The Role of the Sociocultural Environment of Inclusion in the Modern Educational Institution

Nadiia Chernukha,Zoriana Krupnyk,Mariana Mateeva Petrova,Maryna Vasylieva-Khalatnykova,Yuliia Krasilova

doi:10.5430/ijhe.v10n3p211

Abstract

The article presents a consideration of the peculiarities of the organization of the socio-cultural environment of inclusion in a modern educational institution. The new conceptual foundations of social order, as stated in the UN Declaration on Social Development, are the ability of modern society to develop on the basis of tolerance, tolerance, condemnation of discrimination, respect for human diversity, equality of opportunity, solidarity and security. It is noted that the basis of such integration is the concept of a holistic approach, which opens the way to the realization of rights and opportunities for everyone and, above all, provides equal access to quality education. It is emphasized that the principle of accessibility, which is leading in the holistic approach of modern social policy and is formulated on the basis of respect for human rights. The aim of the article is to reveal the content of the socio-cultural environment of inclusion in a modern educational institution. The socio-cultural environment of inclusion in a modern educational institution is analyzed. Analysis of the definitions of socio-cultural environment allowed to form our own definition of the phenomenon for people with disabilities: socio-cultural environment - is the environment of people in the educational institution, including social groups, information flows, the influence of various public organizations, cultural and educational activities; jointly influence the change and formation of internal attitudes and external characteristics of the object and its socialization. The peculiarities of the socio-cultural environment of inclusion in a modern educational institution are determined. A model of the socio-cultural environment of an educational institution for a person with a disability has been developed and represented, which includes external and internal factors influencing its components, contribution flows and products.

Highlights

Everyone, regardless of health status, physical or intellectual disability, has the right to receive education whose quality does not differ from the quality of education of healthy people.At the current stage of development of education in our world, one of the possible options for including a child with psychophysical disorders in the general education space is inclusion, which means that a child with disabilities has the right to attend a secondary school with the necessary adapted educational environment benefit from their joint learning with healthy peers
The analysis of the definitions of the socio-cultural environment allowed us to form our own definition of the phenomenon for a person with disabilities: the socio-cultural environment is the environment of people in an educational institution, which includes social groups, information flows, influence of various public organizations, cultural and educational activities. objects that jointly affect the change and formation of internal attitudes and external characteristics of the object and its socialization
The model of socio-cultural environment of inclusion of a modern educational institution includes external and internal factors that have a direct impact on its components, input flows and output (Figure 1)

Summary

Introduction

Regardless of health status, physical or intellectual disability, has the right to receive education whose quality does not differ from the quality of education of healthy people.At the current stage of development of education in our world, one of the possible options for including a child with psychophysical disorders in the general education space is inclusion, which means that a child with disabilities has the right to attend a secondary school with the necessary adapted educational environment benefit from their joint learning with healthy peers. There is some consensus on the importance of integrating people with disabilities into society. This stage is associated with the transformation of society and the state of its attitude to people with disabilities, recognizing the equality of its rights, and society's awareness of its obligation to provide such people with all other opportunities in various spheres of life, including education. ..If psychologically a physical defect means a social dislocation, pedagogically to bring up such a child means to direct it to life, as a dislocated or diseased organ is exercised ”(Vygotsky L., 2003) Vygotsky noted that "... physical defect causes a social dislocation, completely similar to bodily dislocation, when the damaged organ - arm or leg - comes out of the joint, when rudely ruptured habitual ligaments and organ function is accompanied pain and inflammation. ..If psychologically a physical defect means a social dislocation, pedagogically to bring up such a child means to direct it to life, as a dislocated or diseased organ is exercised ”(Vygotsky L., 2003)

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