However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality.
It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. The article examines the causes of conflicts in inclusive student groups and means of their prevention. Students with special educational needs, inclusive education, higher educational institution, conflicts in inclusive student groups Abstract
PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine Doctor of Philosophical Sciences, Associate Professor, Chair of Psychology Department, Cherkasy regional institute of postgraduate education of teachers of Cherkasy regional council, Ukraineĭoctor of Psychological Sciences, Associate Professor, Professor of Psychology and Pedagogics Department, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraineĭoctor of Psychological Sciences, Senior Researcher, The National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine
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