<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vera   V. Khitruk</style></author><author><style face="normal" font="default" size="100%">Olga A.   Ulianova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">children with special needs</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive education</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive tolerance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410007067.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">43</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect.
 The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs.
 The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">21-32</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valentin Cosmin  Blândul</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERNATIONAL APPROACHES TO INCLUSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">children with special needs</style></keyword><keyword><style  face="normal" font="default" size="100%">mainstream education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400135561.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Inclusion of children with special educational needs in mainstream education is a very complex issue which has been in the focus of specialists from several fields, such as psychology, pedagogy, sociology, medicine, social work in recent years. A great number of documents that address this issue have also been adopted. Probably the best known one is ”The Salamanca Statement and Framework for Action on Special Needs Education”, adopted by the World Conference on Special Needs Education: Access and Quality, organized by UNESCO in Salamanca, Spain, 7-10 June 1994. This document underlined for the first time the importance of inclusive school. By being opened to all children, regardless of their problems, an ordinary school with inclusive view is the most efficient way of fighting against discrimination. The process is by no means an easy one, as not all children in a class are willing to recognize and accept difference as normality. In addition, the success of inclusion of children with special educational needs also depends on the way they are accepted by the larger community they live in, which includes besides classmates, family members and teachers as well. 
Starting from theoretic aspects, in this paper we intend to present our international scientific research that we conducted during the 2009-2010 academic year in some ordinary schools from Romania, Spain, Poland and Italy. The main objective was to understand to which extent schoolchildren with different disabilities were integrated in ordinary classes and how deeply they were accepted from social point of view by their classmates. The representative sample included 800 children, with or without special educational needs, from the countries mentioned above. The research instrument we used was a sociometric test that asked children to express their preferences about their classmates based on different criteria. The results showed us that a great number of non-disabled children were inadequately prepared to accept their disabled classmates and this can be a major obstacle for the latter ones’ effective inclusion in mainstream education.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-36</style></section></record></records></xml>