Abstract
The article aims to identify the level of readiness among the leading and teaching staff to develop students’ sociocultural competence in the inclusive learning environment. The survey of 626 respondents, projective technique, essays, and expert evaluation of in-class and out-class activities revealed a low level of readiness among the leading and teaching staff. They have to improve their work to develop students’ sociocultural competence after analysing the inclusive learning environment.
Highlights
The development of inclusive education at colleges and universities occupies one of the central places in the education policy across the globe
The article aims to identify the level of readiness among the leading and teaching staff to develop students’ sociocultural competence in the inclusive learning environment
The inclusive learning environment is related to the innovative development (European Agency for Special Needs and Inclusive Education, 2014) of the educational system which relies upon the cultural heritage and specific conditions for educating people with disabilities as a social group (Lebedeva, 2014)
Summary
The development of inclusive education at colleges and universities occupies one of the central places in the education policy across the globe. Vocational training of students with disabilities involves their engagement in the learning environment (Boginskaya, 2016), which contributes to their personal development and their own learning needs (Barton & Slee, 1999; Romanova, 2017). Such engagement encourages the implementation of intervention programmes (Nigmatullina, 2015), along with treating students with disabilities as full-fledged citizens (Shackelford, 2014). The inclusive learning environment at colleges and universities ensures the adaptation of students with disabilities to the conditions of social diversity It enables professional and personal fulfilment, contributes to developing a lifestyle that supports autonomy and improves interpersonal communication. Students with disabilities and their peers gain learning and social experience in inclusive education
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