Creating an inclusive environment in primary school: fostersng tolerance in primary school children

Abstract

This article explores the theoretical and practical aspects of creating an inclusive environment in primary schools, with a particular focus on fostering tolerance in  primary school children. A range of documents and studies by contemporary educators and psychologists on this topic has been analyzed. It has been demonstrated that in today's world, where inclusive education is gaining increasing importance, cultivating a tolerant attitude towards children with special educational needs (SEN) is one of the primary tasks of primary school teachers. Creating an inclusive environment in primary school involves not only ensuring accessibility of education for children  with SEN but also cultivating respect for diversity and understanding of individual differences among all children.

The most effective methods, forms, and tools for fostering tolerance in primary school children have been identified. Traditional methods include: ethical discussions, storytelling, explanations, discussions and debates, the teacher's personal example, competitions and incentives. To achieve significant results in fostering tolerance school in children  in an inclusive educational environment, it is advisable to combine educational methods and psychological influences through interactive forms of interaction with children. For example, conducting tolerance development trainings, using art therapy, and game-based technologies (role-playing games, quest games).

The research has shown that reading and discussing fairy tales, fiction, watching cartoons and inclusive tourism are effective means of fostering a tolerant attitude in an inclusive classroom. Moreover, it has been proven that close cooperation with childrens  parents contributes to increasing their understanding and support in matters of fostering tolerance both in their own children and in the classroom as a whole.