THEORETICAL ANALYSIS OF THE CONCEPT OF PEDAGOGICAL INTERACTION OF PARTICIPANTS IN THE EDUCATIONAL PROCESS IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The world experience of introducing the model of inclusive education demonstrates its effectiveness in the direction of socio-cultural integration of children with special educational needs, the development of tolerance towards them among healthy peers and adults. At the same time, this is a long-term process associated with a number of problems, the solution of which is required for the full implementation of an inclusive model of education. Inclusive education involves the creation of a system of conditions that provide special psychological and pedagogical support for the education of children with special educational needs. Psychological and pedagogical support of children with special educational needs in an inclusive educational environment is a complex interaction of a team of specialists and the child's parents, which is aimed at creating comfortable conditions that contribute to the development of the child's personality, mastery of knowledge, skills and abilities, successful adaptation and self-realization, i.e. integration into society.

Interaction is one of the main philosophical categories that reflects the processes of influence of various objects on each other, their mutual conditioning and change of state or mutual transition, as well as the generation of one object by another. Interaction is a type of direct or indirect, external or internal relationship or connection. This is a process of direct or indirect interaction of people on each other, which involves their mutual conditioning by common tasks, interests, joint activities and mutually oriented reactions. The following are considered the main characteristics of interaction: mutual knowledge, mutual understanding, mutual relations, mutual actions, mutual influence.

In the process of theoretical analysis of the main concepts, we came to the conclusion that interaction is a coordinated activity to achieve common goals and results, to solve a problem or task that is significant for the participants. It is the activity that underlies the understanding of the pedagogical significance of the interaction, in which and through which the abilities of the participants of the educational process - subject-practical and psychological - are revealed. In addition, interpersonal influence takes place in the interaction, which is based on mutual understanding and self-esteem of the main participants of the educational process.