Формирование инклюзивной грамотности студентов в вузе: анализ эффективности организационных моделей учебного процесса

Abstract

The paper analyses efficiency of organizational teaching models aimed at forming higher school students’ inclusive competence. The authors identify prerequisites for origin of the “inclusive competence” notion, reveal its essence, describe methodological approaches to forming students’ inclusive competence, provide a comparative survey of the existing models of students’ inclusive competence formation in the process of teaching pedagogical disciplines. Scientific originality of the research involves justifying the thesis that efficiency of the organizational teaching models under study depends on the level of students’ interest in the discipline, level of their involvement in problematic of social and educational inclusion, in choice of a learning trajectory, forms and methods of teaching. The research findings are as follows: the notion “inclusive competence” is defined; assessment criteria for inclusive competence are ascertained; conclusion is made that the elective education model is more efficient in terms of students’ inclusive competence formation.