Paired Discussions in Linguistic Integration Classes: Studying Language, Developing Soft Skills, and Making Friends

The article actualizes the problem of inclusion of future teachers in an inclusive educational environment. The research is based on the hypothesis that the use of social partnership technology in the training of future teachers contributes to the formation of their readiness to work in an inclusive educational environment. The purpose of the article is to study the possibility of using the technology of social partnership in the development of competencies that contribute to the formation of the readiness of future teachers to work in an inclusive educational environment. Methodology and methods of research. The article presents the results of an experimental study aimed at studying the development of competencies that contribute to the formation of the readiness of future teachers to work in an inclusive educational environment, in the process of using social partnership technology. In conclusion, it is concluded that the inclusion of social partnership technology in the process of teaching students of pedagogical areas of training allows future teachers to form the competencies necessary for successful professional activity in an inclusive educational environment.

The article considers the tasks of an inclusive educational environment and the peculiarities of its introduction in general secondary education institutions of the city of Sumy and Sumy region to ensure the right of every child for education. An inclusive educational environment is defined as a special environment that provides conditions for education and training, comprehensive development of students with special educational needs and different levels of health.
 Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technical means and resources of the educational institution to organize the educational process for people with special educational needs.
 The organization of an inclusive educational environment in general secondary education institutions will promote the emergence of experimental institutions of inclusive education; advanced training of pedagogical workers in the organization of inclusive education of students with special needs; increasing society's understanding and tolerance of people with special needs.
 The article is devoted to the search for an effective model of inclusive education environment to create an effective management system, a clear legal framework and build a specific concept for the comprehensive development of inclusive education at all levels. The implementation of the outlined way of organizing an inclusive educational environment requires dynamic monitoring of the quality of inclusive education, creation of optimal conditions for professional development, special education and increasing the level of motivation of teachers.
 When talking about the organization of the educational environment, it is wrong to start thinking about furniture and equipment. However, in addition to the physical environment, it is necessary to take into account the equally important social environment, which includes quality interaction between administration and parents, administration and teachers, teachers and parents of children with special educational needs, teachers and children, communication between children.
 The article notes that only if an inclusive educational space is created, adherence to the principle of continuity between preschool education, primary school, secondary education, understanding the specifics of the child's educational needs, professional development of teachers, providing psychological and pedagogical support to children, providing educational, psychological pedagogical and correctional and developmental services, providing students with special means of correction of psychophysical development, dynamic and sustainable introduction of an inclusive educational environment in a general secondary education institution is possible.
 We came to the conclusion that in general the model is an imaginary or material object, which in the process of research replaces the original object, preserving the typical elements of this study. It was determined that to ensure pedagogical "modeling" there is a need to apply a systems approach, which is based on the study of the object as a holistic system consisting of interdependent components that determine the causal relationship.

Currently, inclusive education is considered as one of the strategic directions of the national education system. The leading condition for the effective implementation of joint learning of students with different educational opportunities is the creation of an inclusive educational environment that meets the needs of all subjects of educational relations, and, first of all, the need for security. One of the leading approaches in the psychology of the safety of the educational environment is the risk-resource approach aimed at identifying threats and preventing risks that arise in the educational environment and affect the psychological safety of the subjects of educational relations (teachers, students and their parents).The purpose of the study was to identify the risks and resources for ensuring the psychological safety of an inclusive educational environment. Based on the concept of psychological safety, the article proposes a definition of an inclusive educational environment; the structure of an inclusive educational environment, consisting of three components: spatial-subject, content-methodical (psycho-didactic) and socio-psychological. Based on the provisions of the risk-resource approach, the risks that arise at the level of each structural component of the environment and affect the psychological safety of the subjects of educational relations are meaningfully justified. On this basis, we consider the resources that allow us to prevent or minimize the risks that arise in an inclusive educational environment: at the level of the spatial and subject component-the architectural and information accessibility of an educational organization; at the level of the content and methodological component – the personal and professional readiness of teachers to implement inclusive educational practices based on a personality-oriented model of interaction; at the level of the socio-psychological component-the readiness of the subjects of educational relations for positive interaction in an inclusive educational environment.

Social skills play an integral part for healthy and successful functioning of individuals both disabled and the non-disabled in the society. Social Skills has a tremendous influence on the academic as well as the psychosocial aspects of the children in an inclusive education environment. Enhancement of social skills will foster the social development of the sensory challenged children to establish interpersonal relationships among their peers, teachers, family and society at large. This can be possible when children have an exposure to the concept of social skills and the need to hone good social skills. Hence, in the present study an attempt has been made to study the influence of intervention programme on social skills of sensory challenged children in an inclusive education environment. 100 sensory challenged children (50 SCC from control group and 50 SCC from experimental group) in the age bracket of 10–15 years studying in an inclusive school in Bangalore city were selected. Self-structured social skills scale, formulated and standardized was used to assess the social skills of sensory challenged children. The design for the study included a pre and post method with an intervention programme. Data collected was analyzed using both descriptive and inferential statistics. The study highlighted that intervention programme has an influence on social skills of sensory challenged children and should be an ongoing process in inclusive schools.

The purpose of the article is to consider communication strategies in an inclusive educational environment. Methods of pedagogical observation, analysis and synthesis, and generalization of results were used. It is noted that communication in the process of teaching students with special educational needs requires taking into account their individual characteristics and capabilities, level of development, needs, and interests. The importance of communication in the educational environment is characterized in accordance with the core tasks of inclusive education as a whole, and its impact on learning, upbringing, adaptation, and socialization, and further development of the personality is considered. The essence of the concepts of "communication", "communication strategy", "inclusive communication" is revealed. It is emphasized that defining goals, identifying the target audience, choosing information channels, systematization, integration, analytics, adaptation are aspects of the communication strategy in an inclusive educational environment. Modern priorities and values, tasks, and direction of the educational industry are determined. Communication, language, assistive technologies, and universal design are identified as key factors influencing the effectiveness of the inclusive educational process. The latest scientific achievements in the context of the specified issues and approaches to the classification of communication strategies are revealed and analyzed. The main communication strategies in modern pedagogical practice are analyzed, their features are established and components are identified, the significance of their use in the context of socialization and harmonious development of students with special educational needs is revealed. The main principles of organizing communication, the use of its various strategies in the process of inclusive education are analyzed. The emphasis is on the humanistic principles of inclusive education and on ways of creating a barrier-free educational environment in the modern conditions of the New Ukrainian School. Alternative additional communication is identified and the need to use its various types in the educational process is emphasized, the advantages are established. Further prospects and directions of scientific research in the context of the specified issues are outlined.

This study examines the perspectives of teachers in Djibouti, Ethiopia, and Cameroon on maintaining students’ heritage languages and how these attitudes are reflected in classroom practices. The research highlights teachers’ attitudes toward heritage languages maintenance and their impact on cultural and cognitive development. The study utilised a mixed-methods approach and involved a diverse cohort of 358 teachers from Djibouti, Ethiopia, and Cameroon, encompassing various demographic characteristics in three countries. Data were gathered via the Teachers’ Attitudes Towards Students’ Heritage Language Maintenance Survey, which included 35 Likert-type items and three open-ended interview questions. Quantitative findings indicate that demographic factors such as professional experience and language proficiency do not significantly impact teachers’ attitudes toward heritage language maintenance. Qualitative data reveal that teachers emphasise cultural maintenance and cognitive development as reasons for supporting heritage language maintenance. Significant barriers identified include educational challenges and social integration issues. The research underscores the critical role of collaboration between teachers and parents in sustaining heritage languages. These findings indicate that academic policies and teacher-parent partnerships could play a role as important as individual teacher characteristics in encouraging educational institutions to develop more inclusive policies, promote linguistic diversity, and build effective partnerships to create more inclusive educational environments.

Today, communication is perhaps the most important area of activity in social work. That is why the problem of communicative competence of future social specialists should be one of the current problems of social work. The social policy of the states is aimed at the development of inclusive education as an important component of social work. The role and features of inclusive education, which provides comfortable and humanistic development, integration of people with disabilities into an inclusive educational environment are studied. An inclusive educational environment in the higher education system of Ukraine is a key factor influencing the intensive reform of traditional higher education, enabling access to quality education for people with special educational needs. The increase in the actual number of children with disabilities and the intensity of integration of such children into the general education space require the formation of an inclusive educational environment in the system of higher education in Ukraine. This will ensure continuity of education, create opportunities for self-realization of children and youth with special educational needs. The issue of communication with students with special educational needs in a higher education institution deserves special attention. It is noted that communication is an important condition for student integration into the educational process.The author outlines recommendations for the treatment and communication process with students with disabilities.Thus, the formation of communicative competence of social workers originates in the process of training future professionals and is based on their versatility, ability to provide social assistance, based not on general but on thorough theoretical and practical knowledge and skills, taking into account the potential clients of social institutions.

The features of preparing future primary school teachers to work with a computer as a means of managing information as well as one on global computer networks, and mastering digital competencies to design and apply informational technologies that underpin electronic educational resources are analyzed in the article.The basic directions of improvement of preparation of future primary school teachers for the usage of informational and communicational technologies in professional activity in the conditions of inclusive educational environment are considered and substantiated.The purpose of the article is analysis of the status and substantiation of the directions of preparation of future teachers, regarding the peculiarities and possibilities of using informational and communicational technologies in the inclusive primary school educational environment.At the same time, the peculiarities of the functioning of the informational-educational inclusive environment, which provides informational interaction between users (educators, specialists, parents, students, etc.) are characterized.The program of the educational discipline Informational technologies in inclusive education of children with complications of processes of development and socialization is offered.It is proved, that the offered methodical principles and directions of improvement of the content of preparation of future teachers for the usage of informational technologies in professional activity in the conditions of inclusive educational environment provide for certain practically oriented organization of work. Implementation of a training program, within a specially organized course is focused on improving the knowledge and skills in the usage of these technologies in professional activities in an inclusive environment. Therefore, a teacher in the information society as a skilled specialist of intellectual work, with a high level of education, becomes the main resource for improving its quality, which will contribute to the formation of demotivation indicators among participants in the educational process of labor migration

In this research, an effort is made to compare the effectiveness of reading texts presented through electronic books in a computer environment and regular (printed) texts, in terms of the development of the reading comprehension and vocabulary acquisition skills of students with special needs within inclusive educational environments. The research was designed with ‘Adaptive Alternating Applications’, and the study group of the research was formed by using the ‘purposive sampling’ method. As a requirement of the research design used, two special needs students were studied. According to the results of the study, the vocabulary acquisition levels of both students produced more effective results in presentations made with electronic texts, and in addition, electronic texts were found to be more effective in improving reading comprehension skills than printed texts.

The relevance of the addressed problem is determined by the active implementation of inclusion in educational institutions, which necessitates the training of qualified specialists capable of working in modern conditions. The purpose of the study is to examine the content of professional training for future preschool teachers at higher education institutions, with a focus on developing their readiness to work in inclusive environments. The research employed the methods of analysis, synthesis, and generalization of pedagogical experience. The regulatory framework governing inclusive education in Ukraine is examined. Based on the analysis of relevant research, the concept of «professional training of future educators» is considered a holistic, specially organized process within a higher education institution aimed at developing future specialists’ professional competencies. These competencies include knowledge, skills, abilities, personal qualities, professional expertise, and psychological readiness for effective professional activity and further professional development. The study highlights the characteristics of professional training of future preschool teachers in inclusive preschool educational institutions. We emphasize that this process is implemented comprehensively, in particular by integrating the course «Inclusive Education in a Preschool Educational Institution» into the curriculum of the educational and professional program «Preschool Education» for the first (bachelor’s) level of higher education, as well as by involving students in research activities and informal learning. The structure, purpose, and content of the developed course, which cover both theoretical and practical aspects, are highlighted. The results of this study can be used to enhance the content of academic courses and to develop preschool teachers’ professional readiness to work in inclusive educational environments.

The article delves into the critical issue of integrating pronoun awareness in Swedish educational settings to cultivate more inclusive environments. Through a mixture of surveys and interviews, the research examines teachers’ experiences and attitudes towards pupils who identify with new pronouns, illuminating the challenges that educators may encounter and assessing the extent to which schools are equipped to support transgender pupils. The findings indicate that while many educators recognize the importance of using the pronouns pupils identify with, recognizing it as a vital component of an inclusive educational approach, there is also resistance within the teaching profession. The study also uncovers significant obstacles stemming from school culture and administrative frameworks that hinder transgender pupils from fully expressing and developing their identities alongside their peers. Based on these insights, the article proposes actionable recommendations for school leaders, aimed at enhancing support systems and develop policies that better accommodate the needs of transgender pupils and foster a truly inclusive educational environment.

A little amount of universities in Russia are busy in education of disabled students now. The methods were created and experience in sphere of inclusive education was gained. But mechanisms that help to create the development of the inclusive process of educational institution are absent. Teachers have problems with determination of approaches and technologies in inclusive education. Nowadays, 38 disabled students are studying in Surgut university of Khanty-Mansi region. According to results of the research of university's teachers' readiness for inclusive education, the major of teachers are not ready for the effective work with disabled students in conditions of inclusive education. The article is written for creation of the model of development of teacher's methodical readiness for the work in inclusive educational environment that includes creation of pedagogical conditions for inclusive educational environment. The university should be the resource center of constant inclusive education.

The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers. Presumably, the safe social behavior of children is determined by the following personal constructs: need-motivational, emotional-volitional, cognitive-cognitive, interpersonal-social ones. To confirm the theoretical model, an empirical study was conducted on the basis of an inclusive preschool educational organization in Shuya (N = 46, from 5 to 7 years old, girls-56%) using a set of psychodiagnostic tools: “Diagnostics of tolerance in preschool children in relation to peers with disabilities” (A. S. Sirotyuk, in the author’s modification); to fix the parameters of anxiety of a preschool child, the projective test of R. Temml, M. Dorka, V. Amen was used; the method of drawing frustration of S. Rosenzweig (modification of T. D. Marcinkovskaya, in the author’s interpretation); “The degree of involvement of older preschoolers in the game interaction with their peers” (S. G. Elizarov, modification of S. S. Zhuravleva); the drawing projective method “I am in kindergarten” (M. Bykova, in the author’s interpretation). It is established that the formation of psychological indicators of safe social behavior of preschool children is mainly at low or medium levels. It is shown that predictors of psychological well-being of preschool children in an inclusive educational environment, which is an integral indicator of safe social behavior, are indicators of social tolerance towards peers with developmental disabilities, empathy, readiness for mutual assistance, non-conflict, low anxiety, and involvement in game interaction. The obtained data should be taken into account when implementing inclusive education programs in preschool organizations.

The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.

During student development, enriching academic and psychosocial activities in accordance with different educational needs of students is important. This study aims to identify primary school teachers’ opinions in Turkey, Czech Republic, Italy, and Germany. The opinions of teachers were investigated and compared on the individual skills, interests, intelligence, and abilities of students in the inclusive education environment with talented and gifted students. Moreover, methods, techniques and strategies they implemented in behavioral management, development and the bonding of the students to each other were analyzed. The study is a descriptive qualitative research. Layered sampling was used from the purpose sampling methods. The study group consisted of 248 elementary school teachers. In data analysis, content analysis was used. To ensure validity and reliability of the study, the coder reliability coefficient, the expert opinion, the confirmability strategy techniques were used. In Czech Republic, Turkey and Italy the teaching dimension for determining the students' interests, abilities and intelligence was emphasized, while Germany the dimensions of co-operation with parents and stakeholders was highlighted. Teachers participating in the development of positive behavior prioritised the communication process, stimulating educational activities in the management of unwanted behavior and the bonding of students with each other. Teachers' educational effectiveness-based responses in relation to the management of students' interests, skills and intelligence, development and behaviour revealed that teachers cannot parse the approaches that correspond to different problem areas. It was observed that there were not enough applications to contribute to the psychosocial development of students with different developmental characteristics.