No 4 (2022)

Nowadays, the guidelines of the social and educational inclusion are reflected in the federal state educational standards of higher education of the latest generation in the form of the competence-based results of a future university graduate. The inclusive competence must be formed by the graduates of all training programs regardless of the nature of their future professional activity. Most university teachers express a doubt about the necessity of making the inclusive competence universal, based on the specific wording of this competence represented in the federal state educational standards of higher education for bachelors and specialists. The study proposes the inclusive literacy as an alternative to the inclusive competence, which is defined by the authors in the context of a functional approach to different aspects of human life. The paper justifies the expediency of considering the inclusive literacy rather than a competence or culture; formulates the content definition of the inclusive literacy in the context of a broad understanding of inclusion. The authors conducted a survey of 386 students of the Southern Federal University studying under the pedagogical and non-pedagogical training programs. Based on the analysis of the survey results, the authors identified common and specific problems occurring when implementing the practice of the inclusive literacy formation by the students of pedagogical and non-pedagogical training programs: the insufficient understanding of the essence of inclusion and its considering by the majority of the students mostly in the narrow context; low awareness about the regulatory grounds of the social and educational inclusion; formal attitude to the inclusion issues mediated by the specifics of training programs. The results of the study show that it is necessary to review the content of the inclusive competence recorded in the Federal State Educational Standard of Higher Education 3++ in the context of broad understanding of the inclusion and its correlation with the functional inclusive literacy.

Friendly cross-cultural and international relations are currently of particular importance for countries and peoples around the world. The state policy of the Russian Federation is aimed at promoting the Russian language and Russian culture, exporting education. The preparatory department, as the first stage of the educational process of foreign citizens in Russia, both provides language training and plays an important role in the socio-cultural development of students, their acquaintance with the target-language country. The paper covers the issue of the formation of the cross-cultural competence of foreign students of the preparatory department, be exact, the theoretical substantiation of the content of this competence: the identification and description of its topical units. The paper analyzes the possibilities of using an interdisciplinary approach in the process of formation of the cross-cultural competence of foreign students of the preparatory department. As the cross-cultural competence, the authors consider the information about the culture, history, and geography of a target-language country, and some national identities of the people of this country. When selecting the content of the cross-cultural competence, the authors took into account the principles and criteria for selection of the content of education, the specifics of foreign students, and special aspects of organizing the educational process at the preparation stage. As a result of the study, the authors identified the content of the cross-cultural competence of foreign students of the preparatory department, specified and described its topical units: cultural-historical, geographical, national, and regional. Besides, the authors described cognitive and functional components of the cross-cultural competence. The paper establishes relations between the disciplines of the humanities and substantiates the application of an interdisciplinary approach within the framework of the formation of the cross-cultural competence of foreign students of the preparatory department.

Health limitations are traditionally considered in psychology as difficult living conditions determining the specifics of personal development and related to the necessity of updating the resource system. The problem of the resource content specifics in the situation of health limitations did not find proper attention in psychology for a long time. The variety of external and internal resources raises the question about the factors causing them, about the search for the person’s qualities or abilities determining the resources updating. The paper presents the semantics of the resource concept in the group of adolescents with visual impairments, describes the basic interrelations of resources and cognitive-personal characteristics (reflection, self-efficacy), resources and coping strategies. Most frequently, visually impaired adolescents define a resource as a means to achieve a goal, as a potential and opportunities available to a person. The main function of a resource for teenagers is to help and support. Less frequently, the adolescents use the references to personal qualities as a resource. From the point of view of visually impaired adolescents, the social support resource is the most significant, and the stress control resource is less significant, which can be explained by age specifics. The authors identified fair direct correlation relationships between such resources as confidence, social support and parameters of self-efficacy and reflection. For visually impaired adolescents, the systemic use of parameters of reflection and resources proved to be important. The set of reflection parameters is both a health resource predictor and a multiple coping predictor. The use of a set of reflection parameters by adolescents determines the application of the social support and health resource. The communication reflection has the greatest influence on the use of the social support resource. The systemic use of the coping resources determines the self-efficacy parameter.