Formation of tolerance in the inclusive environment of an educational institution

Abstract

In the article the results of theoretical research of the problem of forming a tolerant attitude towards people with special educational needs (SEN) are substantiated, defining the essence of the basic concepts of the research, psychological approaches to understanding the content and levels of tolerance. The following research methods were used: study of psychological and pedagogical literature, media monitoring, questionnaires and mathematical statistics. The results of an empirical study involving 226 respondents representing general secondary and higher education institutions in different regions of Ukraine are presented. The cases of disability discrimination in inclusive education were identified and the most effective measures for the formation of tolerant social attitude towards them were outlined. Based on the analysis of media resources, examples of intolerance in inclusion in different countries of the world are given, as well as dominant gender, racial or socio-cultural stereotypes that serve as barriers to inclusion. The emphasis is placed on the need to create an inclusive educational environment where all students can feel psychological comfort, understanding and mutual respect based on the generally accepted principle of tolerance – all students should study at regular educational institutions, despite difficulties or differences between them. The necessity for proper conditions for effective educational or correctional and developmental work with people with SEN, taking into account the adaptive nature of people from socially vulnerable groups, as well as mental, gender, ethnocultural characteristics of society has been proved.

Development of the World View and Values olf Technical University Students in the Context of Spiritual and Moral Education

“…A separate aspect of the formation and development of spiritual and moral values in an educational institution is a humane attitude towards people with disabilities (Vasianovych et al, 2020), tolerance in psychological-pedagogical interaction in conditions of inclusion (Budnyk et al, 2022), considering anthropological approaches in dialogic education in a higher education institution (Fomin, 2018).…”

“…Therefore, it is important to reorient the task of professional education to the development of student spirituality and the study of the category "spirituality" in the system of pedagogical sciences. In addition, to draw pedagogues-researchers' attention to the definition of the content, methods, means, and technologies of finding effective ways of spiritual development of the modern student personality in new socio-cultural conditions (Levingston, 2018;Budnyk et al, 2022).…”

Paulo Freire’s critical pedagogy and modern rural education

“…(3) developing countries with a colonial past sometimes experience the oppression of students in schools or universities; (4) humiliation in education is often based on religious, cultural, or racial grounds (Paris, 2012); rejection of "otherness" in inclusive education, intolerant attitude towards people with disabilities, etc. (Budnyk, & Rembierz, 2022); gender or sexual stereotypes (Smith, López-Castro, Robinson, & Görzig, 2019); (5) in educational institutions (and not only), the number of young people are suffering from various types of bullying (physical, social, verbal), cyberbullying, cyber grooming, flaming, harassment, denigration, etc. is increasing (Thomas, Connor & Scott, 2015).…”

“…In educational institutions, disrespectful attitudes toward students with disabilities usually refer to their academic or physical learning abilities; in society, more generally, intolerance often relates to gender, ethnicity, or race. (Budnyk & Rembierz, 2022). For example, in African countries, girls with disabilities are more likely to be sexually abused than boys with the same health conditions.…”