Fostering Culture of Creative Self-Actualization of Students with Disabilities and People with Disabilities in the Educational spaces of the Pedagogical University

Fostering a culture of interpersonal relations is an important task of forming a worldview among students, especially for students of a pedagogical university who receive education to work with children with special educational needs, future speech pathologists and students with disabilities and people with disabilities. Based on the five-step structure of the psychological essence of education, where attitude and creativity are added to traditional knowledge, skills and abilities, the authors present the Model for the educational environment, covering and developing adequate attitudes among future teachers towards themselves and others. Focusing on V. A. Sukhomlinsky concepts on the experience of childhood and following the cultural and historical concept of L. S. Vygotsky, the design of the Model presents. The modeling method allows one to take into account some of the hidden factors determining the most extensive algorithms and sequence, reasonably taking into account cause–and-effect relationships. The purpose of the research is the theoretical understanding and development of a new methodology, including meta–levels, as conditions for continuous educational joint activity that along with norm typical participants, students with disabilities and people with disabilities are inclusively included. For them, the education is an educational priority. We adhere to K. D. Ushinsky’s option that in the Model under consideration the prior focus is on “education of morality, not filling the head with knowledge.” This significant methodological message is a priority that requires a thorough justification from the viewpoint of evidence-based pedagogy and psychology. As is the case, this paradigm of educative learning in specially modeled environments foster a culture of interaction replaced with “educational education”. The research methodology continues the theoretical constructs of humanist teachers (Sh. A. Amonashvili, V. A. Sukhomlinsky); psychological determinants of the formation of an integral personality (A. Maslow, K. Rogers); a systematic approach in psychology (B. F. Lomov); concepts of modern human studies (B. G. Ananyev). The results of the study. The desire of future specialists to develop along the path to creative self-actualization becomes an indicator of their professional well-being. The observed changes have a cumulative effect manifesting the principle of concentration, developing fresh and novice layers of culture of professional self-development and self-presentation. The described model is based on the “Day of Defectology” originated more than twenty years ago, turned from a private student initiative into an international project, the events of which are described in the framework of a scientific generalization in the journal of the same name. In conclusion, based on the theoretical and methodological analysis of the essence of the educational event, a network multi–stage educational Model for the development of creative self-actualization of the personality of students with disabilities at different levels of education in specially organized events is proposed.