Особенности формирования инклюзивной грамотности студентов педагогических и непедагогических направлений подготовки в вузе

Abstract

Nowadays, the guidelines of the social and educational inclusion are reflected in the federal state educational standards of higher education of the latest generation in the form of the competence-based results of a future university graduate. The inclusive competence must be formed by the graduates of all training programs regardless of the nature of their future professional activity. Most university teachers express a doubt about the necessity of making the inclusive competence universal, based on the specific wording of this competence represented in the federal state educational standards of higher education for bachelors and specialists. The study proposes the inclusive literacy as an alternative to the inclusive competence, which is defined by the authors in the context of a functional approach to different aspects of human life. The paper justifies the expediency of considering the inclusive literacy rather than a competence or culture; formulates the content definition of the inclusive literacy in the context of a broad understanding of inclusion. The authors conducted a survey of 386 students of the Southern Federal University studying under the pedagogical and non-pedagogical training programs. Based on the analysis of the survey results, the authors identified common and specific problems occurring when implementing the practice of the inclusive literacy formation by the students of pedagogical and non-pedagogical training programs: the insufficient understanding of the essence of inclusion and its considering by the majority of the students mostly in the narrow context; low awareness about the regulatory grounds of the social and educational inclusion; formal attitude to the inclusion issues mediated by the specifics of training programs. The results of the study show that it is necessary to review the content of the inclusive competence recorded in the Federal State Educational Standard of Higher Education 3++ in the context of broad understanding of the inclusion and its correlation with the functional inclusive literacy.