Formation of the readiness of the student cultural and educational environment of the higher educational institution for inclusion

Abstract

The article considers the problem of educational inclusion in higher education, the formation of equal access to education for all citizens regardless of any discriminatory characteristics; the implementation of inclusive education at all levels, from primary general to full higher education; the transformation of higher education institutions into inclusive educational spaces that support all participants in the educational process.

Modern theories of inclusive education, key factors of the philosophy of inclusion in the higher education system, in particular, institutional and organizational (the ability at the state, private or public level to create an inclusive space in a higher education institution) are analyzed. human-dimensional (individual and public perception of the idea of ​​inclusion as a fundamental and unalternative humanistic and democratic value), which, in the process of implementing inclusion in higher education, takes into account the psychological characteristics of students with disabilities and the barriers that arise during joint education (low general level of theoretical training and uncompetitiveness of applicants with disabilities compared to normative applicants, unpreparedness of the material base and staff of higher education institutions for teaching students with disabilities, unpreparedness of modern scientific and pedagogical workers to work in an inclusive educational environment, unsuitability of traditional pedagogical methods and forms of training for work in an inclusive educational environment, unpreparedness of the student cultural and educational environment for inclusion).

The following components of the psychological readiness of the student cultural and educational environment for inclusion are outlined: psychological adaptation and development of educational work with students on issues of joint learning in the form of involvement in cultural programs and excursions, creation of clubs for communication of students with special educational needs and provision of support to their classmates.

The concept of psychological readiness of the student cultural and educational environment for inclusion is defined. The pedagogical conditions for the formation of psychological readiness of the student cultural and educational environment for inclusion in higher education institutions are substantiated.