Abstract
The purpose of the article is to reveal the essence of social culture as an integral part of the teaching process in a higher educational institution in the aspect of the inclusive education development and the formation of a high social responsibility of a teacher. The authors identified the main criteria for assessing the social culture of a university in relation to expanding the boundaries of inclusive education and introducing innovative programs within university programs. The study is based on the development of the Code of Inclusive Education Social Culture, Don State Technical University. The results of the study were presented by the authors in scientific publications, who confirm the relevance of inclusion in the educational activities of the university.
Highlights
The phenomenon of social culture as the basis for the teacher’s activities in a university in inclusive education today is viewed through the prism of many areas - pedagogy, psychology, public relations and communications. This should be reflected in the social work of all subjects of the educational process, which determines the professional competencies development for inclusive education of the university
There is an interest of Tony Booth, Melvin Ainskow’s work, revealing the essence of inclusion as a social problem and as a social phenomenon, requiring the innovative approaches and integration development into social culture, including education
In an article by authors from Kazakhstan (Booth, Tony and Melvin Ainscow, 2013), we highlighted the features of inclusive education as a philosophy of social behavior, as an innovation coming from all subjects of the social space that are directly or indirectly related to this social phenomenon
Summary
The phenomenon of social culture as the basis for the teacher’s activities in a university in inclusive education today is viewed through the prism of many areas - pedagogy, psychology, public relations and communications. This should be reflected in the social work of all subjects of the educational process, which determines the professional competencies development for inclusive education of the university. In an article by authors from Kazakhstan (Booth, Tony and Melvin Ainscow, 2013), we highlighted the features of inclusive education as a philosophy of social behavior, as an innovation coming from all subjects of the social space that are directly or indirectly related to this social phenomenon. Inclusion in the university is an integral part of the educational process, image and professional status of the university in the social space
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