PSYCHOLOGICAL FEATURES OF THE ATTITUDE OF NORMOTYPIC PEERS TOWARDS CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article examines the factors affecting the attitude of normotypic teenagers to peers with special educational needs in conditions of inclusive education. The concept of «attitude» as a multidimensional mental formation, which includes cognitive, emotional and behavioral components, and also interacts with the socio-psychological and cultural environment, is analyzed. The main determinants of teenagers’ attitudes are considered: personal characteristics (empathy, tolerance, self-esteem, cognitive flexibility, previous experience of interaction), social and psychological environment of the class (group norms, social identity, role of leaders, friendly relations, culture of interaction), educational environment (pedagogical competence, inclusion policy, availability of resources, psychological support), family attitudes and cultural and social factors (stereotypes, media images, level of stigmatization, development of inclusive culture in the community).The empirical study included a survey of parents (23 people) and teenagers (25 people), which made it possible to identify positive trends in the attitude of schoolchildren towards peers with special educational needs, as well as problematic aspects related to communication, insufficient information and pedagogical support. The results showed that the majority of teenagers demonstrate acceptance and openness to interaction, but about a third feel insecure in communication and need additional support. Parents mostly positively evaluate inclusive education, recognizing its impact on the development of children’s social skills, while emphasizing the need to improve the qualifications of teachers and expand psychological support. Based on the results, methodical recommendations for teachers aimed at forming tolerance, empathy and socio- psychological competence of students in an inclusive classroom through interactive methods, cooperative learning and partnership interaction with parents have been developed.