Abstract
Introduction. Students with disabilities have general and specific components of the system of relations in the socio-cultural environment of the institute of higher education, which reflect their interpersonal interaction. The study reveals the hierarchical structure of meaning and value aspects of disabled students’ willingness for tolerant interpersonal interaction in inclusive education.
Methods. To analyze specific features of disabled students’ value guidelines in inclusive education the study employed the survey questionnaire methods, the techniques for analyzing the disabled students’ orientation in the system of social relations, and the authors’ inventories for studying willingness for tolerant interpersonal interaction.
Results. This section presents the experiment for studying the axiological aspects of the disabled students’ willingness for tolerant interpersonal interaction in inclusive education.
Discussion. The study revealed students’ ideas about tolerant interaction in the sociocultural environment of the institute of higher education, their determinants, age components of the system relations, and also components of the system of relations typical for students with disabilities. The results of the study showed the levels of the disabled students’ willingness for interpersonal interaction. The factors that determine this willingness were described. The findings are of direct practical relevance for psychological and pedagogical support of students with disabilities and their social, professional, and personal development in the inclusive educational environment of the institute of higher education.
References
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Klimova T. V., Skuratovskaya M. L. The culture of tolerant interaction in the sociocultural space of the institute of higher education as a factor for accessible professional education for persons with disabilities. Obrazovanie. Nauka. Innovatsii: Yuzhnoe izmerenie – Education. Science. Innovation: The Southern Dimension, 2013, no. 6 (32), pp. 60–70 (in Russian).
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Murdaca A. M., Oliva P., Costa S. Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale). European Journal of Special Needs Education, 2016, pp. 1–8. DOI: 10.1080/08856257.2016.1267944
Skuratovskaya M. L., Klimova T. V. A value and meaning component of disabled students’ willingness to integrate into the educational environment of the institute of higher education. In: Proforientatsionnyi navigator (dlya detei-invalidov i detei s ogranichennymi vozmozhnostyami zdorov'ya) [Career-oriented navigator (for children with disabilities)]. Stavropol, North-Caucasus Federal University Publ., 2016, pp. 75–78.
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Leont'ev D. A. Test smyslozhiznennykh orientatsii (SZhO) [Test of life meaning orientations (SJO)]. Moscow, Smysl Publ., 2006. 18 p.
Burlachuk L. F., Korzhova E. Yu. Psikhologiya zhiznennykh situatsii [The psychology of life situations]. Moscow, Rossiiskoe Pedagogicheskoe Agentstvo Publ., 1998. 263 p.
Nuttin J. Motivation, planning, and action. A relational theory of behavior dynamics. Leuven, Leuven University Press; Hills. (NJ), Erlbaum, 1984. 251 p. (Russ. ed.: Nyutten Zh. Motivatsiya, deistvie i perspektiva budushchego. Moscow, Smysl Publ., 2004. 420 p.).
Tolstykh N. N. Khronotop: kul'tura i ontogenez [Chronotope: Culture and ontogenesis]. Smolensk, Moscow, Universum Publ., 2010. 312 p.
Fateeva D. A., Ershova E. S. Respondents’ emotional states and the results of their psychodiagnostic examination. Possibilities and prospects of using off- and online studying forms. In: Prokhorova A. O., Artishcheva L. V. Psikhologiya psikhicheskikh sostoyanii: VIII Mezhdunarodnaya zimnyaya shkola [Prokhorova A. O., Artishcheva L. V. The psychology of mental states: The 8th international winter school]. Kazan, Otechestvo Publ., 2014, pp. 120–123.
Skuratovskaya M. L., Klimova T. V., Volodina I. S. Personal determinants of teachers’ attitudes to inclusive education for children with disabilities. Vestnik Cherepovetskogo gosudarstvennogo universiteta – Cherepovets State University Bulletin, 2015, no. 5 (66), pp. 121–124 (in Russian).
Evseeva T. G., Kalugin V. N. Tolerantnost' kak aspekt mezhkul'turnykh kommunikatsii [Tolerance as an aspect of intercultural communication]. Materialy mezhdunarodnoi nauchno-prakticheskoi konferentsii “Teoreticheskie i metodicheskie problemy sovremennogo obrazovaniya” [Proc. the International Theoretical Practical Conference “Theoretical and methodological problems of modern education”]. Moscow, Vash format Publ., 2016, pp. 33–37.
Gibson S. When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 2015, V. 19, Issue 8, pp. 875–886.
Kryuchkova A. S., Ermakov P. N., Abakumova I. V. Psychological and psychogenetic features of aggressive and hostile interaction strategies in adolescents and young adults. Rossiiskii psikhologicheskii zhurnal – Russian Psychological Journal, 2015, V. 12, no. 4, pp. 137–148 (in Russian).
Thorius K. A. K. Stimulating tensions in special education teachers’ figured world: an approach toward inclusive education. International Journal of Inclusive Education, 2016, V. 20, Issue 12, pp. 1326–1343.
Barton L. Social justice, human rights and inclusive education. In: Armstrong F., Richards G. Key Issues for Teaching Assistants: Working in Diverse and Inclusive Classrooms. London, New York: Routledge, Taylor & Francis Group, 2016, pp. 156–162. DOI: http://dx.doi.org/10.4324/9781315687766
Longobardi C., Pasta T., Mendola M., Prino L. E., Gastaldi F. G. M. Attributional style of children with and without Specific Learning Disability. Electronic Journal of Research in Educational Psychology, 2013, 11 (3), pp. 649–664. DOI: 10.14204/ejrep.31.13064
Pereira E., Kyriazopoulou M., Weber H. Inclusive Vocational Education and Training (VET) – Policy and Practice. In: Watkin A., Meijer C. Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap: International Perspectives on Inclusive Education, V. 8. Bingley, Emerald Group Publishing, 2016, pp. 89–107.
Díaz Gandasegui V., Lapponi S. F. Universidad inclusiva. Prisma Social, 2016, no. 16, pp. 450–494.
Skuratovskaya M. L. Sociocultural grounds for the development of the system of professional education for disabled persons.
Obrazovanie. Nauka. Innovatsii: Yuzhnoe izmerenie – Education. Science. Innovation: The Southern Dimension, 2013, no. 5 (31), pp. 188–194 (in Russian).
Skuratovskaya M. L. Sozdanie uslovii dostupnosti professional'nogo obrazovaniya dlya invalidov i lits s ogranichennymi vozmozhnostyami zdorov'ya [Creating conditions to facilitate accessible professional education for persons with disabilities]. Materialy IV Vserossiiskoi nauchno-prakticheskoi konferentsii “Problemy nepreryvnogo professional'nogo obrazovaniya v Rossii: sostoyanie i perspektivy” [Proc. the IV All-Russian Theoretical and Practical Conference “Problems of continuous professional education in Russia: Status and prospects”]. Rostov-on-Don, 2015. 381 p.
Karayani A. G., Volobueva Yu. M., Dubyaga V. F. Sotsial'no-psikhologicheskaya integratsiya v rossiiskoe obshchestvo invalidov boevykh deistvii [The social and psychological integration of disabled soldiers into the Russian society]. Moscow, Moscow Region State University Publ., 2007. 120 p.
Bayramov V. D., Raydugin D. S., Kirik V. A. Starygina A. M., Zagutin D. S. Inclusion and inclusive education: Interpretation conflict. Indian Journal of Science and Technology, 2016, V. 9, Issue 5. DOI: 10.17485/ijst/2016/v9i5/87592
Klimova T. V., Skuratovskaya M. L. A prognostication model for personal readiness for integration into the educational space of higher learning insitutions in students with disabilities. Middle East Journal of Scientific Research, 2013, V. 16, no. 10, pp. 1441–1445.
Tavakalova M. M. Sotsial'no-psikhologicheskoe obespechenie inklyuzivnogo obucheniya invalidov boevykh deistvii [Socio-psychological support of inclusive education for disabled soldiers]. Diss. Cand. Sci. (Psych.). Moscow, 2006. 232 p.
Manokhina N. N., Skuratovskaya M. L. Sotsial'noe vzaimodeistvie kak faktor dostupnosti professional'nogo obrazovaniya lits s ogranichennymi vozmozhnostyami zdorov'ya [Social interaction as a factor for accessible professional education for persons with disabilities]. Materialy X-oi regional'noi studencheskoi nauchnoi konferentsii, posvyashchennoi 90-letiyu SOGPI “Molodezh' i nauka” [Proc. The 10th Regional Students’ Theoretical Conference Dedicated to the 90th Anniversary of North Ossetian State Pedagogical Institute “Youth and science”]. Vladikavkaz, North Ossetian State Pedagogical Institute Publ., 2014, pp. 111–113.
Klimova T. V., Skuratovskaya M. L. The culture of tolerant interaction in the sociocultural space of the institute of higher education as a factor for accessible professional education for persons with disabilities. Obrazovanie. Nauka. Innovatsii: Yuzhnoe izmerenie – Education. Science. Innovation: The Southern Dimension, 2013, no. 6 (32), pp. 60–70 (in Russian).
Mikhailyuk A. N. Life values system and life meaning orientations in young people. Rossiiskii psikhologicheskii zhurnal – Russian Psychological Journal, 2011, V. 8, no. 3, pp. 74–80 (in Russian).
Kirby M. Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities. Child & Youth Care Forum, 2017, V. 46, Issue 2, pp. 175–191. DOI: 10.1007/s10566-016-9382-x
Murdaca A. M., Oliva P., Costa S. Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale). European Journal of Special Needs Education, 2016, pp. 1–8. DOI: 10.1080/08856257.2016.1267944
Skuratovskaya M. L., Klimova T. V. A value and meaning component of disabled students’ willingness to integrate into the educational environment of the institute of higher education. In: Proforientatsionnyi navigator (dlya detei-invalidov i detei s ogranichennymi vozmozhnostyami zdorov'ya) [Career-oriented navigator (for children with disabilities)]. Stavropol, North-Caucasus Federal University Publ., 2016, pp. 75–78.
Korchuganova I. P. Professional'noe razvitie i podderzhka pedagogov, rabotayushchikh s det'mi gruppy riska [Professional development and support for teachers working with risk group children]. St. Petersburg, LOIRO Publ., 2006. 172 p.
Leont'ev D. A. Test smyslozhiznennykh orientatsii (SZhO) [Test of life meaning orientations (SJO)]. Moscow, Smysl Publ., 2006. 18 p.
Burlachuk L. F., Korzhova E. Yu. Psikhologiya zhiznennykh situatsii [The psychology of life situations]. Moscow, Rossiiskoe Pedagogicheskoe Agentstvo Publ., 1998. 263 p.
Nuttin J. Motivation, planning, and action. A relational theory of behavior dynamics. Leuven, Leuven University Press; Hills. (NJ), Erlbaum, 1984. 251 p. (Russ. ed.: Nyutten Zh. Motivatsiya, deistvie i perspektiva budushchego. Moscow, Smysl Publ., 2004. 420 p.).
Tolstykh N. N. Khronotop: kul'tura i ontogenez [Chronotope: Culture and ontogenesis]. Smolensk, Moscow, Universum Publ., 2010. 312 p.
Fateeva D. A., Ershova E. S. Respondents’ emotional states and the results of their psychodiagnostic examination. Possibilities and prospects of using off- and online studying forms. In: Prokhorova A. O., Artishcheva L. V. Psikhologiya psikhicheskikh sostoyanii: VIII Mezhdunarodnaya zimnyaya shkola [Prokhorova A. O., Artishcheva L. V. The psychology of mental states: The 8th international winter school]. Kazan, Otechestvo Publ., 2014, pp. 120–123.
Skuratovskaya M. L., Klimova T. V., Volodina I. S. Personal determinants of teachers’ attitudes to inclusive education for children with disabilities. Vestnik Cherepovetskogo gosudarstvennogo universiteta – Cherepovets State University Bulletin, 2015, no. 5 (66), pp. 121–124 (in Russian).
Evseeva T. G., Kalugin V. N. Tolerantnost' kak aspekt mezhkul'turnykh kommunikatsii [Tolerance as an aspect of intercultural communication]. Materialy mezhdunarodnoi nauchno-prakticheskoi konferentsii “Teoreticheskie i metodicheskie problemy sovremennogo obrazovaniya” [Proc. the International Theoretical Practical Conference “Theoretical and methodological problems of modern education”]. Moscow, Vash format Publ., 2016, pp. 33–37.
Gibson S. When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 2015, V. 19, Issue 8, pp. 875–886.
Kryuchkova A. S., Ermakov P. N., Abakumova I. V. Psychological and psychogenetic features of aggressive and hostile interaction strategies in adolescents and young adults. Rossiiskii psikhologicheskii zhurnal – Russian Psychological Journal, 2015, V. 12, no. 4, pp. 137–148 (in Russian).
Thorius K. A. K. Stimulating tensions in special education teachers’ figured world: an approach toward inclusive education. International Journal of Inclusive Education, 2016, V. 20, Issue 12, pp. 1326–1343.