Language Teaching Methods Journal

The study begins by establishing the urgency of addressing inclusive education due to rising global disability rates and the need to fully integrate this population into social and labor activities. It then clarifies the core concept of inclusive education, differentiating it from simple integration. While integration focuses on placing students with disabilities into mainstream settings, inclusion demands a fundamental shift in the entire educational environment. This necessitates a change in perception, viewing students with special needs not as separate entities, but as integral members of the classroom community, enjoying equal rights and opportunities. The researchers use content analysis of existing literature and primary sociological data to analyze attitudes towards inclusive education. This includes examining perspectives from disabled individuals, their classmates, parents, and educators at the secondary and high school levels. The ultimate aim of the article is to identify and address the social challenges inherent in the practical implementation of inclusive education.

The research explores attitudes toward inclusive education among diverse stakeholders. The study found that while many students without disabilities expressed a willingness to help those with disabilities in public settings, this support faltered when considering inclusion within their own learning environment. A sociological survey conducted in universities across the Vladimirskaya region between 2011 and 2013 interviewed 13 students with disabilities and 32 of their classmates. Over a quarter of respondents (34.4%) expressed negative feelings about a wheelchair-using student joining their group, citing socio-cultural barriers and a lack of knowledge about appropriate interaction as major concerns. This highlights a gap between expressed general support for disability inclusion and the practical application of these ideals in specific contexts. The study further notes that prevailing attitudes often stem from a medical model that prioritizes isolation and reinforces perceptions of disabled individuals as 'sick' and permanently disadvantaged. While formally benevolent, a preference for segregation indicated an emotional distance rooted in a lack of close interaction with disabled people in students’ immediate environments.

The study broadens the scope of inclusion beyond education, viewing it as a broader societal concept, encompassing the shared existence of people with and without disabilities. This perspective highlights the importance of individual agency and freedom of choice for all members of society. The concept of freedom of choice for atypical members of society to pursue self-realization and socialization is presented as a key principle. However, the practical implementation of inclusion is shown to be hindered by persistent social labeling and the tendency to contrast typicality and atypicality. The study references Yarskaya-Smirnova (1997), who notes that deviation from societal stereotypes causes isolation. This is particularly relevant in the context of disability, where the ‘untypical’ nature of a person’s condition contributes to social labeling and marginalization. These observations suggest the societal attitudes contribute significantly to the challenges faced in successfully creating inclusive educational environments.

The section begins by acknowledging the widespread use of the term "tolerance" in modern discourse, but highlights the need for a more precise definition. It contrasts casual interpretations with a more rigorous understanding based on the "Tolerance Principles Declaration." This declaration defines tolerance as "respect, acceptance, and correct understanding of our world's rich cultural diversity, our forms of self-expression, and ways of manifesting human individuality." The document emphasizes that tolerance is promoted by knowledge, openness, communication, and freedom of thought, conscience, and belief, ultimately representing harmony in diversity. This definition positions tolerance not only as a moral imperative but also as a political and legal necessity, emphasizing its crucial role in achieving peace and replacing a culture of war with a culture of peace. The authors, citing Orekhovskaya (2011, 2015) and Levina, Khusainova, & Prokofieva (2017), underscore the long-standing pursuit of peaceful co-existence across various social and cultural divides, framing tolerance as essential for achieving this goal.

This section explores tolerance within the specific context of education, contrasting integration and inclusion. While the pedagogue-practitioner S. V. Sikorskaya views integration primarily as creating conditions for the education of children with disabilities, the text posits inclusion as a more profound concept. According to Sikorskaya (2015), inclusion entails a transformation of the entire educational environment, encompassing not only equal conditions and rights but also a shift in how the environment perceives students with special needs. It argues that integration is primarily an organizational concept while inclusion is, fundamentally, a moral one. The authors observe that, in their country, inclusion may be perceived as a passing trend without sufficient attention being paid to the underlying social challenges. The research also considers the lack of readiness among students without disabilities for inclusive education and the inadequate adaptation of the educational environment itself to meet the needs of students with various kinds of disabilities.

This section establishes the importance of cultivating critical thinking skills in university students to enhance intellectual capacity and mitigate destructive behaviors. It begins by referencing the work of the National Council for Excellence in Critical Thinking USA, defining critical thinking as an 'intellectually organized process aimed at active understanding, application, analysis, compilation, or evaluation of information.' This definition, attributed to Halpern (2000), emphasizes the evaluative component of critical thinking, encompassing both the outcomes and the process of reasoning itself. Bono and Halpern (2000) further clarify that critical thinking includes assessing both the effectiveness of one's thinking process and the conclusions reached. The study also notes that while the existing literature on thinking processes is extensive, research on the values underpinning student critical thinking within the framework of intellectual activity culture remains limited. This gap underscores the research's focus on justifying theoretical and methodological approaches to prioritizing critical thinking in university education.

The research explores various types of cognitive thinking integral to intellectual activity, differentiating between reproductive (non-independent), productive (independent), convergent (traditional), and divergent (creative) thinking. Building on the work of Valeeva & Goncharuk (2001) and Shadrikov (2010), the study notes that reproductive and convergent thinking primarily involve the mastery of existing knowledge, relying heavily on memory and attention. While acknowledging their importance, the research emphasizes that these forms of thinking constitute only a part of the comprehensive educational process. The study further details divergent thinking, drawing upon Guilford's (1965) work which identified fluency, flexibility, originality, and elaboration as key qualities. Makhmutov (1998) expands upon Guilford’s framework, adding the abilities to distinguish the main point and to resist habitual decision-making stereotypes. The research emphasizes the connection between divergent thinking and creativity, highlighting the need for a more comprehensive approach to intellectual development that includes creative and problem-solving skills.

The study investigates the significant influence of mass media on university students' value orientations and behaviors. It notes that mass media has become not only a source of entertainment and aspiration, but also a powerful shaper of values, beliefs, and behavioral patterns. The pervasive influence of mass media in creating virtual realities is identified as a key factor impacting students' values. The study cites a survey revealing concerning trends: drug addiction (80%), alcoholism (70%), and employment (47%) were reported as the most pressing concerns among students, overshadowing issues such as financial well-being (31%), lack of meaning in life (25%), and social injustices (25%). This disparity suggests that media attention may distort the true picture of students' priorities. The use of mythologization and stereotyping as powerful mechanisms of media influence is highlighted, impacting emotional, behavioral, and value systems at both conscious and subconscious levels. The myth of the 'great American dream', for instance, is presented as an example of this pervasive influence.

This section introduces the complexities of understanding the relationship between identity and social adaptation, particularly within the context of contemporary society. The research highlights the challenge of aligning theoretical concepts of identity (ego-identity, personal identity) with the practical realities of social adaptation. The fluidity and flexibility of modern society, as described by Z. Bauman (2008), are presented as key factors shaping both individual identity and the process of social adaptation. This necessitates a re-evaluation of established concepts to reflect the changing social landscape and the evolving nature of individual personality within it. The intricate and interwoven nature of identity and social adaptation makes it difficult to definitively delineate their functional interconnections. The research aims to empirically investigate this complex relationship through a focus on contemporary Russian teenagers.

The core of this section details the empirical research conducted on the interrelation between ego-identity and social adaptation among Russian teenagers. The study uses a diagnostic static method to assess these factors and test the hypothesis of a correlation between personal identity and social adaptation. The findings reveal an uneven distribution of identity statuses, with only 4% of teenagers exhibiting an 'achieved identity'—characterized by having clear aims, values, and beliefs and a positive self-relation in a stable social connection. The most prevalent statuses are 'diffuse identity' (38%), characterized by a lack of clear goals and low activity levels, and 'moratorium' (29%), indicating a period of identity crisis and active search for resolution. The study also highlights the presence of 'pseudo-positive' (25%) and 'premature' (4%) identity statuses. The results partially confirm the hypothesis, revealing correlations between personal identity and social adaptation (specifically disadaptation), suggesting a stronger formed sense of self correlates with better social adjustment. The research was conducted using a static diagnostic approach on a sample of Russian teenagers.

This section delves into the pervasive issue of victimization, tracing its historical roots and exploring its impact on both society and the individual. The authors note that a tendency towards victimhood can distort cultural adaptation, leading to an inaccurate self-image and difficulties in forming positive interpersonal relationships. They highlight the paradoxical nature of victimization in modern culture, where its elevation to a socially desirable status may lead to improvements in overall societal life while simultaneously contributing to the deterioration of individual well-being, potentially perpetuating widespread fear. The increasing prevalence of victim behavior across different age groups, particularly the alarming involvement of young people, is underscored. This is presented as a key reason for the increased interest in interdisciplinary victimology research. The study touches upon the debated notion of an 'innate' victim, drawing upon the work of Ellenberger (1956), and Mendelsohn (1947), as well as considering Russian psychological perspectives focusing on passivity as a key characteristic. The research uses a quantitative survey among parents to evaluate their concerns and perceptions. The findings show that a large majority of parents (87.9%) believe in the decline of interest in Russian cultural values among young people.

This section examines the evolving role of foreign language competency, specifically English, within the context of higher education, particularly in Russia. The authors note that the modernization of the Russian higher education system, aligned with the Bologna Declaration's two-tiered model, necessitates a competency-based approach to teaching. The acquisition of foreign language skills is highlighted as a crucial competency enabling students to participate in international academic mobility programs, expand professional networks, and enhance their research capabilities. However, the current market for English language education in Russia is already quite saturated, and the existing educational structure already includes extensive language study during secondary school, followed by two additional years of university-level study. The research seeks to assess the effectiveness of these existing educational programs and explore the need for enhanced assessment methods to evaluate not just knowledge, but also competencies relevant to professional application in non-language majors. This research focuses on assessing students’ ability to utilize English in their professional fields.

The study utilizes a sociological survey of university students in Novosibirsk, Russia, to investigate students' self-assessment of their English language proficiency, their motivation for learning the language, and the perceived importance of language acquisition for their future careers. The analysis considers various factors that might influence language learning motivation and acquisition. The research explores the availability of learning resources, interactive teaching methods, and practical instruction in using English with professional literature. The study’s findings suggest that these factors are sufficiently motivating for most students to acquire a working knowledge of English. However, it also emphasizes the critical need for ongoing competency development in rapidly analyzing professional information in English, recommending integrating such instruction into other academic disciplines throughout the students’ university studies. This highlights the importance of not just linguistic acquisition but also the practical application of such knowledge within various professional contexts. This will ensure the competency is sustainably incorporated into the students’ professional toolset.

The study begins by identifying three main types of dialogic interaction: internal dialogue, interpersonal dialogue, and intercultural dialogue. Internal dialogue is presented as a form of self-actualization and reflection, involving the negotiation of internal contradictions. Interpersonal dialogue focuses on self-identification through the articulated positions of other participants, while intercultural dialogue explores the interaction of meanings within culturally diverse contexts. All three types are situated within the process of argumentation and share a consistent characteristic—mutual change among participants within a specific semantic field. This mutual change is based on the principle of recognizing the equal value of 'Self' and 'Other,' establishing boundaries for effective tolerance. The paper further identifies three functions of dialogic interaction: the formation of a person’s inner image through self-determination, the realization of meaning through transmission of cultural and historical values, and the creation of mutually accepted meanings through diverse perspectives on reality. This framework serves as a basis for enhancing negotiation practices.

Building on the analysis of dialogic interaction, the authors propose seven maxims to guide effective negotiation: sympathy, generosity, trust, approval, respect, tact, and consent. These maxims aim to improve the efficiency of negotiation processes by providing a framework for constructive dialogue. The study's framework for understanding dialogic interaction builds on Rosenstock-Huessy's (1981) 'grammar of social agreement,' which outlines four speech orientations: imperative, subjective, narrative, and objective. These orientations are presented as equal and interconnected, shaping personal and societal development over time. The authors emphasize that the application of these maxims in negotiations stems not from self-interest, but from a genuine desire for understanding and mutual appreciation, leading to a more informed and considered choice of future 'Self.' The inclusion of the 'Other,' whether an individual or a culture, enhances negotiation effectiveness.

The study distinguishes between dialogue and dispute, contrasting a persuasive dialogue (Walton, 2016) aimed at resolving conflicts of opinion with a genuine dialogue characterized by the interaction of qualitatively incongruous subjects capable of self-reflection and self-criticism. The former, a dispute, is described as an interaction where social agents treat each other as objects, resulting in a win-lose dynamic. In contrast, genuine dialogue, emphasizing the maxims of sympathy and magnanimity, encourages understanding the 'otherness' of the participants, revealing their unique perspectives. This process leads to a more considered choice of future self, enhancing the effectiveness of negotiations. Extending this idea, when the 'Other' in the dialogue represents a whole culture, new ontological opportunities emerge for the participants, creating a polyphonic interaction akin to Bakhtin's concept of social and artistic polyphony, leading to a new harmony of shared meaning. The authors conclude that the effectiveness of negotiation hinges on the actualization of values, which are described as 'logically arbitrary' but materialized through the application of maxims of generosity, respect, tact, and consent.

This section defines students' everyday life culture as a socio-pedagogical phenomenon, encompassing social and cultural norms that regulate behavior and interactions within the learning environment and broader daily life. The research builds on the work of leading scholars (Bauman, 2008; Berger, 1990; Baudrillard, 2006; Braudel, 1986; Lefebvre, 2007) who view everyday reality as a complex interplay of non-reflective, syncretic aspects of social life. This includes shared values, commonly available skills, and individual practices such as habits, traditions, and beliefs. The authors argue that these elements are crucial for students' social functioning and interactions. Students' everyday reality is characterized as a totality of social connections, relationships, and behaviors rooted in immediate experiences, interpersonal contacts, and habitual actions satisfying essential needs. These experiences are significantly shaped by normative boundaries, social rules, and cultural expressions like customs and traditions, which form the foundation for mutual understanding among students. The study emphasizes the interconnectedness of individual identity and everyday life culture.

The study examines how media reality intersects with and transforms traditional values within the everyday lives of students. It highlights the synthesis of traditional values and modern innovations facilitated by media, creating a dynamic interplay between established norms and new influences. This process, analyzed through the work of researchers focusing on media's impact on everyday life values (Yemchenko, 2016; Lorentz, 1994; Lukman, 2000; Rosenberg, 2013; Tarasov, 2002), helps individuals adapt to changing socio-cultural conditions, but it also generates internal tensions and contradictions that drive further value system evolution. The study considers the modern student as a product of ‘media consciousness,’ meaning their thinking processes are significantly influenced by the symbolic language of media. While there's existing research on aspects of everyday life culture, the formation of students' everyday life culture within educational institutions remains understudied, highlighting a gap in existing research.

This section emphasizes the theoretical and practical importance of using a frame approach to design an interdisciplinary educational process focused on cultivating student everyday life culture. The research uses a frame approach, which involves structured learning modules (Sokolova & Fedorova, 2008), clarifying the essence, causes, and significance of cultural phenomena within the students’ experiences. Each frame is structured around activity-based, didactic goals with diagnostic and design tasks. The content within each frame is considered a completed interdisciplinary unit, with methodological developments and innovative knowledge assessment that enable timely adjustments to the learning process. The overall goal is to prepare students for self-transformation, self-organization, and self-development, key aspects of a thriving everyday life culture. The implementation utilizes a design technology logic, employing a multi-faceted approach to integrating diverse cultural norms into the educational experience. The research asserts that interdisciplinary educational processes are most effective in promoting students' self-awareness, communication skills, and capacity for personal growth within the complexities of their everyday lives.

This section addresses the significant challenge of acceptance within inclusive education, focusing on the attitudes of teachers and parents towards children with health impairments. It cites research (Yarskaya-Smirnova & Loshakova, 2002) indicating that teacher and parent opinions on integrated learning environments vary considerably depending on the nature of the child's disability. For example, while approximately 70% of parents supported inclusive learning for children with locomotive system disorders, only 40% of teachers did. This disparity is even more stark for children with other health impairments, with only 36% of parents of typically developing children expressing support, compared to just 20% of teachers. This negative attitude among teachers is attributed to insufficient preparation, lack of specialized knowledge and skills in handling children with diverse needs, and a broader lack of societal awareness regarding disability. The study identifies the family as the child’s closest social environment and therefore, parental acceptance of a disabled child is viewed as a crucial factor influencing societal acceptance.

The study explores the psychological characteristics of parents raising children with developmental impairments, suggesting these characteristics influence their attitudes towards inclusive education. Mothers of children with developmental impairments are characterized by pessimism, a passive life position, distorted life values, and low self-esteem. These characteristics are hypothesized to impact their attitudes and orientations toward inclusive education. Data from the study, utilizing the Life Style Index (LSI) by R. Ismagilov (1996), is used to analyze the correlation between psychological protection mechanisms and self-esteem. The study finds a positive correlation between the use of denial as a defense mechanism and elevated self-esteem, suggesting that denial helps optimize emotional state and neutralize frustration. However, prolonged use of primitive defense mechanisms distorts reality and can contribute to a lack of self-criticism, potentially impacting parenting styles and family relationships. The authors emphasize that adequate parental perception and acceptance of their children are vital for successful social integration.

This section introduces a model for providing comprehensive psychological and pedagogical support to families raising children with developmental disorders within the context of inclusive education. The proposed model emphasizes a humanistic approach to psychological assistance and focuses on harmonizing the family atmosphere, fostering a positive attitude towards the child, and optimizing educational methods. The model advocates for an integrated use of psychological, pedagogical, and psychotherapeutic methods, promoting collaboration between all stakeholders in the educational and upbringing process. The model focuses on helping parents discover their internal resources, improving their mental state and resilience, and equipping them with strategies to overcome challenges. The authors emphasize the role of timely psychological support to reduce emotional stress, promote acceptance of the child's disability, and facilitate successful social integration. Building social competence through interaction with other families and children is also highlighted as a crucial element of the model, promoting tolerance and cooperation among all participants in the educational process. The proposed model of psychological support addresses cognitive, emotional, and behavioral spheres.

This section outlines the key objectives of psycho-correctional work aimed at supporting parents of children with disabilities. The core goals include helping parents accept themselves and their children unconditionally, unlocking their creative potential, reframing their challenges as a 'special destiny' rather than solely as 'suffering,' and developing constructive communication and support networks. The process also focuses on addressing parental anxieties and fears of rejection, fostering a more realistic understanding of social processes, and overcoming feelings of guilt and inferiority. The psycho-correctional approach targets cognitive, emotional, and behavioral changes. At the cognitive level, the aim is to recognize the link between psychological factors and the development of neurotic disorders; at the emotional level, it's about cultivating positive emotions and empathy; and at the behavioral level, it's about developing constructive interaction skills. Involving parents in celebrating their children's successes through initiatives like 'success boards' is also presented as a valuable tool for promoting positive reinforcement and enhancing parental well-being. The paper highlights the role of psychologists in assisting families, suggesting various methods including autogenic training, game therapy, and fairy-tale therapy for parents and children.

This section underscores the critical need for psychological support for families raising children with developmental disorders in inclusive education settings. It highlights the significant challenge of achieving successful integration for children with disabilities, emphasizing that acceptance by the family is paramount for broader societal acceptance. The study acknowledges a gap in existing research, noting that while much attention is paid to psychological support for teachers and students within inclusive education, the psychological and pedagogical needs of parents remain inadequately addressed. This lack of attention to parents' psychological well-being is linked to the limited exploration of strategies for increasing their social competence within the context of inclusive education. The authors posit that a model of psychological and pedagogical support tailored for these families is urgently needed to address this gap. The authors cite several researchers (Tarasenko, 2011; Shukshina et al., 2016; Kalinina et al., 2017; Masalimova et al., 2014; Mitin et al., 2017; Salakhova et al., 2017; Vasyakin et al., 2015) to emphasize this research gap and the increasing importance of creating supportive environments for children with disabilities.

The research delves into the psychological characteristics of parents raising children with developmental impairments, suggesting these traits significantly influence their attitudes and parenting styles. The study identifies pessimism, passivity, distorted life values, and low self-esteem as prevalent characteristics among mothers of children with developmental impairments. These factors are seen as contributing to challenges in the formation of positive attitudes towards inclusive education. The study uses the Lifestyle Index (LSI) by R. Ismagilov (1996) to explore the relationship between psychological protection mechanisms and self-esteem. The findings show a positive correlation between the use of denial (as a defense mechanism) and higher self-esteem, indicating that denial might help manage emotional distress. However, the study emphasizes that prolonged reliance on this mechanism can lead to distorted perceptions of reality, potentially hindering the adequate perception and acceptance of their children. This ultimately affects upbringing styles, family relationships, and the child’s future prospects for social integration.

This section details the principles and objectives for building a model of psychological and pedagogical support for families raising children with developmental disorders in inclusive educational settings. The proposed model is grounded in a humanistic approach, prioritizing the well-being and empowerment of parents. Key principles include harmonizing the family atmosphere, fostering a positive attitude toward the child with developmental disorders, and optimizing educational strategies. The model will utilize an integrated approach employing psychological, pedagogical, and psychotherapeutic interventions, stressing cooperation among educators, therapists, and family members. At the child's entry into the inclusive environment, support should focus on identifying and strengthening parents’ internal resources, improving their mental well-being, and building resilience. This timely support aims to lessen emotional stress, promote the acceptance of the child's disability, and facilitate integration into society. Developing parents' social competence through interactions with other families and children is also highlighted as vital for creating a supportive environment. The section emphasizes the importance of moving beyond simply providing assistance to teachers and students toward supporting the entire family system.

This section outlines the goals and strategies for psycho-correctional work aimed at transforming the cognitive, emotional, and behavioral aspects of parents' personalities. The approach aims to foster self-acceptance, and acceptance of their children as they are; uncover creative potential; reframe the family's challenges as a 'special destiny'; and promote constructive communication and mutual support within the family. The objectives also include alleviating feelings of isolation, loneliness, guilt, and anxiety, facilitating an accurate assessment of the child's psychological state, and promoting a realistic understanding of the child's place in society. The desired outcomes of psycho-correction include cognitive awareness of psychogenic factors contributing to mental health challenges, emotional growth and support, and the development of constructive interaction skills. The involvement of parents in celebrating their child's successes, by actively showcasing achievements, is considered crucial for fostering positive reinforcement and promoting the child’s socialization.

This section establishes the importance of socio-cultural reflection within the pedagogical process. It defines socio-cultural reflection and highlights its essential components: its complex and synthetic nature, its unique status among mental processes, and its positive impact on self-knowledge and understanding of one's connection to society. The research emphasizes that developed socio-cultural reflection is considered a defining characteristic of a person, influencing their thinking and actions (Akhiezer, 1998). The study's focus on socio-cultural reflection is grounded in the need to prepare young people for self-realization and self-actualization within the challenges of a rapidly changing information society. This includes overcoming crises in personal and professional development, requiring adaptability and a flexible consciousness open to evolving professional orientations (Zeichner & Liston, 1996). The section builds upon previous research in this area, notably the work of Lectorsky (1980), Rubinshtein (2001), Davydov (2008), Zinchenko (1997), Rozov (1984), and Loughran (1996), which established the system-activity determinants of reflection, the relationship between reflection and abilities, and the concept of the 'social relay'.

This section details pedagogical technologies designed to cultivate socio-cultural reflection among students. The research focuses on the interplay between individual consciousness and its sociocultural environment, outlining technologies for realizing the sense-creating function of socio-cultural reflection, activating its communicative function, and harmonizing interactions within student groups. These technologies aim to foster key personal qualities, enhancing cognitive activity, the ability to create a personal life plan tied to future professional goals, and skills in constructive dialogue and conflict resolution. The research also focuses on enabling students to effectively communicate and articulate their intentions. The study presents the results of analyzing the dynamics of student socio-cultural reflection in experimental groups, demonstrating the positive impact of these pedagogical interventions. The research concludes that the implemented pedagogical technologies, used in universities and cultural institutions in Moscow and the Moscow region, successfully activated personal qualities such as cognitive productivity and the capacity for constructive communication and conflict resolution.