INCLUSIVE EDUCATION: PEDAGOGICAL FOUNDATIONS FOR FOSTERING TOLERANCE AMONG STUDENTS

Abstract

The article examines the pedagogical foundations for fostering tolerance among students in the context of inclusive education. The study analyzes the peculiarities of personal development of children studying in an inclusive environment, the challenges of their social adaptation, as well as pedagogical and psychological issues in the interaction of primary school pupils with peers with disabilities.

Relying on the theoretical foundations of inclusive education, the author clarifies the scientific definition of the concept of “tolerance” and identifies the main directions for its development. The analysis reveals that the formation of tolerant relationships in primary school depends on a number of factors: the professional competence of teachers, the methodological approaches used in the educational process, cooperation between school and family, and the psychological climate within the classroom.

The article proposes pedagogical conditions that contribute to the development of tolerance in an inclusive environment: learner-centered education, collective and group forms of work, dialogical interaction, and the use of play-based and art-therapy technologies. Special attention is given to the fact that fostering tolerance within the framework of inclusive education is not only a pedagogical objective but also an important mechanism for ensuring social integration in society.

The results of the study highlight the theoretical, methodological, and practical significance of fostering tolerance among students in inclusive education and provide pedagogical recommendations that can be implemented in educational practice.