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Master
in paedagogics and psychology N.A. Korostelyeva,
master
in paedagogics and psychology Bulakhtina O.Yu.
International Business
Academy, Karaganda State Technical University, Kazakhstan
Problems of formation of the tolerant relation
to disabled students
Nowadays
the concept "tolerance" is considered quite often. It is caused by the dramatic increase of a number of
cases when intolerance, extremism and violence all over the world are observed.
The
American political scientist N.Eshford has formulated twelve principals of a
free society, including tolerance (Ashford, 2001, 96). He explains this phenomenon as non-interference of
one’s behavior and actions if they aren't approved by the other person. Thus tolerance
possesses two essential characteristics: not approved behavior and the refusal
of imposing of the point of view of one person to other people (Ashford, 2001,
87). We will result some definitions based on this paradigm. For example,
S.K.Bondyreva considers tolerance and intolerance to be special relations
formed (as well as any other relation) on the basis of estimation of a certain
object (more often – other individual) due to the continuous interaction with
the object … hence the following formula could be true here: interaction
→ estimation → relation → behavior (intention) (Kolesov,
2003, 4).
D.A.Leontev
understood tolerance as a position of acceptance of other values, attitudes,
customs which possess equal rights with «own» habitual values, attitudes,
customs not depending on the degree of the consent with them (Leontyev, 2009,
13).
G.U.Soldatov
interprets tolerance as an integrated characteristic of an individual which
defines his ability to cooperate actively with the environment in the problematic
situations for the purpose of restoration of the psychological balance,
successful adaptation, nonadmission of the confrontation and the development of
positive mutual relations with oneself and with the surrounding world (Soldatov,
2001, 14).
We consider
that the most complete psychological meaning of the concept “tolerance” as the
personality phenomenon is represented in the definition offered by
M.S.Matskovsky. He considers tolerance to be a certain way of interaction
between the subject and the object of the tolerance which is characterized by
the readiness of the subject to accept sociocultural differences of the object
including the external signs, statements, features of behavior etc. (Matskovsky,
2004, 140).
Considering
the fact that tolerance is shown in the interaction (interpersonal, personal
and group, intergroup) and also in various social spheres, it is necessary to
deal with various kinds of the tolerance which classification is presented in
M.S.Matskovsky's works (Matskovsky, 2004, 140). He has distinguished the
following tolerance kinds: political, international, racial, religious, gender,
physiological, educational, geographical, intergroup, sexual-orientational,
marginal tolerance. From the above listed
kinds of tolerance the physiological tolerance was chosen as the one we are
interested in. Physiological tolerance is the relation to patients, invalids,
physically defective people with external defects etc. According to the Declaration
of the rights of invalids, the disabled person is a person who can not provide
without assistance in full or in part the needs of both personal and social
life due to the defect whether it is congenital or its physical or intellectual
impossibilities.
In our
society disabled people are taken differently: some are absolutely indifferent
to them, the others are compassionate and as a rule are passive, the third, and
they are in minority, are actively sympathizing. Beside the existing stereotype about the intellectual and physical
inferiority dooms these people to full isolation: they can be rarely met in the
street, in the cultural and educational institutions and once in a blue moon in
high schools. The results of the long-term researches have shown that the relation of
normal students to the invalids as a whole, including teachers of high schools,
is frankly adverse: they are often imputed to such characteristics as envy,
mistrust to healthy students, the lack of initiative, heightened compassion on
themselves. When teachers interact
socially with invalids, as a rule they are aspired to stop it as soon as
possible.
They
use a scantier lexicon than usually, express not their own opinion but the one
they think should be pleasant to the disabled student. According to the
observations of many researchers the similar negative attitudes are traced back
in all spheres of higher education (Martynova, 1999, 15). At the present days
the recognition of uniqueness and self-importance of the person has led to the
necessity of working out of new pedagogical strategies developing the ideas of
humanism, searching of pedagogical ways of development of the personality with
the physical inferiority. The aksiological concept, from humanistic essence of
formation, is undoubtedly considered as a theoretical basis of getting higher
education by people with the physical inferiority (Martynova, 2002, 19).
However the implementation of the rights
of invalids on higher education is connected with a number of problems caused
by the lack of psychologically-pedagogical readiness of teachers to train
invalids. Any system can function and develop successfully within certain
conditions. Hence, the process of formation of the tolerant relation to
students with physical defects would be more effective at a creation complex of
pedagogical conditions.
In the
philosophical dictionary the concept "condition" is treated as: 1)
the environment in which one stays and without which he can't exist; 2) the
conditions in which something occurs (Gubsky, 2000, 98).
In pedagogics the conditions are considered
as factors, circumstances, the totality of measures and the efficient
functioning of pedagogical system depends on them. In the process of
specification of the interpretation of the concept «pedagogical conditions», we
have drawn a conclusion that the pedagogical conditions are understood by the
majority of researchers as one of the regular parts of the pedagogical process
(Kupriyanov, 2001, 102). Concerning our research pedagogical conditions would
considered as a set of necessary measures favoring the success of formation of
tolerance to disabled students.
We have suggested the following hypothesis
of the research: the process of formation of the tolerant relation to the
invalids trained in higher educational institutions and having physical defects
would be successful in a case of realization of the following complex of
pedagogical conditions:
■ implementation of the integrated
training technology assuming a joint educational and extracurricular activities
of students, without excluding people with the physical inferiority;
■ psychologically-pedagogical
readiness of the faculty of higher educational institutions to train the
invalids with physical defects;
■ socially-psychological readiness
of students to coeducation and extracurricular activities together with the
students having physical defects;
■ psychologically-pedagogical
preparation of school-leavers with the physical inferiority to the conditions
of studying process in the higher educational institutions which include
psychological adaptation to its peculiar features and subjects.
In our research we would draw attention to
the psychologically-pedagogical readiness of the faculty of higher educational
institutions to teach students with physical defects as one of the cores
pedagogical conditions of formation of the tolerant relation to the disabled
students. In the foreign literature and the literature of our country the
problem of professional tolerance formation of the teachers in higher school to
students with physical defects is developed insufficiently. Also there are no
special recommendations of the psychologically-pedagogical aspect in order to
realize the teaching activity in the conditions of the integrated training.
The
inclusion of people with special educational needs in mass educational
institutions is a worldwide process with many countries involved in. The problem of inclusive (integrated) training is to
construct the system which satisfies the requirements of everyone including the
disabled students. The relation of students and teachers to the social
integration of invalids in the conditions of higher education depends on how
the physical inability is defined, whether the necessary services are
available, individual qualities and experience of students, a policy of a
separate high school, skills and ideology of the concrete teacher.
According
to the primary poll of teachers of the higher schools (KSTU, ÌÁÀ), 98% from 100 teachers had no experience in
interacting with the invalids and it resulted to a low level of tolerance to
students with the physical and educational inferiority. The majority of teachers aren't ready to see invalids
among the students, they consider that it is necessary to teach them "in
another way", and after "trial" lessons with participation of
disabled students most of them (about 55 %) felt confusion, constraint,
uneasiness, self-condemnation, and only some of them (7 % of interrogated) –
pity, aggression and disgust. All these data make possible to draw a conclusion
of the necessity of the organization of special psychologically-pedagogical
preparation of teachers to train disabled students in the conditions of the
integrated training. And what is more important the formation of the tolerance
to the disabled students trained in high schools demands the attention and
committed actions of the whole faculty and not its single members as the huge
role is played by a positive example of the tolerance of all teachers.
Thus the specially organized
psychologically-pedagogical preparation of the faculty of high schools to train
invalids will result in the highly developed level of tolerance. The tolerance
is considered to be a pledge of the efficient training, education, development,
socialization and realization of the rights of invalids to get a higher
education.
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