教育组织包容性文化的形成

O. Leonova
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引用次数: 0

摘要

介绍。包容性文化在教育组织中形成的相关性,是由于需要解决社会保障不同人群平等受教育权的需求与对模式多样性的认识不够系统化,以综合的方式实施既形式化又有意义的措施来增加残疾学生的教育环境可及性和各种教育之间的矛盾的需求。教育组织外部和内部区域的技术安排,尽管实施迅速,但没有考虑到建筑结构特征,孔径尺寸,包括在被归类为旧建筑的建筑中,没有导致建立一个成熟的无障碍环境,以及在没有教师适当的专业培训和专业教育的情况下实施适应性方案。在这方面,形成一个教育组织的包容性文化作为一个复杂的实质性和技术性的措施,始终如一地,一步一步地实施,似乎是其运作的最重要的领域之一。材料和方法。在研究过程中,研究了高等教育组织中教育过程参与者对教育包容的理解、教育包容采用中形成的组织氛围的具体情况、教师实施教育包容的准备程度。分析方法采用内容分析法、问卷调查法、访谈法、对话法和观察法。研究的结果。制定了与大学初始学习阶段学生形成系统的工作原理,确定了组织积极导向氛围的因素和指标,建立了教育过程中参与者之间的按需互动类型,包括无障碍环境组织中存在技术缺陷的情况。讨论与结论。研究成果在教育组织工作中的应用,在教师专业培训和专业教育方案中的应用可能性,具有重要的现实意义。研究的前景是揭示适应方案的组成潜力及其与技术教育环境现代化的协调性,并确定特殊教育需要学生发展效应的动态。
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Formation of an inclusive culture in an educational organization
Introduction. The formation relevance of an inclusive culture in an educational organization is due to the need to resolve the contradiction between the society need to ensure equal rights to education for various population categories and insufficiently systematized knowledge about the model diversity for applying an integrated approach in the implementation of both formalized and meaningful measures to increase the educational environment accessibility for students with disabilities and various educational needs. The technical arrangement of educational organization external and internal territories, despite the rapid implementation, without taking into account the building structure features, the aperture dimension, including in buildings that classified as old buildings, does not lead to the establishment of a full-fledged accessible environment, as well as the implementation of the adaptive program without teaching staff appropriate professional training and professional education. In this regard, the formation of an educational organization inclusive culture as a complex of substantive and technological measures, implemented consistently and step by step, seems to be one of the most important areas of its operations. Materials and methods. In the course of the study, the educational inclusion understanding by participants in the educational process in the higher education organization, the specifics of the formed organization atmosphere in the educational inclusion adoption, the teaching staff readiness level for its implementation was studied. Analysis methods, content analysis, questionnaires, interviews, conversations, and observation were used. Research results. The system-forming working principle with students of the initial study period at the university was formulated, factors and indicators of an organization positively oriented atmosphere were identified, in-demand interactions types among the participants in the educational process were established, including in the conditions of technical flaws in the accessible environment organization. Discussion and conclusion. The practical significance of the study results lies in their use in the educational organization work, in their application possibility in the programs of teaching staff professional training and professional education. The research prospects are to reveal the adapted program's components potential, their coordination with the technical educational environment modernization, and to identify the dynamics of the developmental effects in students with special educational needs.
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