Lessons from ‘Porcupine Children’ about negativism and responsiveness

This participatory action research study identified concrete responsive teaching practices that create sustainable, inclusive environments for vulnerable youth, focusing on two primary research questions: (1) How do teacher–pupil interactions shape learning experiences, and (2) What specific responsive practices create sustainable, inclusive environments? Thematic analysis of data from eight teacher candidates, eight cooperating teachers, and seven pupils revealed a clear typology of sustainable, responsive practices organized into three core categories. The first category, the socioemotional response category, encompasses crucial practices including boundary-balanced relationships (creating safe spaces with clear expectations), ability-focused trust (communicating persistent belief in pupils’ capabilities), and non-abandonment approaches (illustrating unwavering commitment to each pupil regardless of challenges). The second category, the pedagogical response category, captured two essential practices: individualized learning adaptations (tailoring instruction to specific pupil needs) and strategic instructional pausing (recognizing when emotional needs must precede academic content). The third category, the systemic response category, highlighted the importance of collaborative professional networks, where mutual support among educators creates resilient teaching environments that enhance pupil outcomes. These findings underscore how responsive teacher–pupil interactions create inclusive environments that meet pupils’ academic, social, and emotional needs while fostering sustainable educational practices. This research contributes to sustainable education by (1) operationalizing responsiveness into actionable components for practice, (2) illustrating how sustainable, responsive teaching develops through structured collaborative inquiry, and (3) providing a framework showing how responsive relationships specifically support vulnerable youth in inclusive settings. The emerging themes illuminate how empathetic, responsive relationships build sustainable, inclusive learning environments empowering all participants for long-term development.

Relevance. Over the past decade, the solution of the issue of formation of the teacher’s readiness for professional adaptation in an inclusive environment in educational institutions of Kazakhstan has become one of the most important social problems of the society of the state. In this context, it becomes relevant to solve the problems of implementing the components of the teacher’s readiness and the pedagogical conditions for his adaptation in an inclusive educational environment, as well as increasing the level of their socio-pedagogical competence. Purpose. The purpose of the article is to substantiate the methodology for preparing a teacher for professional adaptation in an inclusive educational environment in the context of organizing the educational process in educational institutions of Kazakhstan. Methodology. The methodological approach of the experimental study is based on the analysis of literary sources for comparison and comparison of scientists’ views on the problem under study, systematization and generalization of theoretical data, comparative analysis; empirical: narrative methods (writing essays and mini works), the method of expert assessments, questioning, testing, conversation, observation, questioning, generalization of pedagogical experience, solving socio-pedagogical situations, generating ideas, presentations, structural and logical schemes; diagnostic (analysis, questioning); pedagogical experiment (stating, forming and control). Results. After conducting an experimental study, promising directions for improving the methodology for developing the teacher’s readiness for professional adaptation in an inclusive environment in educational institutions of Kazakhstan were formed. Conclusions. The practical value of the work lies in the training of a specialist who is able to realize the creation of a favourable socio-pedagogical inclusive educational environment for organizing and implementing the learning process for inclusive applicants for education in educational institutions of Kazakhstan.

Policy brief: Protecting vulnerable LGBTQ youth and advocating for ethical health care

Dual system youth are those involved in both child protection services and the juvenile system for their delinquency. The children and youths involved in these facilities usually have a history of maltreatment and neglect. While the dual systems have a common objective to ensure these children receive the needed care, support and guidance to lead a crime-free life and rehabilitate into society, their overlapping responsibilities often lead to institutional conflicts over ultimate authority to determine how the lives of these vulnerable children must be managed. The essay employs a qualitative research method relying on secondary academic sources to critically analyse whether eh responses of these dual systems to the vulnerable youths impair or ease their traumatic past and lead to better life outcomes. The essay findings will reveal that the dual system may not be completely effective in rehabilitating the vulnerable youths and instead often result in re-traumatising them by providing unstable placements out-of-home care, racial disparities and disengagement with education. Despite these shortcomings, the essay will identify strategies that promise to mitigate the challenges and offer pathways towards more supportive, equitable and better outcomes for the vulnerable crossover youths in the long run.

Introduction. An inclusive educational environment needs to be built in our country.The Teacher Professional Standard defines inclusive competence as one of the professional competences. The issue of teachers' readiness to work in an inclusive educational environment is relevant. Purpose. To determine the state of teachers’ readiness to work in an inclusive educational environment and ways to develop teachers’ inclusive competence in the system of postgraduate education. Methods. Analysis and systematization of information, questionnaires, methods of mathematical processing of questionnaire results. Results. Teacher's readiness to work with children with special educational needs: psychological and professional readiness. To determine the level of readiness of teachers to work in an inclusive educational environment, we conducted a survey among teachers of Dnipro and Dnipropetrovsk region. The study involved 56 teachers of natural sciences who did not take advanced training courses on inclusive education. The survey was conducted using the Google Forms service. The main purpose of teaching children with special educational needs, teachers believe to provide them with equal opportunities for education, increase their socialization, equality of communication among peers, society's acceptance of their characteristics. Teachers find it useful to have a child with special educational needs in a regular classroom not only for the child but also for his or her classmates. Among the qualities that a teacher must have to work with children with special educational needs, teachers identified acceptance of the child's characteristics, patience, empathy, love for children, developed organizational and communicative skills, ability to work in a team. The results of self-assessment of the level of teachers' skills in working in an inclusive educational environment showed that 13 teachers rated their level on 2 points – 23.2%, on 3 points – 8 teachers – 14.3%, on 4 points – 5 teachers – 8.9%, 5 points – 19 teachers – 33.9%, 6 points – 11 teachers – 19.6%. At 7 or more points no teacher evaluated their skills. The results of self-assessment of the level of readiness of teachers to work in an inclusive educational environment showed that 1 teacher rated his level in 1 point – 1.8%, 2 points – 15 teachers – 26.8%, 3 points – 17 teachers – 30.4 %, 4 points – 19 teachers – 33.4%, 5 points – 4 teachers – 7.1%. Originality. Teachers of the study group do not have a sufficiently developed readiness to work with children with special educational needs in an inclusive educational environment. The results of the research are the basis for finding new forms, methods and technologies that can be used in organizing teacher training and organizing the team of psychological and pedagogical support of children with special educational needs in the educational institution. Conclusion. To develop teachers' readiness to work in an inclusive education, coaching can be used as an effective technology for personal and professional growth, and coaching exercises can be used as tools to identify the causes of lack of readiness in an inclusive education environment. Prospects for further research see the need for a more detailed study of the readiness of teachers to work in an inclusive educational environment for all identified components of readiness, in the development of pedagogical conditions and models for inclusive teacher competence in postgraduate education and experimental testing of pedagogical conditions and models.

The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards. It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly. The assumptions about gaps in the staffing of inclusive education are made. The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article. The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study. The questionnaire was designed in accordance with the content of such educational guidelines as the “Professional Development Tool for Improving the Quality of Work of Primary School Teachers” and the “Profile of Inclusive Teachers”. The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development. The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active. The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education.Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship. The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs.

The article highlights the problem of training future physical culture teachers for working in an inclusive educational environment of educational institutions. The aim of the study was to establish the theoretical foundations of the problem of training future physical education teachers for organizing health-preserving activity in an inclusive educational environment. The urgency of focusing research attention on the problem of training potential teachers of physical culture for the introduction of elements of sports and mass work in an inclusive educational environment on health-preserving grounds is substantiated. Scientific information on the concepts of “inclusive educational environment”, “health-preserving sports and mass work” has been systematized. It was determined that the modern inclusive educational environment is characterized by a system of value attitudes towards learning, upbringing and personal development of children with special educational needs, as well as a set of resources (means, external and internal conditions), their life activities in a comprehensive educational institution and a focus on the implementation of individual educational strategies of students. The author characterizes the peculiarity of the professional activity of a physical education teacher in the introduction of health-preserving sports and mass work in an inclusive educational environment; it consists in the need to create a barrier-free health-preserving environment in the future profession, the formation of knowledge, skills of individualization and differentiation in physical education of children with special educational needs and the development of qualities that will contribute to the success of the teacher’s implementation of an individual approach in the physical education of school students, taking into account the principles of inclusion.

THIS STUDY FOCUSES ON THE role of interpersonal interaction in early literacy development in one public preschool school in Bangkok, Thailand. Specifically, it explores and analyses the nature of interpersonal interaction and collaborative activities the teachers employ in teaching literacy to children. The study involves observation of 82 children in literacy activities and interviews with three teachers. Framed and analysed in Vygotsky's cultural-historical theory, the results show interpersonal activities to be related to collaborative writing, collaborative story-reading, collaborative dialogic inquiry, collaborative meaning-making and child–child partnerships. The paper concludes that raising professional knowledge of the significance of interpersonal interaction, and focused professional development which builds and maintains teacher awareness of their teaching of literacy, would enhance children's literacy development in Thailand.

Purpose: Youth living in the urban slums in Uganda have many unmet needs. The purpose of the current study is to briefly examine the associations between Adverse Childhood Experiences (ACEs) and alcohol use patterns, an understudied area among urban vulnerable youth, in order to provide guidance and insight for service provision for youth. Methods: The current data analysis is based on a cross-sectional survey conducted in June 2011 which consisted of a convenience sample of youth living in the slums (ages 14-24) attending a drop-in center, Uganda Youth Development Link (UYDEL). Descriptive statistics were computed. Bivariate and multivariable logistic regression analyses were used to determine psychosocial correlates with being an orphan. Results: Factors associated with alcohol use varied by sex (p<.05) (alcohol use was more common among girls), age (p<.000), (alcohol use more common among youth 18 years of age and older) and alcohol use were also more common among youth who reported the following ACEs; parents hitting each other (p<.000) , parental use of alcohol (p<.000), being hungry (p<.000), having ever lived on the street (p<.000) and having been raped (p<.000). Conclusions: The prevalence of ACEs were high in this study population which is a great concern. Moreover ACEs were associated with earlier age of alcohol use initiation, frequent and heavy drinking underscoring the need for additional support for past childhood trauma as well as alcohol prevention efforts for these vulnerable youth.

This paper presents recent findings from research conducted in Budapest, Hungary, focusing on future well-being and visions of vulnerable youth from a gendered perspective. This collaborative inquiry between the Social Design Hub of Moholy-Nagy University of Art and Design Budapest (MOME), Massachusetts Institute of Technology (MIT) AgeLab, and MIT Ideation Lab explores the concept of Design for Longevity (D4L) in a gender-sensitive context with vulnerable youth groups. Through the application of the 4Es framework: Ensure, Evolve, Empower, and Enjoy, the study aims to empower vulnerable youth by integrating design processes and making into alternative school curriculum pedagogy. Participants from Belvárosi Tanoda Foundation Secondary School engage in workshops to explore gender-sensitive approaches to longevity and well-being. The study emphasises a vulnerability-informed approach and observes the impact of gender identity on group dynamics and ideation processes, outlining the importance of a gender-inclusive approach in building future visions among youth. The preliminary study’s impact extends beyond the benefit to vulnerable youth (workshop participants), encompassing valuable academic contributions. These include broadening the application of ethnographic approaches, employing participatory methodologies with disadvantaged communities, and highlighting the significance of gender equity and D4L.

Aim. To determine the conditions and features of the formation of personal and professional qualities of a mediator in an inclusive educational environment of a university in order to organize a system of constructive conflict resolution and ensure the psychological safety of all participants in the educational process.Methodology. The study is based on a systemic and constructive approach. The systemic approach allowed us to consider mediation as a complex process that includes the personality of the mediator, an inclusive environment, and methods of conflict resolution, while the constructive approach allowed us to study conflicts as a source of development. The following principles were implemented: polysubjectivity (taking into account the interaction of all participants in the educational process in an inclusive environment, including students with disabilities, normotypical students, and teachers) and practice-oriented approach (development of recommendations for the implementation of mediation in universities, including the formation of a mediation culture and the creation of conditions for the development of personal and professional qualities of mediators). The following methods were used: literature analysis, psychodiagnostics, observation, questionnaires, quantitative analysis, and data visualization. The factual basis of the study includes scientific publications (RSCI, Elibrary) and regulatory documents governing this activity. Research hypothesis: the formation of personal and professional qualities of a mediator in an inclusive educational environment of a university contributes to the organization of a system of constructive conflict resolution, the development of a mediation culture and ensuring the psychological safety of all participants in the educational process.Results. The key conditions for the formation of personal and professional qualities of a mediator have been identified: the introduction of educational programs aimed at mastering mediation skills, conflict resolution technologies that contribute to the development of a mediation culture and the creation of a favorable educational environment at the university. In an inclusive environment, a mediator should develop empathy, tolerance, flexibility, taking into account the needs of students with disabilities. Based on the identified conditions, recommendations have been developed for creating a mediation system that includes mediation services, integrating mediation into the educational process and training teachers. The results of the empirical study showed that 70% of students demonstrate a sufficient level of emotional intelligence, which is an important condition for successful mediation. This indicates that students have a general potential for mastering mediation skills. However, the identified shortcomings in the motivational sphere and individual personal aspects indicate the need for targeted work on their development.Research implications. The study contributes to the development of mediation theory, expanding its application in the context of inclusive education. The work systematizes and specifies the key qualities necessary for a mediator to work effectively in an inclusive environment. The development of recommendations for the training of mediators and the introduction of mediation practices into the educational process of the university contributes to increasing psychological safety and harmonizing interactions between participants in the educational process. The scientific novelty of the study lies in the comprehensive approach to the study of mediation in an inclusive educational environment, including an analysis of the personal and professional qualities of the mediator, the characteristics of the inclusive environment and the conditions for the formation of a mediation culture.

The article considers the essence of an inclusive educational environment and the peculiarities of its implementation into higher education institutions of Ukraine to ensure the right of every person to education. An inclusive educational environment is defined as a special environment aimed at providing favorable conditions for the learning and comprehensive development of pupils (students) with different levels of health and educational needs. Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technical means and resources of the educational institution for the organization of the educational process with people with special educational needs. However, in modern conditions, the implementation of an inclusive environment in universities remains at a low level, it faces contradictions and difficulties, including: the lack of a legal framework for the regulation of inclusive education in the higher education system; lack of an adapted model for organizing inclusive education at universities; lack of a system of consistent support for inclusive education from schools to universities; insufficient awareness of students with special educational needs and their parents about the possibilities of higher inclusive education; problems of practical organization of inclusive environment in universities. Effective measures to overcome these difficulties in introducing an inclusive educational environment into higher education institutions are: the development of regulatory support for higher inclusive education; ensuring the availability of inclusive education for students with special educational needs, creating conditions for the development of their personality and socialization; an implementation of structural changes at the university; professional development of teachers who teach students with special needs. The organization of an inclusive educational environment in higher education institutions will promote the emergence of experimental institutions of higher inclusive education; advanced training of teaching staff in the organization of inclusive education of students with special needs; increasing society’s tolerance for people with special needs; expanding opportunities for vocational guidance and employment of young people with special needs.

The article actualizes the problem of inclusion of future teachers in an inclusive educational environment. The research is based on the hypothesis that the use of social partnership technology in the training of future teachers contributes to the formation of their readiness to work in an inclusive educational environment. The purpose of the article is to study the possibility of using the technology of social partnership in the development of competencies that contribute to the formation of the readiness of future teachers to work in an inclusive educational environment. Methodology and methods of research. The article presents the results of an experimental study aimed at studying the development of competencies that contribute to the formation of the readiness of future teachers to work in an inclusive educational environment, in the process of using social partnership technology. In conclusion, it is concluded that the inclusion of social partnership technology in the process of teaching students of pedagogical areas of training allows future teachers to form the competencies necessary for successful professional activity in an inclusive educational environment.

The article deals with peculiarities of training specialists to create the inclusive and computer-oriented educational environment. A number of structural components that take a crucial system-forming role are highlighted in the article, namely a system of basic and professional future teachers' values in inclusive education, practical potential, resource support for correctional and development activities and professional skills in the field of information and communication technologies and willingness to participate in e-education.Research methods: psychological and pedagogical experiment, providing the qualitative and quantitative analysis of results, observations, questionnaires, interviews, modeling method and mathematical statistics.The aim of the research work is to substantiate the structure and content of the inclusive and computer-orientated educational environment that will identify priority areas and activities in educational establishments and trace the range of professional competencies as a basis for working out a special course on syllabus.The research work was carried out. It dealt with process of training future teachers to use electronic educational resources in the inclusive environment (to work in a team, implementing a comprehensive approach to educate a child with special educational needs, as well as to carry out diagnostic-advisory and pedagogical support). All mentioned above involved the students in studying the educational discipline.Research findings on training future teachers to work in the inclusive educational and computer-orientated environment indicate that the competencies that are formed are rather satisfying, but there are certain aspects that teachers need to focus on, these are information and communication technology opportunities, they can use at work

The article highlights the concept of inclusive educational environment, describes its features and relevance of active use of distance learning in an inclusive educational environment of general secondary education. The main didactic conditions for the introduction of information and communication technologies in the inclusive educational process are the use of various educational approaches taking into account the individual characteristics of students, their temperament, ability to learn materials and the availability of logistics. Based on the study of advanced pedagogical experience and generalization of scientific and pedagogical works the basic actual ICT, for the organization of educational process in the inclusive environment are allocated. The use of ICT as a means of supporting inclusive education for compensatory, communication and didactic purposes is described. The main types of ICT that should be used as a means of supporting inclusive education are revealed. An overview of modern ICT tools that should be used in an inclusive environment for didactic purposes and describes their functionality as specially designed software for educational purposes. The focus is on distance education of children with special educational needs, interactive educational environment - "Virtual Classroom", a free project of the Ministry of Education and Science of Ukraine "All-Ukrainian School Online" and All-Ukrainian Free School Educational Network "Diary.ua". It is established that the introduction of ICT in an inclusive educational environment as a didactic tool diversifies and expands the range of traditional tools and resources, provides children with special educational needs to have free access to quality education, social adaptation and confidence, especially in the pandemic era. and quarantine restrictions. It is indicated that a promising direction to continue research on the outlined problem is the creation and adaptation of software and methodological complexes of distance learning for people with disabilities.