % other, including: transgender subjectsabout – 1 %, rural segments – 2 %,Diametrically opposed psychotypes− 2%. |
98 % special kids;2 % parents. |
49 % disabled people;10 % bilinguists;7 % parents;34 % other, including: transgender subjects about − 1 %; rural segments − 24 %,Diametricallyopposedpsychotypes10 % |
