CONTEXTS OF THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY AS DETERMINANTS OF THE DEVELOPMENT OF INCLUSIVE CULTURE AMONG THE STUDENTS

Abstract

The article reveals a problem of developing an inclusive culture and competence among students of pedagogical universities and substantiates the relevance of its solution for the implementation of the basic principles of inclusion at all levels of social functioning. As conditions for the development of an inclusive culture among students of pedagogical areas of training, the contexts of educational activities (classroom classes and pedagogical practice) are considered. The results of an empirical study of the influence of these contexts on the dynamics of indicators of the level of inclusive culture among students, carried out using the author’s diagnostic technique that has passed psychometric testing, are presented. It has been established that the level of inclusive culture by the 4th year increases by 28%, and in the areas of training with a large amount of theoretical modules that reveal the principles of inclusion, the growth rates are higher. This confirms the importance of the context “classroom activities.” In terms of pedagogical practice, there are differences related to the nature of the context: correctional educational institutions, secondary schools and preschool educational institutions that implement and do not implement inclusive education and education. The largest increase is noted in the context of inclusive education (5%, 2% and 20%, respectively). Thus, one of the psychological and pedagogical conditions for the formation and development of an inclusive culture among students of pedagogical areas of training is the organization of pedagogical practice on the basis of educational institutions that implement inclusive education. The implementation of this condition will improve and simplify the process of developing an inclusive culture in educational institutions at all its levels.