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Inclusive education development has objectified new tasks for teachers on the individualization of training and upbringing learners with special health needs. At the same time, significant efforts have been made by the pedagogical community to solve these tasks causing challenges for teachers, increasing the risks of inclusive education and reducing the quality of students' achievements. Studying the barriers in teachers' perceptions of the inclusive education and its principles, on the one hand, and teachers' professional difficulties in implementing inclusive practices, on the other hand, is an urgent research task that has both theoretical and practical meaning. This article is aimed at identifying and classifying professional difficulties that create social and educational barriers to the development of inclusive practices. The key research method is the pedagogical dialogue with the expert, developed by the authors of the article. The research involved 110 teachers of general education institutions of the Murmansk region. This method allowed experts to objectify the teachers' difficulties both mental and practical in relation to their implementation of inclusive educational practices. The results are presented by identifying, describing and classifying the professional difficulties of teachers in inclusive education, due to the social and educational context, as well as highlighting the contradictions in the essence of these difficulties. The research results allow predicting the risks of inclusive education in the inclusion itself, keeping the learners with special health needs within the educational activities, together with peers with healthy development, and developing the effective ways to resolve problem situations.

The study is aimed at finding the varieties of appealing spheres for realization of students’ potential in higher school. The authors substantiate and develop the concept of attractors for students’ self-realization, which designate the appealing spheres and forms of manifestation of students’ personal efforts and capacities in higher education. The methods of conceptual-applied reconstruction and psychological surveys are used to determine the attractive space for students’ self-development. The study identifies a group of potentially attractive spheres (learning-cognitive, research, sports-wellness, volunteer, artistic-creative, innovative-entrepreneurial, information-media, social-civic, sphere of cross-cultural communication). The study presents the results of diagnosing the subjective significance of these spheres for students of different specialties and different levels of self-realization in education. The conclusion is made about the tendency of influence of students’ involvement in attractive spheres on the success of their self-realization in educational environment. The prospects of applying and operating the category of attractors as socio-cultural predictors of successful self-realization and psychological well-being of students in the process of University training are shown.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

The article presents the results of an experiment to create a model of joint training of students studying on the programs 44.03.01 “Teacher education” and 44.03.03 “Special (defectological) education” at the university. The goal of such educational integration was to ensure the effective interaction of future professionals in these areas in the process of psychological and pedagogical support of schoolchildren with developmental delay who are studying in the conditions of inclusive or integrated environment. Traditional (separate) training of primary education teachers and special psychologists does not allow them to implement properly their professional competencies which are formed within autonomous educational approaches impeding productive cooperation in the context of modern educational practice.The experimental model of joint training of teachers of primary education and special psychologists has been being piloted at Murmansk Arctic State University for several years. The subject field is monitoring of individual development of primary school-age children with developmental delay. The quality of joint training was evaluated in the third and fourth grade curriculum. We assessed the development of cognitive and practical components of professional competences. On the whole the experiment involved 35 future teachers and 35 future special psychologists, 15 professors and 30 workers of educational institutions. The sampling consisted of the full-time students of 2010-2011 enrollment who were selected in two groups – control and experimental. The dynamics of the formation of professional competences was assessed according to the same parameters and we used a large number of diagnostic tests for interim and final evaluation. On the whole the experiment has been organized as a longitude study. During the experiment we have got 280 products of students’ work, which became the base to provide the rationale for the conclusion that joint training of future teachers of primary education and special psychologists has obvious advantages in comparison with the traditional model of students’ training. The professional competences demonstrated by the students of the experimental group were sufficient for providing an adequate psychological and pedagogical support of schoolchildren with developmental delay studying in the conditions of inclusive or integrated environment.

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Este estudio tiene como objetivo revelar el recurso pedagógico de las actividades de voluntariado como forma eficiente de socialización completa de los estudiantes. Se basa en la metodología de la actividad y los enfoques socioculturales para el desarrollo psicológico de la personalidad. El estudio identificó motivos principales de la participación de los estudiantes en actividades de voluntariado como los motivos de la realización personal y el reconocimiento social. Se describen las condiciones para atraer estudiantes al voluntariado, siendo el apoyo social de sus iniciativas colectivas el principal. Utilizando un enfoque sistemático, los autores descubrieron las funciones pedagógicas y el potencial de las actividades de voluntariado. La implementación de componentes de capacitación, educación y desarrollo de esta actividad son factores de socialización holística juvenil moderna.

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