Theoretical and methodological aspect of the formation of social interaction skills among students with disabilities in the system of vocational education institution
The article deals with the theoretical and methodological aspect of the formation of social interaction skills among students with and without developmental disorders in the system of vocational education institution. The working program of the discipline "Fundamentals of inclusive education: traditions and modern aspect", specialty 44.02.01 Preschool education, describes the practice-oriented pedagogical technology of teaching students: The content of the discipline includes two chapters. In the process of studying the first chapter "Theoretical aspect of the organization of inclusive education", students are introduced to scientific approaches to the formation of inclusive education, psychological features of teaching people with disabilities in conditions of special vocational education, methodological aspects of the organization of special vocational inclusive education). Within the framework of the second chapter of the program "Development of inclusive culture of students in the system of vocational education institution: a modern aspect", students get acquainted with the peculiarities of the development of inclusive culture, the stages of its formation, the problems of its formation, expand their understanding of the features of the organization of support for persons with disabilities; leading areas of inclusive support, the specifics of the activities of specialists: logopaedist, speech pathologist, social pedagogue, teacher-psychologist, sign language teacher, visual impairment specialist, systematize knowledge about the specific features of the organization of social partnership in the process of developing an inclusive culture of students of vocational education institution, planning social interaction with various institutions). The most effective technologies for mastering the discipline were: interactive learning technologies, educational and research, practice-oriented, socially creative tasks. During the experiment, methodological recommendations for the development of the discipline were developed: the content of lectures and practical classes, electronic test tasks (in open and closed form), tasks for independent work performed in a remote format (for example, to compile a glossary; develop recommendations for special students "Prevention of conflict situations in the college student environment", etc.), selected basic and additional literature, electronic support for the discipline. Based on the conducted research, the author concludes that the approbation of the content of the program, the use of interactive technologies in its study, contributed to the improvement of the social status of students with disabilities in inclusive education, the development of social relations among students with and without developmental disorders.