Socio-Psychological Features of Students with Special Educational Needs as a Cause of Conflicts in Inclusive Groups

The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. To determine the causes of conflicts in inclusive student groups, a diagnostic study was conducted among the full-time and part-time students with special educational needs of Khmelnytsky National University. The results of the diagnosis showed that main causes of conflicts in inclusive student groups are the following socio-psychological characteristics of students with special educational needs: low level of self-esteem due to which they get painful experiences because of critical remarks addressed to them, try to adapt to other people's opinions, have low motivation for achievement, feel lonely and anxious; low ability to establish new contacts for communication, low level of sociability; the desire to avoid conflict or to get out of it with dignity accepting the opinions and interests of others without seeking compromise solutions. Taking this into consideration, we have developed and substantiated conflict prevention tools for inclusive student groups that can help students with special educational needs to interact effectively with other students while studying at higher education institution.</p

AUTOtech.agil: architecture and technologies for orchestrating automotive agility

Future mobility will be electrified, connected and automated. This opens completely new possibilities for mobility concepts that have the chance to improve not only the quality of life but also road safety for everyone. To achieve this, a transformation of the transportation system as we know it today is necessary. The UNICARagil project, which ran from 2018 to 2023, has produced architectures for driverless vehicles that were demonstrated in four full-scale automated vehicle prototypes for different applications. The AUTOtech.agil project builds upon these results and extends the system boundaries from the vehicles to include the whole intelligent transport system (ITS) comprising, e.g., roadside units, coordinating instances and cloud backends. The consortium was extended mainly by industry partners, including OEMs and tier 1 suppliers with the goal to synchronize the concepts developed in the university-driven UNICARagil project with the automotive industry. Three significant use cases of future mobility motivate the consortium to develop a vision for a Cooperative Intelligent Transport System (C-ITS), in which entities are highly connected and continually learning. The proposed software ecosystem is the foundation for the complex software engineering task that is required to realize such a system. Embedded in this ecosystem, a modular kit of robust service-oriented modules along the effect chain of vehicle automation as well as cooperative and collective functions are developed. The modules shall be deployed in a service-oriented E/E platform. In AUTOtech.agil, standardized interfaces and development tools for such platforms are developed. Additionally, the project focuses on continuous uncertainty consideration expressed as quality vectors. A consistent safety and security concept shall pave the way for the homologation of the researched ITS