Formation of Tolerant Attitude of Future Social Workers to Children

with Specific Development

Anna Koval

, Larysa Platash

, Vasus Popovych

, Valentyna Sanzharovets

4,2

and Viktoria Tomlin

Lviv State University of Life Safety, Lviv, Ukraine

Chernivtsi National University named after Yuriy Fedkovich, Kotsyubynskoho St., 2, Chernivtsi, Ukraine

Department of Social Work and Psychology, Zaporizhzhia Polytechnic National University, Zhukovsky St., 64,

Zaporizhzhia, Ukraine

Department of Social Technologies, National Aviation University, 1 LiubomyraHuzaraave., Kyiv, Ukraine

Bratislava, Slovakia

Keywords: Tolerance, Pedagogical Conditions, Children With Special Needs, Social Workers, Friendly Attitude.

Abstract: The article presents the results of theoretical and practical analysis of the process of education for the future

social workers in a tolerant attitude towards the children with special needs. The purpose of the study is based

on the theoretical determination of the problem in the attitude of the social workers towards children with

special needs. Experimentally test the pedagogical conditions of education of the future social workers, of

their tolerant attitude towards the children with special needs in the educational process of higher education.

The state of research of the problem of the tolerant attitude of future social workers to children with special

needs is revealed. The essence and structure of the term "tolerance" as a moral quality are specified. An

empirical study of the main indicators of the tolerant attitude of future social workers to children with special

needs. For the first time, the pedagogical conditions for the purpose of educating future social workers in a

tolerant attitude towards children with special needs have been determined

1 INTRODUCTION

Active reform of the modern education system takes

into account the content of the state social policy in

order to ensure appropriate conditions for the full life

of people with disabilities. This has increased the

attention of the Ukrainian scientific and pedagogical

community to the problems of training professionals

who work in social and educational inclusion. Since,

due to the quality of training and the formation not

only of the general-professional competencies, but

also the personal qualities of future social workers

that determine the success and effectiveness of their

professional duties.

This approach presupposes a revision of the

conceptual and structural-organizational principles

with the focus on the spiritual improvement of the

personality of higher education seekers, the

development of their personalities. Consequently, the

necessity is the actualization of the humanization of

the educational process in higher education. In

addition to that, high importance is the education of

the future social worker tolerant attitude to people

with psychophysical development, empathic

understanding of responding to participation and

assisting society in solving their life and professional

problems.

2 RELATED WORKS

We find information about tolerance as a

psychological reaction to social reality in foreign

literature B. Crick (1971), P. King (1971), G. Fletcher

(1996), R. Forst (2001). H. Frankfurt (1988), D. Heyd

(1996). J. Horton (1987, 1992, 1996, 1998), S.

Mendus (1989), etc. In the understanding of foreign

researchers, the essence of tolerance is to motivate a

person to show psychological readiness to seek

solutions to problems; intolerant, understanding,

compassionate, unacceptable, etc.).

Ukrainian specialists in various fields of science

(Sh. Akhundova, S. Demyanchuk, V. Kyrychok, N.

Makarova, V. Malakhov, V. Maralov, V. Mitina, V.

Movchan, V. Sitarov, O. Chorna, I. Shvetsova, etc.)

state a different understanding of the concepts of the

terms such as "tolerance" and "tolerant person", the

general explanation for which is the following: a

person who is characterized by spiritual, moral values

and qualities. Researchers assign high importance to

318

Koval, A., Platash, L., Popovuhs, V., Sanzharovets, V. and Tomlin, V.

Formation of Tolerant Attitude of Future Social Workers to Children with Speciﬁc Development.

DOI: 10.5220/0011354700003350

In Proceedings of the 5th International Scientiﬁc Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 318-326

ISBN: 978-989-758-600-2

the process of social and interpersonal interaction,

which is built on the individual's respect for himself

and the people around him.

Scholars agree on the need for an organized

educational process for an individual related to

tolerance. They remark the importance of quality

training of future professionals, the formation of their

personal qualities, the need to form a number of

competencies for the Ukrainians who seek higher

education. It is emphasized in educational documents

- Laws of Ukraine "About Education" (2017), "About

Higher Education" (2014), Standards of Higher

Education 321 "Social work" for the first (bachelor's)

level (2019).

According to the analyzed scientific works of

foreign and Ukrainian researchers, important legal

acts of the educational field, modern specialists face

challenges that require critical thinking and creative

thinking. The practical basis for overcoming

difficulties (personal or professional) is a tolerant

attitude of the individual to others, the basis for which

is education, spiritual responsibility, professional

creativity, and more.

Issues of humane treatment of people with

disabilities have attracted the attention of

philosophers, statesmen, educators of the past and are

relevant today. Despite the change in the social

perception of people with disabilities throughout

human existence - from contempt, tolerance to

understanding and efforts to address the problem of

treatment, education, and successful socialization, the

problem of tolerance towards people with mental and

physical disabilities has acquired personal

characteristics and is expressed on an individual

level. For instance, through the understanding of

spiritual values formed by a specialist in the social

and educational fields, the priority of the right of

children with developmental disabilities to full

development and social security, moral qualities.

Ukrainians are witnessing the gradual

implementation of European policy on inclusions. It

is actively promoted and introduced in various social

structures and educational levels in areas such as

understanding tolerance and forming a public attitude

to human diversity. It is believed that "tolerance is the

best human charity" (Kleiberg, 2012) and is seen as

an attitude to another person without judgments and

condemnation of his feelings, behavior, point of view,

thoughts, and attitudes.

Tolerance - a tolerant, friendly attitude of the

individual to himself, his value quality (Locke, 1667;

Voltaire, 2013); "Orientation of the mind", the

opposite of "indifference" (indifference), which is

expressed in respect for other people's thoughts and

beliefs (Brockhaus and Efron, 1901). The modern

interpretation of tolerance has acquired a meaning

close to the peculiarities of the manifestation of

human behavior. A tolerant person shows tolerance to

others, respects his rights and responsibilities,

respects and does not violate the rights and freedoms

of others (Kleiberg, 2012). However, most often

"tolerance" is seen as "the ability to tolerate

something or someone" only out of mercy ",

indulgence" (Dahl, 1994); "Respect, acceptance and

correct understanding of the rich diversity of cultures

of our world, our forms of self-expression and ways

of expressing individuality" "Declaration of

Principles of Tolerance" (1995). Tolerance is often

confused with "passive restraint", although it also

requires significant internal efforts, often much more

serious than required for open action ".

The formation of attitudes of tolerant behavior,

tolerant communication style, as well as prevention

of various forms of destructive tolerance (aggression,

extremism, conflict, terrorism, bigotry,

fundamentalism, etc.) is considered by scientists as a

global problem of modernity and, at the same time,

negative manifestations of tolerance (Walzer, 2000).

Assume the presence of "passive tolerance" as a

kind of manifestation of personal attitude to the

situation; an imperfect form of tolerance proper,

endowed with the "charge of civilized

communication between people" and placed "a step

towards full tolerance"; which is characterized by an

understanding of the need for a tolerant attitude

towards another person (Heffe, 1991).

The list of varieties of tolerance is complemented

by indifference; the impossibility of mutual

understanding; condescension; expansion of own

experience and critical dialogue (Lektorsky, 1997),

humble attitude to differences in the name of

preserving peace (Walzer, 2000); mythological

"hidden", ancient monotheistic, religious

"paradoxical", reformist "educational", philosophical

"classical", secular "cultural", scientific and social

"scientific", socio-psychological (devianthological)

(Kleiberg, 2012); situational communicative,

professional, general communicative (Boyko, 1998).

Given the content of the concept, we adhere to the

position that "tolerance" is an important positive

quality of personality, which is based on the

recognition of human diversity, self-esteem,

empathic understanding of the state of another

person. The organization of the communication

process in compliance with the rules of ethics,

attention to the individual fills with positive emotions

bilateral interaction. It gives satisfaction with the

dialogue as a professional activity of the specialist

Formation of Tolerant Attitude of Future Social Workers to Children with Speciﬁc Development

319

and the client's personal attempt to find solutions.

Therefore, we consider the education of future social

workers to be tolerant of people with special needs as

an important element in the formation of professional

training to work with different groups of clients.

The founders of the school for training specialists

in the sphere of social works are I. Zvereva, A.

Kapska, G. Laktionova, L. Mishchyk, V. Polishchuk,

S. Kharchenko and others. They have been working

on the content of the educational process in higher

education institutions since the independence of

Ukraine. At scientific and practical conferences,

Ukrainian scientists have repeatedly stressed that

youth is the future of the country, so the main task of

universities is to teach students tolerant behavior,

understanding of human diversity, social problems,

and development of practical skills to improve

competencies to combat their manifestations.

Tolerance is a term that means respect for

different views and beliefs, behavior, and practices. A

tolerant person takes an initiative position; this person

is confident, determined, and democratic to other

points of view.

Thus, Stephen A. Weldon (Weldon, 2006) links

individual tolerance with liberal-democratic

manifestations of social relations, in which citizens

fight and defend the rights of the groups, which

include those who are considered unable to fully

participate in political, social, and economic life

(Weldon, 2006).

Analysis of the concept of "tolerance of a social

worker" highlights the problem of educating

important types of tolerance of students while

studying at university, in particular: ethnic (attitude to

"others" on the basis of ethnicity); social (effective

interaction with representatives of different social

groups); personal (tolerance as a personality trait - a

system of values and respect for the individual,

recognition of his rights and freedoms) (Horvat,

2014); socio-psychological (deviant - prevention of

manifestations of intolerant behavior in the client).

In the scientific and practical literature we find

works on:

a) the need and relevance, features of the

formation of professionally important qualities of

students to the successful implementation of social

activities (I. Bogdanova, O. Gura, N. Kichuk, A.

Linenko, E. Maksimova, O. Oleksyuk, G.

Pervushina, M. Tkachenko, etc.);

b) the formation of humanistic personality traits in

institutions of higher education (M. Aleksyuk, G.

Ball, E. Bondarevskaya, V. Bondar, S. Goncharenko,

O. Moroz, O. Sukhomlinskaya, etc.).

A separate group consists of research on

preparing young people for professional tasks.

According to the authors, the educational process in

institutions of higher professional and higher

education should be focused on the main result - the

formation of:

- readiness for personal communication (Ostapchuk,

2010);

- important personal qualities (self-esteem (Petrenko,

2012), the culture of interpersonal relationships

(Koval, 2013), tolerance (Stolyarenko, 2013), ethical

relationships (Branetskaya, 2013), moral and value

relations (Bilyuk, 2014), etc;

- skills of professional communication (T. Gora),

value determination of self-improvement (T.

Severina) during the implementation of pedagogical

conditions.

Thus, the tolerance of a specialist such as "man-

man" - is an important personal quality, the gradual

formation of which is carried out under the influence

of certain pedagogical conditions with the mandatory

implementation of educational tasks outlined by the

problem we are researching. Moreover, the Standard

of Higher Education in the specialty 321 "Social

work" for the first (bachelor's) level, which is

obligatory for application in social workers' training

institutions, specifies important abilities, the

realization of which in professional activity is based

on the developed quality of tolerance, namely (Order

of the Ministry of Education and Science of Ukraine

№ 557 of 24.04.2019):

general:

1) to realize the rights and responsibilities as a

member of society (in a two-dimensional sense - their

own and the client of social work); to be aware of the

values of civil (free democratic) society and the need

for its sustainable development, the rule of law,

human and civil rights and freedom in Ukraine;

2) preserve and increase moral, cultural, scientific

values and achievements of society;

3) act socially responsibly and consciously;

special (professional, subject):

1) to analyze socio-psychological phenomena,

processes of formation, development, and

socialization of the individual, development of social

group and community;

2) assess social problems, needs, characteristics, and

resources of clients;

3) to provide assistance and support to clients, taking

into account their individual needs, age differences,

gender, ethnic and other characteristics.

Note that the main areas of social work of higher

education in the specialty 321 "Social Work" for the

first (bachelor's) level are the following areas:

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

320

psychological, socio-pedagogical, legal, economic,

medical (Order of the Ministry of Education and

Science of Ukraine № 557 of 24.04.2019).

Despite the presence of diverse Ukrainian

scientific work on determining the essence of

tolerance and the features of manifestations, there is

one issue that requires further, thorough study. The

problem of identifying the state of tolerance in future

social workers to professional activities.

Criteria and indicators of formed tolerance as a

prerequisite for the manifestation of the tolerant

attitude of students to recipients of social services.

We are convinced that the basis of the successful

activity of a social worker is professional maturity

with the formed personal potential of tolerance. The

content of this is realized through manifestations of

behavior - external (so-called external tolerance is

accompanied by balanced behavior, belief in the

existence of an opinion, position other than the

understanding of the specialist, the ability to consider

facts and phenomena from different angles, taking

into account various factors); internal (so-called

internal tolerance - the ability to make informed

decisions and reason about the problem, even if all the

facts and possible consequences are unknown)

(Orlovskaya, 2012).

The fact of belonging (origin) of tolerance is

important, its types have certain characteristics. Thus,

there is natural tolerance (direct openness, curiosity,

children's trust of an adult), moral (tolerance, the use

of psychological protection mechanisms to suppress

negative emotions); ethical (perception and trust,

empathic feeling of another person) (Lipatov, 2008).

Tolerance is realized in the process of

communicative interaction of a social worker with a

child with special needs; requires from the adult a

positive attitude, open mind, empathy towards the

state, and values of the child.

According to K. Rogers, giving the adult the role

of facilitator and his sincerity, openness and empathy,

understanding, and acceptance of the child, will

ensure cooperation based on trust. Thus, I. Trifonova

identifies seven types of "attitude to children", which

we have grouped into three subgroups:

first: with a high level of awareness of the values,

uniqueness of the child, taking into account its

individual characteristics; positive behavioral-verbal

ways and communicative ways of interaction

(cognitive, cognitive-emotional);

second: with a high level of recognition of the

value of the child and the ability to inspire confidence

in children, the ability to adequately assess the

reaction of children; insufficiently being aware of

physiological, age features; unable to control their

emotional state (cognitive-behavioral, emotional,

conative (behavioral));

third: able to control the child's attention, establish

contact, exert a suggestive and stimulating effect;

however, difficulties in the field of interpersonal

interaction, inability to properly assess the position

and personality traits of the child (Voloshina, 2007).

Achieving mutual understanding between an adult

and a child is possible under the conditions of partner-

subject interaction. It seems reasonable to assume that

the idea of norms of behavior in interpersonal

interaction depends on certain personal qualities, in

particular - tolerance. Especially when it comes to

tolerant interaction of the future social worker with

children with special educational, physical and

psychological needs (Todortseva, 2004).

Thus, tolerance is an important condition for

communication, a source of positive emotional states

and a motive for subject-to-subject interaction.

There are different scientific views on the levels

of communicative tolerance, each of which is

characterized by certain characteristics, in particular:

moral (patience, tolerance, respect, empathy,

kindness, communication/ communicativeness);

personal (personality stability, divergence of

thinking, mobility of behavior, social activity)

(Orlovskaya, 2012; Todortseva, 2004);

sufficient level of culture and education,

development of thinking (Griva, 2007);

high, medium, low (Voloshina, 2007); etc.

The criteria of tolerance of Ukrainian researchers

correspond to the psychological triad: "emotion -

cognition - behavior as a consistent process."

According to the criteria, we chose the following

indicators of tolerance:

- a manifestation of respect, friendliness, and

tolerance towards people, the establishment of equal

relations, focused on mutual trust, interest, desire for

mutual understanding (criterion of mutual respect);

- understanding of human differences, recognition

of the right to individuality, lack of desire to re-

educate the partner in accordance with their own

ideas about the "right" interaction (criterion of mutual

understanding);

- restraint in the face of negative manifestations of

disrespect (arrogance, rudeness, contempt, cruelty),

the ability to find common ground for discussion with

different people in different situations; ability to listen

to the partner; treat the interlocutor as an equal

participant in the dialogue (criterion of restraint);

- the ability to forgive mistakes, manifestations of

unintentional rudeness; lack of aggression towards

others; high adaptability; ability to adapt to the habits

Formation of Tolerant Attitude of Future Social Workers to Children with Speciﬁc Development

321

and characters of communicative partners (criterion

of adaptability).

Selection criteria of tolerant attitude allow to

definition the basic signs of intolerant attitude:

- manifestations of contempt, insults, the use of

negative vocabulary to the partner of communicative

interaction (a sign of contempt);

- adherence to negative stereotypes, prejudices in

communication with partners (a sign of stereotypes);

- ignoring the "other", a refusal to

cooperate/perform an action together (a sign of

ignoring);

- inability to adapt in communication, the desire

to change the partner for interaction, the inability to

hide or put up with unpleasant feelings (a sign of

selectivity);

- a selective manifestation of tolerance in

communication (a sign of selectivity).

Taking into account the specifics of professional

training of future social workers, we have chosen the

following levels of formed tolerance of students:

behaviorally active (high) - is characterized by the

matured and aware formed values and attitudes to

oneself and to other people; profound knowledge

about tolerance, tolerant behavior; willingness for

dialogue, cooperation, and positive interaction with

various categories of the population;

active-situational (average) - with existing values

to people, knowledge of tolerance, insufficiently

aware, but having clear ideas about the importance of

tolerance in society, hidden

willingness/unwillingness to dialogue, cooperation,

and positive interaction;

passive-negative (low) - with superficial

knowledge of tolerance (or lack of it); passivity,

unwillingness to interact with others, insufficiently

formed tolerant qualities and values of children with

special needs; the desire to transfer responsibility

onto the others; high levels of anxiety.

Analysis of the dynamics of forming a tolerant

attitude of students to the children with special needs.

In order to identify the state of formation of tolerant

attitude towards children with disabilities, a statement

experiment was conducted, which covered 112

students who specialize in "Social Work" at the

Faculty of Linguistics and Social Communications of

the National Aviation University (Kyiv); divided into

groups: experimental (EG; n = 58 people) and control

(CG; n = 54 people).

The results of the observational experiment on the

diagnosis of components of tolerant attitude to

children with special needs are presented in Table 1

by levels of formation of all components

(motivational-value, cognitive, behavioral, reflexive)

in the experimental and control groups (by the

number of people).

Table 1: The results of monitoring the state of tolerant

attitude of students to children with special needs of the

experimental and control groups.

Experimental group Control group

Comp

onent

high avera

low

high avera

low

Motiv

ationa

l/valu

12%

(14

peo

ple)

39 %

(45

peopl

(55

peop

)

(16

peop

)

48 %

(55

peopl

38 %

(43

peopl

Cogni

tive

38%

(43

peo

ple)

34 %

(39

peopl

(32

peop

le)

32 %

(37

peop

le)

36 %

(41

peopl

31 %

(36

peopl

Beha

vioral

24%

(28

peo

ple)

43 %

(49

peopl

(37

peop

le)

20 %

(23

peop

le)

45 %

(51

peopl

35м

(40

peopl

Refle

xive

16%

(19

peo

ple)

33 %

(38

peopl

(57

peop

le)

19 %

(22

peop

le)

39 %

(42

peopl

44 %

(50

peopl

According to the results of the monitoring, which

were recorded at a high level, the lowest indicators

were obtained for the motivational-value and

reflexive components in the experimental and control

groups. In most students of both groups (experimental

and control) for all components - motivational-value,

cognitive, behavioral, and reflexive components, the

state of tolerant attitude towards children with special

needs corresponds to low to average levels.

The results of the control stage of the experiment

to determine the levels of tolerance of children with

special needs in future social workers after the

formative stage of the experiment and the

implementation of pedagogical conditions are

presented in table 2 indicating the dynamics.

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

322

Table 2: Dynamics of levels of formation of tolerant

attitude to children with special needs in future social

workers (control stage, %).

Experiment

stage

Level

high averag

low

Experim

ental

group

confirmatory 18,13

40,4 41,47

formative 38,85

51,77 9,38

dynamics

+20,7

+11,3

32,09

Control

group

confirmatory

18,67 45,68 35,65

formative

19,55 51,12 29,33

dynamics

+0,88 +5,44 -4,32

Repeated application of the method "Value

Orientations" M. Rokych and analysis of the results

showed that in the experimental group there were

changes in the nature and hierarchy of value

orientations of students. More students in the

experimental group focus on interaction with children

with special needs.

Ranks in the system of values of such qualities as

tolerance, sensitivity, love, the happiness of others,

etc. have changed. For most future social workers, the

values of personal happiness, in particular health and

happy family life, self-confidence, were a priority at

the ascertainment stage. After the formative

experiment, a number of indicators changed, in

particular - the value of "happiness" of other people

in the general hierarchy of values of future social

workers from 10th position in the experimental group

moved to 5th position; there were students who

prioritize "the happiness of others" (26%). Instead,

among students of the control group, the general

hierarchy of values has not changed and personal

values predominate.

A similar increase in the coefficient is observed in

the experimental group with the ability to "accept and

understand someone else's point of view", "respect

other tastes", "forgive others mistakes", which

dropped from 17th place to 8th place. In the control

group, values aimed at the benefit of others did not

occupy high places in the hierarchy of values.

Summarizing the obtained results, we obtained

the following data: 39.5% of future social workers of

the experimental group were referred to a high level,

while at the ascertaining stage this indicator was at

the level of 16.2%. 21.9% of high-level respondents

were found in the control group, which is 4.3% more

than in the statement stage. The average level of

development of value orientations was found in

51.77% of respondents in the experimental group

(41.9% - at the statement stage) and 45.8% of

respondents in the control group (42.6% - at the

statement stage). 19.1% of students in the

experimental group and 35.3% in the control group

were classified as low.

According to the results of the express

questionnaire "Tolerance Index", to identify the

ability to show tolerance, its general level as well as

at the statement stage, found a fairly high rate of the

ability of future social workers to show tolerance.

Thus, 49.0% of students in the experimental group

were referred to a high level (25.7% - at the

ascertaining stage); in the control group, this figure is

25.0% (24.2% - the statement stage). The average

level is 49.6% in EG and 63.9% in CG. In general,

such results indicate a steady trend of positive

attitudes of future social workers to interact with

children with special needs.

Thus, in the experimental group, only 1.4% of

respondents are classified as low level of ability to

show tolerance, while this figure in the control group

is 11.1%. The results found in the experimental group

indicate the effectiveness of the work with students,

in particular psychological and pedagogical training

of tolerance, the main purpose of which was to

overcome pronounced intolerant attitudes towards

others. In the control group, the low level did not

change, as these students were not targeted in this

direction.

Substantiation of pedagogical conditions of

formation of tolerant interaction of students with

children with special needs. As practice shows, the

level and quality of the formed tolerant attitude to

others depend on a number of conditions.

Pedagogical conditions are usually interpreted as a set

of certain tools, factors, the introduction of which

ensures the achievement of the planned result

(Dubich, 2007; Koval, 2013; Scriabin, 2000;

Slizkova and Zavyalova, 2017; Yakovleva, 1991).

We highlight the following pedagogical

conditions for the formation of students' readiness for

tolerant interaction with children with special needs:

- the creation of a tolerant educational space in a

higher education institution:

a) pedagogically organized process of forming a

system of knowledge about the characteristics of

children with special needs, ethical means of

interaction, the behavior of different categories of the

population during the study of disciplines "Ethics of

social work", "Social work with different categories

of the population", "History of social work",

Formation of Tolerant Attitude of Future Social Workers to Children with Speciﬁc Development

323

"Conflictology", "Prevention of negative phenomena

in the youth environment"; elective courses

"Professional interaction of a social worker",

"Fundamentals of inclusive education", etc .;

b) conducting educational activities of

conversations, discussions, debates, lectures, charity

events such as "The best social worker",

"Orientation of social work", "Mechanisms of social

interaction with children with special needs",

"Tolerance - the main requirement or important

personal quality of a social worker", "An intolerant

social worker is able to successfully build a

personality-oriented interaction?", "The role of

tolerance in the work of the future social worker",

"Light the fire of good", etc .;

- Orientation of educational content on the

development of tolerance as a leading quality of

future social workers, which is provided to form the

students' knowledge of individual characteristics of

children with special needs.

3 CONCLUSIONS

Tolerance is an important professional quality of

future social workers. It is an acquaintance with the

main provisions of leading international and state

documents. Inclusive education and principles of

tolerance;

- stimulating and motivational orientation of

educational interaction of teachers and students

(motivational support and awareness of the need for

tolerant communication in the process of professional

activity. The result of this condition is a stable

motivation for tolerant treatment of children with

special needs;

- content and technological component of the

educational process of forming a tolerant attitude

(implemented through the program of forming

tolerant interaction of students with children with

special needs, the effectiveness of which is ensured

by coordinated cooperation of teacher and students,

awareness of the value of the pedagogically

appropriate distribution of roles and functions

between students and teacher). Use of teaching

methods:

a) discussion (free and directed discussions,

meetings of specialists, discussion of life and

professional unforeseen situations, etc.), based on

live communication of participants, the impartial

position of the teacher, joint group decision-making;

b) game (business, organizational, simulation,

role-playing games, psychodrama, etc .; game

situations, active playback, and reconstruction of real

events);

c) training (behavioral and personality-oriented

training aimed at stimulating, corrective, therapeutic,

developmental impact on the personality and

behavior of students);

- professional practice in tolerant communication

with children with special needs during the

involvement of students in tutoring and volunteering,

during the production, assistant practice. In practice,

the best formed personal qualities of tolerance,

kindness, mercy, gentleness, attentiveness,

understanding, compassion; implemented support,

care, assistance to the one in need.

As the obtained statistics show, the defined

conditions are reasonable and expedient. The

formative experiment due to the practical

implementation of a certain set of pedagogical

conditions awakened the formation and progressive

development of students of experimental groups of

signs of each of the four components of tolerance as

the most professionally important quality of their

personality - motivational-value, cognitive,

behavioral and reflexive in their unity. In order to

increase the levels of tolerance towards children with

special needs, future social workers should carry out

purposeful work on the development of its basic

components through active methods of learning and

self-education.

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