TOLERANCE AS A CONDITION FOR THE SUCCESS OF INCLUSIVE EDUCATION
Abstract
The aim of the study. Currently, about 500 million people in the world are officially recognized as disabled due to intellectual, physical or sensory disorders. 17% of them are disabled children. The purpose of the study was to study the characteristics of tolerant and intolerant attitudes towards inclusive communities in the participants of the educational process.
Methodology. A modification of the Bogardus social distance test was applied (in the version proposed by L. Pochebut). The participants were 25 parents of normtypical children aged 6-10 years and 20 master's students - psychologists from the city of Lviv. In order to create inclusive communities, it is advisable to study those social groups whose representatives are discriminated against in society and what their behavior is perceived as acceptable, questionable and unacceptable.
Results. During the study of the participants of the educational system, the presence of prejudices against national minorities and children with special educational needs was revealed. The level of tolerance was higher among parents than among psychologists. They had zero tolerance for violence. Fights between children were perceived by parents as partially acceptable behavior. Therefore, when creating an inclusive school community, it is necessary to start with the training of specialists - psychologists and teachers, without stopping informing parents.
References
Severenchuk, N. (2007). Psykhokorektsiyna robota z materyamy ditey z osoblyvymy potrebamy [Psychocorrective work with mothers of children with special needs] Defektoloh.. № 3. 14–15. [In Ukrainian]
Khmyzova O. (2011). Orhanizatsiia psykhokorektsiinoi roboty zbatkamy ditei z osoblyvymy potrebamy yak skladova tsilisnoho protsesu rannoi sotsialnoi reabilitatsii [Organization of psychocorrective work with parents of children with special needs as a component of the integral process of early social rehabilitation] Sotsialna robota v Ukraini: teoriia i praktyka naukovo-metodychnyi zhurnal. № 3/4. 203-211. [In Ukrainian].
Maksymova O. (2015). Tolerantnist: vid epokhy Vidrodzhennia do sohodennia [Tolerance: from the Renaissance to the present] Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova. Seriia 11: Sotsialna robota. Sotsialna pedahohika. Vyp. 20. 172-180. Rezhym dostupu: http://nbuv.gov.ua/UJRN/Nchnpu_011_2015_20_25. [In Ukrainian].
Holubovych, O. (2012). Tolerantnist yak chynnyk mizhosobystiisnoi vzaiemodii u KhKhI storichchi [Tolerance as a factor of interpersonal interaction in the 21st century]. Visnyk Lvivskoho universytetu. Seriia filos. - politoloh. studii. Vyp. 2. S. 49-56. Rezhym dostupu: http://old.filos.lnu.edu.ua/ bulletin_philosophy/ua/docs/visnyk02/articles/golubov.pdf [In Ukrainian].
Hordiichuk, O. & Haftkovych, V. (2015). Profesiina kompetentnist pedahoha inkliuzyvnoho klasu yak pokaznyk efektyvnosti navchannia ditei z osoblyvymy potrebamy [The professional competence of the teacher of the inclusive class as an indicator of the effectiveness of teaching children with special needs] Pedahohika, psykholohiia i sotsiolohiia, korektsiina i sotsialna pedahohika [In Ukrainian].
Johnson, D. & Johnson, R. (1982). Effects of Cooperative and Competitive Learning Experiences on Interpersonal Attraction Between Handicapped and Nonhandicapped Students. The Journal of Social Psychology. Vol. 116 (2). P. 211–219.
Wiggins, G. (1988). Ten "radical" suggestions for school reform. Education Week. Vol. 7 (24). P. 20–28.
Andrews, J., Lupart, J. L. (2000). The inclusive classroom: Educating exceptional children. (2nd ed.). Scarborough, ON: Nelson, Canada.
Copyright (c) 2023 SOCIALIZATION & HUMAN DEVELOPMENT" INTERNATIONAL SCIENTIFIC JOURNAL
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
