ОSTRACISM AS A PHENOMENON OF INCLUSIVE SPACE

Abstract

The article examines the phenomenon of ostracism as a phenomenon of inclusive space. Particular attention is paid to intolerance of individuals with inclusive manifestations that exist in society, due to the interaction between people of different nationalities, religions, professional orientation, and certain physical characteristics. The author reveals the understanding of the ostracism phenomenon in the space of education as a process that is characterized as the development of a sequence of responses, transferred, ignored, and excluded. And also, as an exception, alone or in isolation, sometimes with obvious manifestations of hostility. The model and features of the manifestations of the phenomenon in the space of inclusive education are revealed; they include issues such as depressed emotional state of the individual during the educational process or after being in an academic group; secrecy, shyness, tendency to silence one's personal life; avoidance of communication with family, friends and joint activities, avoiding discussions about the university or other educational environment. It is determined that the main reason for the ostracism of inclusive people in the educational environment is the perception of people with disabilities as a phenomenological group of "other", and the reason for this approach is the mechanism of fear of "other" as a manifestation of selfdefense. The handicap manifestations of ostracism are indicated – exclusion from the social environment under the influence of psycho-physiological features: mobbing, avoidance, ridicule, indulgence, slander. The main conditions of the organization of the inclusive process when working with ostracizing manifestations in the educational sphere are highlighted: partnership of family and school; cooperation between secondary and special educators; coordinated planning and communication between "general" and "special needs" staff. There are a number of positive effects of inclusions that affect both people with special needs and other participants in the educational space. It is concluded that adherence to the principles of inclusive people in the educational space and providing systematic support of the entire educational process allows the formation of tendencies to tolerant perception of "other", individual personal manifestations and, as a consequence, minimizing ostracism in inclusive space and educational institutions without specialized classes. We see further consideration of this problem in a more detailed study of the main methods of accompanying people with special needs and the possibilities of forming trends of tolerant attitude through the inclusion of an inclusive individual in the educational space