Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Abstrakt

The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.

https://doi.org/10.34739/sn.2021.21.01
pdf (English)

Bibliografia

Zacharuk T., Czeluścińska B. (2016), Rolʹ prepodavatelâ v socialʹnoj integracii i borʹbe protiv isklûčeniâ v processe obučeniâ studentov, [v:] E. Rangelova (ed.), Teoriâ i praktika na psihologo-pedagogičeskata podgotovka na specialista v uni-versiteta, Gabrovo, s. 567-578.
Rangelova È., Fedotenko I. (2020), Psihologo-pedagogičeskaâ podgotovka ba-kalavrov obrazovaniâ k professionalʹnoj deâtelʹnosti v inklûzivnoj srede, [v:] E. Bekasova (ed.), Fundamentalʹnye i prikladnye problemy pedagogiki i psihologii v obrazovatelʹnom i socialʹnom kontekste, Moskva, s. 418-424.
Dementʹeva D., Fedotenko I., Zaharuk T., (2018), Formirovanie cennostnogo otnošeniâ buduŝih pedagogov-psihologov k rabote s detʹmi s osobennymi obra-zovatelʹnymi potrebnostâmi, [v:] K. Podrezov (red.), Universitet XXI veka: naučnoe izmerenie, Tula, s. 37-42.
Fedotenko I. (2019), Podgotovka buduŝih pedagogov k prevencii socialʹnoj izolâcii «osobyh» školʹnikov, [в:] K. Marciniak-Paprocka (red.), Inkluzja społeczna, Synergia działań, Siedlce, s. 101-107.
Fedotenko I., Dementʹeva D. (2020), Formirovanie cennostnogootnošeniâ u buduŝih pedagogov-psihologo k detâm s ograničennymi vozmožnostâmi zdo-rovʹâ: inklûzivnyj kontekst, «Mir nauki. Pedagogika i psihologia”, Vol. 8, № 3.
Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.