Keyword: «inclusive professional education»

Inclusive processes in professional education are considered in the context of building an inclusive vertical line at the present stage of society development. They are also understood as a condition for people with disabilities to achieve an independent life, their professional self-realization. The purpose of the research presented in the article is, firstly, to analyze modern scientific ideas and approaches to the problem of inclusive education, secondly, to highlight the factors and specific understanding of this problem by students, and thirdly, to identify the representation features of inclusive education significant aspects in the minds of students with disabilities studying at the University, using the method of semi-formalized interview. Based on the results of empirical research, it is shown that the leading aspects of inclusive education for students with disabilities are humanistic and relational aspects, at the same time, they are characterized by a certain underestimation of the professional component of training. Risks, as well as ways to overcome them, are objectified by them in the sphere of relationships that ensure public recognition, and in the field of self-perception, reflecting the level of educational achievements and the degree of their social demand, which emphasizes the priority importance of the socio-psychological climate in a particular student group to achieve true inclusion. The theoretical significance of the article is determined by the fact that modern approaches to inclusive education are systematized, in the context of which aspects, significant for development of inclusive processes in professional education, are interpreted, and the category of relations is problematized as crucial for understanding the prospects and trends of inclusive professional education. The practical significance of the article is that the presented research results can form a scientific basis for designing an inclusive educational environment at the University and determining the directions of psychological and pedagogical support for students with disabilities for their social and professional adaptation.

Inclusive professional education of persons with disabilities is one of the priorities of modern society. It is considered as a factor of their inclusion in the socio-economic processes and living independent life. Today, despite the increased attention to this problem on the part of the scientific community and practitioners, there are many unresolved issues that require new approaches to human development of students with disabilities at the University. The purpose of the study, the results of which are reflected in the article, is to substantiate the opportunities of resource-environmental approach for the development of human potential of students with disabilities through positive transformations of the University educational environment using social and educational practices. The article analyzes and substantiates the possibility of integrating environmental and resource approaches to solve the problem of inclusive processes development in the University, creating an inclusive educational environment characterized by comfort and the necessary diversity of conditions for inclusion of students with disabilities in the University community. The authors of the article discuss from a scientific point of view both domestic and foreign approaches to the category of environment in relation to the category of resources in an interdisciplinary paradigm, which allows us to highlight the phenomenological characteristics of an inclusive educational environment on the example of a University. The authors, on the basis of practical application of resource-environmental approach, propose a model of University educational environment transformation in the direction of greater inclusion of students with disabilities due to introduction of social and educational practices, reflecting different aspects of the inclusion problem in the content aspect. Based on the results of the empirical study, the authors conclude about the effectiveness of this model for the solution the problem of human development of students with disabilities at the stage of professional training. The theoretical significance of the article is expressed in the fact that the authors show heuristic opportunities of environmental and resource approaches integration to create conditions for the development of the human potential of students with disabilities at the University. The practical significance of the article is determined by the fact that the proposed model of the educational environment transformation can be used in the design of both organizational and managerial, as well as psychological and pedagogical components of the support of inclusive processes at the University.