Cultivating a tolerant attitude towards children with special education needs in an inclusive group

Abstract

The formation of a tolerant attitude towards children with special education needs
is not only a pedagogical task, but also a social challenge that requires a
comprehensive approach. In the modern educational space, tolerance ceases to
be an abstract value – it acquires a practical dimension through the daily actions
of teachers, assistants, students and parents. It is the teacher's assistant who
plays a key role in creating a safe, supportive environment where each child feels
his or her significance.
The article emphasizes the importance of developing inclusive competence of the
teaching staff, which includes not only knowledge about SEN, but also the ability
to be emotionally sensitive, flexibly respond and build partnership relationships. It
is emphasized that tolerance is not passive patience, but an active readiness to
interact, accept diversity and support the individual development of each child.
Practical methods of forming a tolerant attitude are considered: interactive
exercises, role-playing games, discussion of life situations, involving children in
joint projects. The development of social and emotional intelligence is important,
allowing children to better understand themselves and others, build healthy
relationships and avoid discriminatory behavior patterns.
The barriers that prevent the formation of a tolerant environment are also
analyzed: lack of resources, insufficient training of teachers, formal attitude to
inclusion. Ways to overcome them are proposed through systemic support,
interagency cooperation and the implementation of innovative educational
practices.
The formation of tolerance is a process that begins with the awareness of the value
of each child. Only through joint efforts can we create a school where diversity is
perceived as a resource, not a challenge.