Inclusive Educational Environment in Students’ Social-Cultural Competence Development

Abstract

In terms of social diversity and great attention paid to the problems of people social adaptation, who have disabilities and/or invalidity, and those, who don't have them, increases the significance of students' social-cultural competence. The aim: the model of inclusive educational environment of a higher educational establishment substantiation and description. The model, which is directed toward social-cultural competence development among all categories of students, as one of the inclusion introduction factors. Research methods: overview-analytical method; questionnaire survey among the subjects of educational process, experts examination of educational activity; inclusive educational environment modeling; quantitative analysis of results. Social-cultural competence is presented by a multi-level integrative personal characteristic, which allows organizing communication on the basis of social-cultural interaction. It includes social, personal and activity-based readiness of the subjects for interaction in terms of inclusion and is presented as a range of content-conceptual, behavioral and reflexiveestimating components. The sufficient level of subjects' readiness to accept inclusion was revealed and it was taken into account during the model of inclusive educational environment creation as the factor of students' social-cultural competence development. The author's model is presented by interconnected components: target, contensive, organizational-technological and correctional-regulating. Perspective directions of the model realization were substantiated: social-educational, resource and moderation. Carried out research broadens the range of scientific research works in the context of students' socialcultural competence development problem and also gives new opportunities for effective inclusive educational practices creation and introduction.

Attractive Spheres of Students’ Self-realization as Practices for Supporting Their Psychological Well-being in University Education

“…but insufficient condition for students' self-realization. It is important that these areas pass into the category of real attractors for students, they should change from potential forms of activity to actual and personally significant ones, so that they arouse genuine interest, have value and actually attract students (Romanova, 2020b).…”

The Readiness of Leading and Teaching Staff to Develop Students’ Sociocultural Competence in the Inclusive Learning Environment

“…• emotional acceptance of students with disabilities; • ability to include students with disabilities in joint activities; • knowledge of designing technologies for students' individual learning routes; • ability to develop them (Romanova, 2020). The parameters allowed determining a low, medium, or high level in accordance with the type of disability: communicating, vision, hearing, movement, and multiple disabilities impairment.…”