Transformation of students’ perceptions of disability as a result of inclusive education: a posse ad esse

Abstract

Introduction. The relevance of the research is determined by the necessity to fill knowledge gaps related to understanding the socio-cultural transformations taking place in the student environment due to the extensive development of inclusive technologies in universities. Aim. The present research aimed to identify transformations in the public consciousness of students associated with the period of application of the inclusive approach and to determine the factors that determine them. Methodology and research methods. The study relies on the theoretical and methodological concept of constructing a metasystem “personality – group – society” in the context of an individual assimilating social experience. In determining the empirical basis of the study, the principle of unity and differentiation was applied to identify potential causal relationships between the socio-demographic characteristics of respondents and the development of predominant sentiments regarding the resolution of integration issues in society for individuals with disabilities. A comparison of the semantic dominants of the attitudes towards disabled students, who studied in 2008 (at the initial stage of awareness of the need for an inclusive approach) and in 2023 (at a mature stage characterised by many years of experience in ensuring a barrier-free educational environment in universities), allowed the authors to identify a number of fundamental socio-cultural characteristics of modern students for further qualitative research. Results. The research outcomes revealed that there have been no qualitative changes in the public consciousness of modern students regarding people with disabilities, despite the extensive development of inclusion in universities. Additionally, there are still persistent manifestations of stigmatisation of students with health problems. The negative impact of overestimating the effect of administrative factors on the inclusive process, on the one hand, and ignoring the need to support the development of social values in the student’s personality, on the other, was revealed. Scientific novelty. The research contributes to the development of scientific reflection methods in line with the phenomenological approach and clarifies the subject area of studying inclusive processes in universities. Practical significance. The presented materials and conclusions may be of scientific and practical interest to both researchers and organisers of inclusive processes in universities.

Keywords

• inclusive education
• socio-cultural identity
• stereotypes of thinking
• stigmatisation
• attitude towards people with disabilities
• student youth
• phenomenological approach