Tolerance as a dominant social partnershih of intellectual education subjects

Zhanna Shinkaryova
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Abstract

The article stresses the necessity of forming a tolerant attitude towards others in order to ensure effective interaction of all subjects of inclusive education, namely: pedagogical staff; children (both with special needs and ordinary pupils); parents, or persons who replace them. A comparative analysis of the content load of the concepts of «inclusive education» and «tolerance» is made. The ideology of social partnership and the establishment of «social peace» are defined. The compromise, as the leading method of solving social conflicts within the framework of social partnership, is emphasized. It has been determined that cooperation of all subjects in the context of inclusive education should be based on universal values, mutual respect and tolerance. It is proved that social partnership is a pledge of non-conflict tolerant interaction of children with special needs and their environment. The special role of the teacher from the point of view of tolerance is outlined, and the importance of possessing the technology of tolerant communication. It is emphasized that personal example and favorable environment help to establish and practical implementation of the value of tolerance. It is proved that one of the conditions for inclusion of a child in inclusive education is the ability of parents to consciously perceive the child’s condition, to be able to work with teachers, acting as their active assistants. It is stressed that the problem of education of tolerance for people with special educational needs should unite specialists of different directions and levels: philosophers, psychologists, teachers, managers, etc.; The representatives of different age groups are no exception. Tolerance, as the key value of the individual, has to become the dominant social partnership of all subjects of inclusive education, the uniting solution for a brick for the full development of children with special educational needs.
宽容作为一种占主导地位的社会伙伴关系的智力教育主体
文章强调,为保证全纳教育各主体的有效互动,必须形成对他人的宽容态度,即:教师;儿童(包括有特殊需要和普通学生);父母或代替他们的人。对“全纳教育”和“宽容教育”概念的内容负荷进行了比较分析。确定了社会伙伴关系的意识形态和“社会和平”的建立。强调妥协作为在社会伙伴关系框架内解决社会矛盾的主要方法。已确定,在全纳教育的背景下,所有学科的合作应以普遍价值观、相互尊重和容忍为基础。事实证明,社会伙伴关系是有特殊需要的儿童与其环境之间无冲突、宽容的相互作用的保证。从宽容的角度概述了教师的特殊作用,以及掌握宽容沟通技术的重要性。强调个人的榜样和良好的环境有助于宽容价值观的树立和实际实施。事实证明,在全纳教育中包容儿童的条件之一是父母能够有意识地感知孩子的状况,能够与教师合作,作为他们的积极助手。有人强调,对有特殊教育需要的人进行宽容教育的问题应该联合不同方向和层次的专家:哲学家、心理学家、教师、管理人员等;不同年龄组的代表也不例外。宽容作为个体的核心价值,必须成为全纳教育各主体的主导社会伙伴关系,成为特殊教育需要儿童全面发展的一块砖。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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