21 research outputs found
ΠΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ
Introduction. Students with disabilities have general and specific components of the system of relations in the socio-cultural environment of the institute of higher education, which reflect their interpersonal interaction. The study reveals the hierarchical structure of meaning and value aspects of disabled studentsβ willingness for tolerant interpersonal interaction in inclusive education.
Methods. To analyze specific features of disabled studentsβ value guidelines in inclusive education the study employed the survey questionnaire methods, the techniques for analyzing the disabled studentsβ orientation in the system of social relations, and the authorsβ inventories for studying willingness for tolerant interpersonal interaction.
Results. This section presents the experiment for studying the axiological aspects of the disabled studentsβ willingness for tolerant interpersonal interaction in inclusive education.
Discussion. The study revealed studentsβ ideas about tolerant interaction in the sociocultural environment of the institute of higher education, their determinants, age components of the system relations, and also components of the system of relations typical for students with disabilities. The results of the study showed the levels of the disabled studentsβ willingness for interpersonal interaction. The factors that determine this willingness were described. The findings are of direct practical relevance for psychological and pedagogical support of students with disabilities and their social, professional, and personal development in the inclusive educational environment of the institute of higher education.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ²ΡΠΎΡΠ°ΠΌΠΈ Π΄ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π½Π°Π»ΠΈΡΠΈΠ΅ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΎΠ±ΡΠΈΡ
ΠΈ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ² ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Π² ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅ Π²ΡΠ·Π°, ΠΎΡΡΠ°ΠΆΠ°ΡΡΠΈΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΈΡ
ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ. ΠΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² Π²ΡΠ΄Π΅Π»Π΅Π½ΠΈΠΈ ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΡΡΠΊΡΡΡΡ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΡ
Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΊ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΠΌΡ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ.
ΠΠ΅ΡΠΎΠ΄Ρ. ΠΠ½Π°Π»ΠΈΠ· ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΠ»ΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠ°ΠΌΠΎΠΎΡΠ΅Π½ΠΊΠΈ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠ°ΠΌΠΈ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠΈΡΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ, Π½Π°Π±ΠΎΡΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ Π΄Π»Ρ Π°Π½Π°Π»ΠΈΠ·Π° ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΠΈ Π°Π²ΡΠΎΡΡΠΊΠΈΡ
ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΠΏΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΠΊ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΠΌΡ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ.
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΠ°Π½Π½ΡΠΉ ΡΠ°Π·Π΄Π΅Π» Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΡ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ° ΠΏΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΡ
Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΠΊ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΠΌΡ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ.
ΠΠ±ΡΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ². ΠΠ²ΡΠΎΡΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΎ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΠΌ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΈ Π² ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ Π²ΡΠ·Π°, Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°Π½ΡΡ ΠΈΡ
ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ, ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΡ
ΠΈ ΡΠΈΠΏΠΈΡΠ½ΡΡ
Π΄Π»Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ² ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΈ Π°Π²ΡΠΎΡΠ°ΠΌ Π²ΡΠ΄Π΅Π»ΠΈΡΡ ΡΡΠΎΠ²Π½ΠΈ ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΠΊ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΈ ΠΎΠΏΠΈΡΠ°ΡΡ ΡΠ°ΠΊΡΠΎΡΡ, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΠΈΠ΅ ΡΡΡ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡ.
Π Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠΈ Π΄Π΅Π»Π°Π΅ΡΡΡ Π²ΡΠ²ΠΎΠ΄ ΠΎ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΠΈ Π΄Π°Π½Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π΄Π»Ρ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ, ΡΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΈΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΌΡ ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Ρ Π²ΡΠ·Π°
Interpersonal interaction in inclusive education for students with disabilities
Introduction. Students with disabilities have general and specific components of the system of relations in the socio-cultural environment of the institute of higher education, which reflect their interpersonal interaction. The study reveals the hierarchical structure of meaning and value aspects of disabled studentsβ willingness for tolerant interpersonal interaction in inclusive education.
Methods. To analyze specific features of disabled studentsβ value guidelines in inclusive education the study employed the survey questionnaire methods, the techniques for analyzing the disabled studentsβ orientation in the system of social relations, and the authorsβ inventories for studying willingness for tolerant interpersonal interaction.
Results. This section presents the experiment for studying the axiological aspects of the disabled studentsβ willingness for tolerant interpersonal interaction in inclusive education.
Discussion. The study revealed studentsβ ideas about tolerant interaction in the sociocultural environment of the institute of higher education, their determinants, age components of the system relations, and also components of the system of relations typical for students with disabilities. The results of the study showed the levels of the disabled studentsβ willingness for interpersonal interaction. The factors that determine this willingness were described. The findings are of direct practical relevance for psychological and pedagogical support of students with disabilities and their social, professional, and personal development in the inclusive educational environment of the institute of higher education