HUMANISTIC DIMENSION OF SOCIALIZATION OF CHILDREN WITH VISUAL IMPAIRMENTS IN NEW SOCIOCULTURAL CONDITIONS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.49.12Keywords:
socialization, children with visual impairments, humanistic paradigm, inclusive education, culture, ideology, sociocultural principlesAbstract
The current stage of development of Ukrainian society is characterized by an active rethinking of the humanistic principles of education, in particular in the context of the socialization of children with special educational needs. In the process of building an inclusive educational environment, the issue of the cultural dimension of the socialization of children with visual impairments becomes particularly relevant, because it is culture that forms a system of values, norms and models of behavior that determine the mechanisms of including a child in society. Therefore, the need for a humanitarian rethinking of the educational process necessitates the study of the socio-cultural, philosophical and pedagogical foundations of inclusive education, focused on the child as an active subject of culture. The integration of children with visual impairments into modern society cannot be reduced only to the technical support of the educational process or to medical and pedagogical support. This is a broader task - the formation of a new worldview, within which each person is considered not as an “object” of assistance, but as an equal participant in cultural and social life. It is the humanistic paradigm that opens up opportunities for the formation of an education system in which a child with visual impairments is perceived not as “other”, but as a bearer of their own cultural value, capable of creative self-realization. The problem of socialization of persons with disabilities, in particular children with visual impairments, acquires particular importance in the context of civilizational shifts associated with the rethinking of humanism, social justice and equality.
The latest approaches to education require scientists and teachers not only to adapt curricula, but also to deeply understand the philosophical and cultural foundations of pedagogical activity. This requires a systematic analysis of the ways in which science, culture and ideology shape public perceptions and determine attitudes towards persons with psychophysical impairments.References
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