INTERACTIVE ORIENTATION OF ADOLESCENTS IN THE PERSPECTIVE OF INCLUSIVE EDUCATIONAL SPACE

Abstract

Relevanse. The paper presents the results of a research of interactive orientation in the
context of its influence on the communication of adolescents in the inclusive educational
space.
Methodology. Methods: comparative analysis, quantitative and qualitative analysis of
the obtained data using mathematical and statistical methods, generalization of
conclusions.
The sample of research consisted of 240 students (aged 11 - 14), 30 of whom had
special needs (18 boys and 12 girls). The experimental base of our study was 14 inclusive
classes of Ukrainian schools.
Results. The obtained results provide grounds for statement that the orientation
towards interaction is more characteristic of teenagers with typical development than their
peers with special needs. A moderate negative correlation was found between interactive
and marginal orientations. Therefore, adolescents who strive for interaction are less
infantile and more capable of adequate perception and acceptance of the interlocutor.
Conclusions. The importance and peculiarities of the interactive orientation of
adolescents who are participants in the inclusive educational space have been revealed.
This determines the importance of socio-psychological activities to reduce the level of
concentration on personal interests or tendency to marginalization and, thus, increase the
level of adaptability in communication, as teenagers with typical development and their
classmates who have special needs. This will contribute not only to the optimization of the
inclusive educational space, but also to the expansion of their opportunities for selfrealization in various spheres of society.