FEATURES OF THE INCLUSIVE CULTURE OF ADOLESCENTS

Abstract

䜍e authors of the article examined the transformations of the education system associated with the organization of an accessible environment with disabilities (hereina麣er HIA). It is shown that inclusive education in Russia is at the initial stage of formation, therefore, the authors of the article believe that it is necessary to carry out comprehensive work at the school to develop an inclusive culture, this work becomes especially important for adolescents, as in adolescence leading activities change, thereby communicating with peers come to the fore and determine development.䜍e study showed that adolescents con験rm the existence of friendships among students, including with children with disabilities, however, they do not have a 験rm belief in understanding the content of inclusion and inclusive culture. 䜍e general results of assessing the level of formation of an inclusive culture among high school students have shown that the level of formation of an inclusive culture in adolescents as a whole is not high enough. 䜍ese results indicate the need for the formation of an inclusive culture in adolescence. In turn, adolescents with disabilities have o麣en a more formed inclusive culture, a higher level of formation of an inclusive culture of adolescents was also noted in classes where adolescents with disabilities are taught together with other children, and a lower level of inclusive culture where there are no students with HIA.As a result of the study, a general conclusion was drawn that the development of shared inclusive values and cooperative relationships can lead to changes in communications in general and this process should be started throughout the entire educational process. Inclusive culture is formed in the school and determines the direction of activity and the organization of the pedagogical process as a whole.