INTERACTIVE ORIENTATION OF ADOLESCENTS IN THE PERSPECTIVE OF INCLUSIVE EDUCATIONAL SPACE

Relevanse. The paper presents the results of a research of interactive orientation in the context of its influence on the communication of adolescents in the inclusive educational space. Methodology. Methods: comparative analysis, quantitative and qualitative analysis of the obtained data using mathematical and statistical methods, generalization of conclusions. The sample of research consisted of 240 students (aged 11 - 14), 30 of whom had special needs (18 boys and 12 girls). The experimental base of our study was 14 inclusive classes of Ukrainian schools. Results. The obtained results provide grounds for statement that the orientation towards interaction is more characteristic of teenagers with typical development than their peers with special needs. A moderate negative correlation was found between interactive and marginal orientations. Therefore, adolescents who strive for interaction are less infantile and more capable of adequate perception and acceptance of the interlocutor. Conclusions. The importance and peculiarities of the interactive orientation of adolescents who are participants in the inclusive educational space have been revealed. This determines the importance of socio-psychological activities to reduce the level of concentration on personal interests or tendency to marginalization and, thus, increase the level of adaptability in communication, as teenagers with typical development and their classmates who have special needs. This will contribute not only to the optimization of the inclusive educational space, but also to the expansion of their opportunities for selfrealization in various spheres of society.