THE ROLE OF THE INCLUSIVE EDUCATIONAL ENVIRONMENT FOR THE DEVELOPMENT OF PROSOTIAL BEHAVIOR OF ADOLESCENTS

Abstract

In the article the theoretical analysis of the concepts of «inclusion», «inclusive education», «inclusive educational environment», «prosocial behavior» is carried out. It is determined that there is a narrower and broader understanding of inclusive education. A closer understanding of inclusion is the "inclusion" of children with special educational needs and children with disabilities in educational institutions of general education. Wider understanding of inclusive education is a positive attitude to the diversity of students, the appreciation and consideration of the differences of each student. The interpretation, principles and principles of an inclusive educational environment are revealed. The analysis of the potential of the inclusive educational environment for the development of prosocial behavioral strategies of participants in the educational process is carried out. It is determined that one of the most important mechanisms of social formation of the individual is education. An important role in this is played by the development of prosocial behavior. It is assumed that healthy children in the context of inclusive education show more sympathy, empathy, understanding, and help each other, thus contributing to the development of pro-social strategies. The prospect of further research in this area is considered an empirical study of the levels of development of the prosociality of adolescents in the conditions of inclusive education and the institution of general secondary education, as well as the implementation of a comparative analysis of the data.