Инклюзивная грамотность студентов вуза: общая характеристика, способы формирования, влияние в контексте профессионального развития

Abstract

The paper aims to ground the need to develop undergraduate students’ inclusive literacy which directly influences the process of projecting individual paths of university students’ professional development. The article describes inclusive literacy as a qualitative term to characterize modern university students; analyzes the practice of organizing students’ initiative project activity which is considered a resource for formation of undergraduate students’ inclusive literacy; ascertains the connection between the level of students’ inclusive literacy and the dynamics of their professional intentions and interests which influence the process of projecting individual paths of professional development. The scientific originality of the research lies in the fact that it proves that inclusive literacy is a factor which influences the actualization of individual paths of students’ professional development in the context of specification of its leading vectors towards specific professional direction, initiative project socially-oriented and scientific-educational activity. As a result, the data on the practical approbation of complementing the models of learning process organization that aim to form students’ inclusive literacy which is considered a resource for initiative project activity have been summarized; the conceptual principles of the socially-oriented scientific-educational metaproject “University of inclusive literacy” have been presented; the main effects of inclusive literacy in the context of projecting individual paths of students’ professional development have been identified.