Open AccessDIALOGICAL COMPETENCE OF A PERSON WITH DISABILITIES IN INCLUSIVE EDUCATIONAL DIALOGUE
Author(s) -
Gulzhaina K. Kassymova,
M. A. Spizhenkova,
Р.М. Гимазов,
Г. А. Булатова,
A. A. Kulakova,
М. R. Arpentieva
Publication year - 2021
Publication title -
vestnik nacionalʹnoj akademii nauk respubliki kazahstan
Language(s) - English
Resource type - Journals
eISSN - 2518-1467
pISSN - 1991-3494
DOI - 10.32014/2021.2518-1467.86
Subject(s) - dialogical self , phenomenon , psychology , competence (human resources) , subjectivity , personality , social psychology , epistemology , pedagogy , philosophy
In modern and classical pedagogy and psychology, a significant place is given to the problems of subjectivity (lack of personality) and authenticity ("fictitiousness") of human life: the human personality, relation-ships, activities and values. The authenticity is a problem of success, harmony of human life, subjective dialogue of a person with himself and the world (meaningfulness of his being). In dialogue with another in an educational situation, building an understanding of the world, a person simultaneously develops an understanding of himself. In educational dialogue with each other, people test, explore, transform, coordinate different parts of their experience that cannot be studied in other circumstances. The purpose of the research is to analyze the problems of dialogical competence of a person with disabilities as a phenomenon of readiness and ability to build and develop semantic relationships with oneself and the world in educational dialogue. The theoretical basis of the research is the analysis and integration of data from various empirical and theoretical models of understanding a person's dialogical competence in the context of subjectivity and reliability of his being in pedagogy and psychology. This competence is a phenomenon of the readiness and ability of a person with disabilities to build and develop relationships with oneself and with the world. The concept of dialogical competence implies an understanding of the processes and learning outcomes as a phenomenon aimed at maintaining and developing a harmonious and authentic human interaction with himself and the world. The study proposes a theoretical model of inclusive education aimed at the formation and development of the participants' dialogue competence.