Keyword: «polysubject approach»

In 2022, we can sum up the results of the first decade of the inclusive education legislative framework development, and the search for ways to use it in practice in our country. As a result, a number of contradictions emerged between: the desire to use foreign experience in Russia, and the complexity of its transfer to the Russian education system; the norms of the organization of inclusive education registered in the documents, and insufficiently developed mechanisms for their application; the attempts to use traditional methods of education aimed at expanding schoolchildren's ideas about the life of people with disabilities, and their insufficient effectiveness in building up an inclusive culture among the subjects of the educational process; understanding of the importance of a high level of the inclusive culture of the teacher, and insufficient elaboration of theoretical aspects related to understanding the essence and structure of this phenomenon. There is a problem of finding ways for a teacher to solve specific professional tasks of inclusive education, with its inherent risks and contradictions, and the specifics of the domestic experience. All this determines the relevance of the chosen topic. The purpose of the article is to theoretically and methodologically substantiate the phenomenon of "inclusive culture of a teacher", which ensures success in solving various kinds of professional and pedagogical problems in the context of the spread of inclusive education practice in Russian reality. Achievement of the goal was ensured by the consistent solution of the following tasks: to identify the content and structure of the "inclusive culture" concept, to specify it in relation to teachers, to analyze the existing contradictions in the domestic experience of inclusive education, to suggest teachers the ways of solving the relevant professional tasks in practice. The leading approaches to the study of the problem relate to the methodology of humanistic pedagogy: polysubject, personal, activity-oriented and existential approaches. The main results of the article: the structural components of the "inclusive culture of teachers" concept are defined, the most complex professional tasks are examined, which can only be solved by a teacher with a high level of inclusive culture. The scientific novelty of the study lies in the facts that: there was revealed a less studied motivational-sensory component in the structure of the inclusive culture of the teacher in comparison with the value-semantic and activity-communicative ones, to the content, the methods of formation of which the existing scientific literature gives more close attention; the ways have been developed to resolve a number of contradictions existed in the domestic experience of inclusive education, which can be applied by a teacher with a high level of inclusive culture, with its harmoniously formed components, including motivational-sensory one; it is proposed to consider a polysubject approach as a methodological basis for inclusive education, which allows us to form friendly relations in an inclusive environment. The article analyzes the reasons for the rejection of the basic ideas, norms and rules of inclusive education by the subjects of the educational process. It was revealed that the methods of cultivating an inclusive culture are used in practice sporadically, haphazardly, often without affecting deep personal structures, emotional-sensory and motivational spheres, which does not allow subjects of inclusive education to fully accumulate experience of interaction and communication with people with disabilities. The methods proposed by the author for solving professional problems related to the specifics of domestic inclusive education will contribute to the improvement of this process in practice.