Binarity of the role of higher inclusive education in development of socio-professional subjectivity

Abstract

The subject of this research is the process of formation of socio-professional subjectivity of persons with socio-functional dissimilarities, among whom are people with impairments, pensioners, military, prisoners, and released from prison. The object of this research is the higher inclusive education viewed through prism of modernization of the system of higher education, being a crucial organizational-substantive and goal-directed aspect, within which inclusive education plays not only an educational-enlightening role such as formation of professional competencies, but also in the specifically arranged inclusive field ensures formation and development of their socio-professional subjectivity, changing their assertions, needs, and motives from personal-passive to socially significant. The conclusion is made that socio-psychological adaptation and increase of the role and status of people with socio-functional dissimilarities implies socio-professional development of subjectivity as a certain system organization of consciousness, human psyche that includes cognitive, emotional-willed, and activity components inherent to a person as a subject of activity. The author underlines the need for functional model that would be aimed at solution of personal issues, as well as increase of the professional role and social status. This approach suggests binary role of inclusive professionalization.