Inclusive Educational Space Research Articles

Factors of Victimization of Students with Disabilities in the Modern Inclusive Educational Space

Factors of Victimization of Students with Disabilities in the Modern Inclusive Educational Space

FEATURES OF INCLUSION IN PRESCHOOL EDUCATIONAL INSTITUTION

Modern scientific discourse is full of many interesting concerns. One of them is implementation of inclusive education, including in preschool educational institutions. Analysis of current researches shows that opinion of educational process subjects about inclusive education is unclear and depends on their awareness, susceptibility to stereotypical ideas about people with disabilities as well as on personal experience. In this regard, there is a need for formation of positive attitudes and inclusive culture in society as a whole. Sociological analysis focuses on realizing the problems in inclusive educational space organizing, which should include a continuum of services and educational environment which is the least restrictive and the most inclusive. All these factors significantly hinder effective system of inclusive education development. To change the situation, there is a need to adopt federal target programs and projects aimed at developing special educational programs, organizing specialized training for teachers of educational institutions, and re-equipping them. Besides, work with children and their parents is highly important to eliminate various stereotypes about children with disabilities.

До питання про роботу логопеда в умовах інклюзивного навчального простору

The proposed article presents the results of the analysis of legislative documents and scientific and methodological literature in the field of speech therapy in an inclusive environment. Speech therapist at the beginning of the school year based on the results of the survey of students, in case of speech disorders that require long-term assistance or specially organized training, suspicions of other developmental disorders - recommends parents (other legal representatives) of the child to contact the inclusive resource center for comprehensive psychological pedagogical assessment of child development. The conclusion of the inclusive resource center on a comprehensive psychological and pedagogical assessment of the development of a child with special educational needs notes the features of the child's speech competence (knowledge, abilities, skills, etc.), the needs and recommendations for speech therapist, and the number of hours for correctional developmental speech therapy services. After receiving an opinion on the comprehensive assessment, the educational institution, represented by the head of the institution, enters into an agreement with a speech therapist to provide correctional and developmental services to a child with special educational needs who is studying in an inclusive form. Based on the conclusion of the comprehensive assessment, an Individual Development Program is drawn up, which states that the speech therapist is a member of the team of psychological and pedagogical support of the child. Speech therapist, being a member of the team of specialists who provide psychological and pedagogical support to children with special educational needs in an inclusive educational space, performs: diagnostic, developmental, organizational and methodological, advisory and educational work. Special pedagogical activity of a speech therapist is carried out on the basis of the program included in the structure of the basic educational program of the general educational institution. Based on this, the main activities of a speech therapist are determined in the framework of psychological and pedagogical support of children with special educational needs who study in an inclusive space. During the school year, the speech therapist draws up the following documents: a speech card for each child, long-term and calendar work plans, individual notebooks for each child, an annual report on the results of correctional training. The speech therapist participates in school methodological associations, meetings of the inclusive resource center, replenishes the speech therapy office with new methodological and didactic literature. Each activity of a speech therapist is included in a single process of psychological and pedagogical support and within the framework of inclusive education acquires special significance. That is, it is focused not only on overcoming speech disorders in students with special educational needs, but also on their socialization and adaptation among peers with normo-typical development. Thus, the activities of a speech therapist in an inclusive environment are not limited to corrective action. Promoting the socialization of children with speech disorders is becoming increasingly important. Because it is speech disorders that become an obstacle on the way to communication of children with speech disorders with other children and teachers. Overcoming speech disorders contributes to the formation of a child with special educational needs self-confidence, the development of its cognitive abilities. A speech therapist can be the person who will help a child with special educational needs to build relationships in the school community and beyond.

Особливості психолого-педагогічної консультативної допомоги батькам дітей з особливими освітніми потребами в інклюзивному освітньому середовищі

The article describes significant trends of school and family cooperation in inclusive education. Its success depends on qualitative psychological and pedagogical advisory support services for parents of the children with developmental disorders. It has been found that in the families, who bring up children with developmental disorders, there are specific mutual relations. It highlights the specific features of parents’ perceiving of their urgent inner family situation that touches every family relation structures: emotional, cognitive and behavioral. The mental tension and emotional discomfort are identified to appear clearly in the sphere of emotional reaction of parents of the children with developmental disorders. The cognitive sphere is for perceiving of their family situation as a troubled. Behavioral sphere is characterized by active search for inner and outside psychological and pedagogical advisory support. The types of incorrect family upbringing caused by parents’ deprecation of the fact they have children with developmental disorders (deprecation; hyper care; anxious and distrustful upbringing; non-interference) and its consequences are distinguished. We established that while providing psychological and pedagogical advisory support for parents of the children with developmental disorders it is impossible to be limited by urgent needs and enquiries. It is proved by the fact that every set consulting task is to be comprehended in advance and work on the changes of the present and future. Taking into account the efforts of the scholars to describe the issue, we may distinguish the proof of optimal conditions to provide qualitative psychological and pedagogical advisory support services for parents of the children with special educational needs in inclusive educational space may be perceived as a perspective of the further scientific search.

Editorial

Film and media practitioners and educators have been expanding the use of digital through new experiences with unusual and innovative technical and artistic “approaches.” Likewise, researchers and academics are questioning and analyzing these new practices that increasingly dominate global society, as seen in the past months with the advent of the worldwide pandemic. In 2013, we created the IFM-Interactive Film and Media Conference to provide an inclusive educational space within the digital theory and interactive studies where researchers and practitioners could discuss and present their research and work in film and media. With this purpose, the IFM has partnered with universities worldwide and established a space for a global integration between academia and the audiovisual production community that aims to forge a valuable exchange between researchers, faculty, students, practitioners, and the community. The goal is to generate a broad debate, emphasizing the need to evaluate the increasing use of digital screens in contemporary society and how people respond artistically, socially, and politically to the challenges of the digital cultural space. The work of professors, researchers, and practitioners (artists, filmmakers, and videomakers) from various areas and several countries, including Italy, Brazil, England, Spain, Canada, New Zealand, Portugal, Scotland, Germany, and the United States, constitutes this special issue with selected articles and audiovisuals from the #IFM2014. The aim is to launch IFM Journal first issues while archiving our preliminary works.

Editorial

Film and media practitioners and educators have been expanding the use of digital through new experiences with unusual and innovative technical and artistic “approaches.” Likewise, researchers and academics are questioning and analyzing these new practices that increasingly dominate global society, as seen in the past months with the advent of the worldwide pandemic. In 2013, we created the IFM-Interactive Film and Media Conference to provide an inclusive educational space within the digital theory and interactive studies where researchers and practitioners could discuss and present their research and work in film and media. With this purpose, the IFM has partnered with universities worldwide and established a space for a global integration between academia and the audiovisual production community that aims to forge a valuable exchange between researchers, faculty, students, practitioners, and the community. The goal is to generate a broad debate, emphasizing the need to evaluate the increasing use of digital screens in contemporary society and how people respond artistically, socially, and politically to the challenges of the digital cultural space. The work of professors, researchers, and practitioners (artists, filmmakers, and videomakers) from various areas and several countries, including Italy, Brazil, England, Spain, Canada, New Zealand, Portugal, Scotland, Germany, and the United States, constitutes this special issue with selected articles and audiovisuals from the #IFM2014. The aim is to launch IFM Journal first issues while archiving our preliminary works.

Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education

The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.

ОСОБЛИВОСТІ ІНКЛЮЗИВНОГО НАВЧАННЯ ЗДОБУВАЧІВ ПОЧАТКОВОЇ ОСВІТИ

The article clarifies the essence of the concept of inclusive education, and emphasizes that the basis for inclusive education is the position that all children and adults are equal, i.e. there is no discrimination and based on this the necessary conditions for children with special educational needs. It has been proven that with intensive implementation in practice, inclusive education creates a large number of challenges and new issues that need to be addressed in the field of education, because in Ukraine educational services for children with special educational needs are very narrow in their choice. The task of an inclusive educational institution is to build a system that meets the needs of every child in education. It is important to pay attention to the important issue of forming changes in the psychological and value training of specialists, as well as the development of their professional competencies that will help in future work with special children. Ways to include in the educational process of applicants for primary education with special educational needs are proposed: accept children with disabilities like any other child in the class; to include children with special educational needs in all types of classes, but to offer differentiated tasks; include all students in group activities and involve them in group problem solving; use active forms of learning – discussions, games, projects, laboratory and field research. The principles on which not only inclusive education is based are also highlighted. Barrier-free inclusive educational space and such aspects as training programs, support and cooperation of employees, measurement and evaluation, opportunities and equipment are characterized. A set of innovative technologies has been proposed, which together will provide comprehensive assistance to all applicants for primary education with special educational needs.

Use of Arttherapy Techniques in Pedagogical Accompaniment of Children with Special Educational Needs

The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psychophysical developmental disorders are to ensure their social adaptation and over come difficulties in communicating with peers; prevention of problems of personal development and upbringing of the child; providing assistance in solving current educational problems and socialization; implementation of psychological and pedagogical counseling for parents. The authorsempha size that art therapy is rightly considered to be an effective means of pedagogical influenceon children with SEN in an inclusive educational space. Art therapy as a method of diagnosis, change and resource development of an individual, group or team through the use of different art sand their own creative activities has a wide field of application in various areas of teaching. To achieve a positive result in the pedagogical support of children with SEN the following arttherapy means are used: drawing therapy, fairy-tale therapy, sand therapy, music therapy, photo therapy, color therapy, which can be integrated, completing each other. It is scientifically proven that theuse of different types of arts contributes to the development of a child’s emotional and communicative sphere, the establishment of interpersonal communication, taking into account emotional state of peers. During art therapy classes peculiarities of interpersonal communication are revealed, obstacles in its establishment are found and over come, and as a result the development of social-communicatives kills of children with SEN.

Psychological Readiness of Future Teachers to Implement an Inclusive Approach in Education: Formation and Assessment in the Learning Process

The relevance of the research is determined by a new social demand related to the implementation of inclusive education, the need to transform the content, forms and methods of professional training of future teachers in order to form their professional readiness to work in an inclusive educational space. The subject of a meaningful and structural analysis is the psychological readiness of future teachers to implement an inclusive approach in education within the framework of competence-based and axiological approaches. The study was conducted using theoretical methods-analysis, generalization, comparison, systematization. The main features of inclusive thinking as the basis of psychological readiness of future teachers for inclusive practice are selected: acceptance of inclusion as a normal way of functioning of an educational institution; understanding of an inclusive educational space as open to everyone; reorientation of the priorities of a teacher’s professional activity from achieving academic results to creating conditions for the formation of life competencies and successful socialization of children with disabilities; orientation to team interaction with all participants in the educational process, etc. The experience of forming the psychological component of inclusive readiness of future teachers is described in detail. It is argued that the technologies of contextual learning most meet the tasks of forming the psychological readiness of future teachers to implement inclusive practice. The scientific data on the methods of assessing the psychological readiness of teachers to implement inclusive practice are summarized. It is shown that the formation and qualified assessment of the psychological readiness of a future teacher to work in an inclusive education should be of a systematic and complex format. The presented materials can be taken into account when designing the content of professional educational programs in order to increase the effectiveness of the formation of future teachers’ psychological readiness to work in an inclusive practice. Keywords: professional readiness, inclusive readiness, psychological readiness of future teachers to implement an inclusive approach in education, inclusive thinking, formation and assessment of competencies

Соціально-педагогічний аспект соціалізації дітей з особливими потребами в умовах освітнього середовища

The article analyzes the acute social problem of today – the socialization of children with special needs in the educational environment (educational space, educational and correctional space, inclusive environment). The definition of the terms «socialization», «educational environment» is given. The essence and content of the concept of socialization of children with disabilities in an inclusive educational space are considered. The hypothetical statement that the improvement of the quality of life of children with disabilities can be achieved primarily by creating the most favorable conditions for socialization, given the fact that the initial socialization was unsuccessful due to objective victimhood (special needs) of the child. Emphasis is placed on the complexity and contradictions of the socialization process, because it largely depends on what social environment a person falls into. That is why a special role in the process of personality formation is acquired by the school correctional and educational space. The success of a child's socialization depends on the conditions created in the correctional and educational space and on the content of the latter. Effective socio-pedagogical conditions for the socialization of children with disabilities are analyzed.

ПСИХОДИДАКТИЧНІ ЗАСАДИ УКЛАДАННЯ ПІДРУЧНИКІВ ДЛЯ УЧНІВ З ПОРУШЕННЯМИ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ

In the light of educational reform in Ukraine on the way to European values of equality and nondiscrimination, general secondary education institutions with an inclusive form of education should receive educational materials that meet the needs, interests, individual characteristics and capabilities of each student, including students with intellectual disabilities. The functions of differentiated and individualized teaching of a modern textbook indicate the need to reconsider the role of the school textbook in an inclusive educational space. Yes, it should not be exclusively a source of information, it should be a factor in the intellectual development of students according to their needs and abilities. Accordingly, the school textbook in content, form and design should be a projection not only of scientific knowledge, but also the basic laws of intellectual development of the individual in the learning process. The article considers the main requirements for the textbook for students with intellectual disabilities. These students are characterized by a slowdown in the speed of receiving and processing information; general decrease in mental activity and, as a consequence, narrowing of a stock of knowledge and representations about the world around and about itself; speech disorders, communication difficulties; insufficiency of verbal mediation of activity, inconsistency of figurative and verbal spheres of psyche, etc. Adherence to the methodological requirements for the school textbook for students with intellectual disabilities involves the compliance of materials with the age characteristics of students in terms of content, emotional impact; clear structural division and graphical selection of conclusions, key provisions, key concepts, etc .; a sufficient number of illustrations that facilitate the perception, understanding and memorization of educational material, conveniently located and associated with the text; inclusion of tasks that stimulate the development of a certain degree of independence in solving problems, the formation of skills to use the stock of available knowledge. All these requirements are met when selecting verbal material (articles, exercises, examples) for explanation, consolidation, repetition of educational material, methodological apparatus (rules, instructions, tasks, questions), illustrations (drawings, photographs, graphs, etc.).

УМОВИ САМОАКТУАЛІЗАЦІЇ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

The article identifies the problem of self-actualization of higher education students with special educational needs and identifies conditions for effective support of self-actualization of their personality: the use of interactive and innovative teaching methods, inclusion of adaptive disciplines-modules in educational programs, success situations, inclusiveness, congruence optimism, activity, subjectivity. Key words: higher education, educational environment, inclusive educational space, self-actualization.

Оrganizational technologies of inclusive educational space

Оrganizational technologies of inclusive educational space

«Inclusive educational environment», «inclusive educational space»: their correlation and difference

The article deals with the comparison of the terms «inclusive educational environment» and «inclusive educational space». On the basis of the approaches to the terms «educational environment» and «educational space» the definitions for «inclusive educational environment» and «inclusive educational space» are given. The characteristics and elements of inclusive educational environment are detected, the structure of inclusive educational space is described. Based on the «inclusive educational environment» and «inclusive educational space» key factors their main correlation and difference are distinguished, it is stated whether they are synonymous terms.

Formation of professional integrated methodological competencies of teachers in an inclusive educational space

The article considers the need for the formation of professional integral methodological competence of teachers in an inclusive educational space. The authors offer qualitative characteristics of formation levels of the studied competence (low, medium, high), describe the structural components of the formation of professional integral methodological competence of teachers in an inclusive educational space. The studied competence will allow teachers to be ready for dynamic changes in the educational process in an inclusive educational space, it will contribute to the intensive accumulation of academic knowledge of children with disabilities and allow to form life competencies and master knowledge, skills and abilities necessary in everyday practice.

ПРОФЕСІЙНА ПІДГОТОВКА ФАХІВЦЯ ПОЧАТКОВОЇ ОСВІТИ У НОВИХ РЕАЛІЯХ

The article is devoted to finding ways to improve the quality of teacher training in the face of civilizational challenges. The authors substantiate the need to introduce new approaches, which play an important role in the formation of pedagogical professionalism of future primary school teachers in connection with its reform. The competences that modern organizers of primary education (key, psychological, pedagogical and subject) should acquire in accordance with the requirements of the concept of the New Ukrainian School and the Professional Standard of Primary School Teacher are determined; ways to form motivation for active professional activity as a component of professional training of future primary school teachers, in particular innovative technologies of educational activity organization (games, training, coaching technologies, master classes, simulation methods, modeling, critical thinking methods, classroom analysis with videos), new forms and methods that can be implemented in traditional methods, but focused on the process, not just on the content, provide for the harmonization of intellectual and emotional, creative development and selfdevelopment. Intelligence and emotions are two components of the success of professional activity of future specialists of primary education, and their harmonization is the basis of a high level of professionalism of a modern teacher.An important area of work is also the preparation of future primary school teachers to integrate educational material in the content of related subjects and work in an inclusive educational space through the introduction of special courses, content modules, project activities. According to the authors, a group of communicative skills that promote the formation of students' emotional culture as a personal education that can provide skills to manage their own emotions and emotional state of participants in the educational process, and positively affect the emotional intelligence of future teachers are as follows: the ability to observe behavior of other people in the process of communication, the ability to navigate in different situations of communication, the ability to control themselves in communication and interaction with others.

MOTIVATION AND MANAGEMENT OF SUBJECT OF THE INCLUSIVE EDUCATIONAL INSTITUTION IN THE CONDITIONS OF GLOBAL ECONOMIC DEVELOPMENT

Introduction. In the modern Ukrainian inclusive educational space, the motivation of the scientific and pedagogical employee of the educational institution in the conditions of global economic development, which is extremely relevant today, acquires special importance. Purpose. It consists in carrying out appropriate measures of effective activity and motivation of the scientific and pedagogical employee of the inclusive institution. Results. The article identifies the priority of motivation of research and teaching staff, which includes a number of components, namely: motivation of work, motivating staff to work effectively, which provides the necessary rewards and meets existing needs; motivation for stable and productive employment; motivation for the development of employee competitiveness, etc. The motivational model of the relationship between the head and the teaching staff is method of calculating the term of the contract of the subject of educational services is represented. The management of the subject an inclusive educational institution in the conditions of global economic development is analyzed. It is determined that the structure of the educational sphere in particular inclusive education as a socio-economic model has a complex many profile character, the elements of the structure of the educational space are characterized by a complex system of relationships and interdependence. The characteristics of the main components of motivation individuals of higher education subjects, which determine the behavior of providing educational services and form its motivational structure are highlighted and given. It is individual for each subject of educational services and is determined by many factors: level of well-being, social status, qualification, position, value orientations, etc. The development of the educational system of each country as a socio-economic model is characterized on the one hand by internal (national) features and patterns of development and on the other hand, the development of national systems is directly influenced by the external environment, determined primarily by global processes. It is substantiated that globalization has become a challenge for higher education in which modern higher education institutions are becoming global institutions.

ІНТЕГРОВАНИЙ ФІЛОСОФСЬКО-МЕТОДОЛОГІЧНИЙ ПІДХІД У ФОРМУВАННІ ПРОФЕСІЙНОГО СВІТОГЛЯДУ АСИСТЕНТА ВЧИТЕЛЯ ІНКЛЮЗИВНОГО КЛАСУ

In the context of inclusive education, the requirements for the personal and professional qualities of a teacher of special and inclusive education are constantly growing, therefore, the "philosophy of education" is of particular importance as a methodology of the process of education and training and a leading factor in personality development. A modern special teacher is a highly qualified specialist who is able to develop, implement and creatively implement new technologies and teaching methods that ensure the progressive development of each student, his emotional comfort, in order to achieve the ultimate goal of the concept of modern philosophy of education – the formation of a comprehensively harmoniously developed personality. The life credo of the modern world is the expression “Modern Problems Require Modern Solutions”, which has spread widely on social networks and has integrated into all areas of human activity. Its relevance in the context of the philosophy of education as the leading branch of professional training of scientific and pedagogical personnel lies in solving the main tasks of the New Ukrainian School by introducing innovative teaching methods. We reveal our pedagogical vision of existing philosophical methods, modifying them to the conditions of an inclusive educational space. The methodological reference point for the modernization of the education system is the "philosophy of education". It includes in its field of reflection completely new questions caused by the needs of humanity. The integration of special children into the conditions of a general educational institution is due to the reform of the educational system of Ukraine and requires modernization of methods, techniques, means and approaches to training specialists in the direction of special and correctional education. Despite the available scientific works of modern Ukrainian researchers devoted to the problems of inclusive education and the philosophical foundations of special education, the problem of professional training of future teachers' assistants in the context of the philosophy of education, which plays a leading role in the formation of a new image of a correctional teacher (teacher assistant), remains relevant. The article presents the author's aspects of the philosophical and methodological approach and active means of training future assistants of an inclusive class teacher, outlined the ways of their implementation in the pedagogical process.

A Cultural Approach To The Study Of Inclusive Education

Introduction. In recent years, the problems of studying the value of inclusive education have become relevant in national education and society. The article examines the influence of cultural values on the development of inclusive education in Ukraine, on the definition of its goals and content and the leading role of its humanistic component in the spiritual, moral and intellectual formation of students on the basis of assimilation of their socio-cultural values. The aim of the article is to study the inculturation of people with special educational needs in the context of the development of national special education. The tasks of the article are to consider the education peculiarities of the children with special educational needs in the institutions of inclusive education in the cultural aspect, to explore the importance of the socio-cultural environment for their development. Research methods. The paper uses general scientific and special research methods. The main among them was the method of analysis. In addition, induction, deduction, etc. were used. Research results. The necessity of introducing culturogical perspective while setting goals for the inclusive education and evaluation of its capabilities is addressed in the article. In the process of education of the people with disabilities it is important to take into account their specific cultural needs. Recognition of the special cultural needs imply the description of the particular system of relationships, the identification systems, the specificity of the constituent elements of cultural environment adequate for people with disabilities, emphasizing the importance of a group as a condition of human development, searching for the language of communication, both for internal needs of this group and for communication with other groups. The need to revise the conceptions of culture in contemporary theory and practice of inclusion is justified towards a more productive use of cultural knowledge in the process of creating a developmental learning environment. The possibility application of cultural forms which can be found in the arsenal of traditional cultures and artistic practices of contemporary art are discussed in creating supportive social and cultural environment that promotes inclusion of people with disabilities into society. Discussion. The views on the content of the inclusive education concept are analyzed. The author substantiates the expediency to denote this term of education for all children who study in a general educational institution. Conclusion. The introduction of elements of social and cultural activities into the inclusive educational process will help the actors of inclusive process master cultural standards and patterns of behavior, meet the spiritual needs and needs for communication, will contribute to their positive perceptions of each other and change the attitude towards the phenomenon of disability. The creative social and cultural environment of the inclusive educational space makes it possible to facilitate the socialization of children with special educational needs.