Formation of Tolerant Attitude of Future Social Workers to Children
with Specific Development
Anna Koval
, Larysa Platash
, Vasus Popovych
, Valentyna Sanzharovets
and Viktoria Tomlin
Lviv State University of Life Safety, Lviv, Ukraine
Chernivtsi National University named after Yuriy Fedkovich, Kotsyubynskoho St., 2, Chernivtsi, Ukraine
Department of Social Work and Psychology, Zaporizhzhia Polytechnic National University, Zhukovsky St., 64,
Zaporizhzhia, Ukraine
Department of Social Technologies, National Aviation University, 1 LiubomyraHuzaraave., Kyiv, Ukraine
Bratislava, Slovakia
Keywords: Tolerance, Pedagogical Conditions, Children With Special Needs, Social Workers, Friendly Attitude.
Abstract: The article presents the results of theoretical and practical analysis of the process of education for the future
social workers in a tolerant attitude towards the children with special needs. The purpose of the study is based
on the theoretical determination of the problem in the attitude of the social workers towards children with
special needs. Experimentally test the pedagogical conditions of education of the future social workers, of
their tolerant attitude towards the children with special needs in the educational process of higher education.
The state of research of the problem of the tolerant attitude of future social workers to children with special
needs is revealed. The essence and structure of the term "tolerance" as a moral quality are specified. An
empirical study of the main indicators of the tolerant attitude of future social workers to children with special
needs. For the first time, the pedagogical conditions for the purpose of educating future social workers in a
tolerant attitude towards children with special needs have been determined
Active reform of the modern education system takes
into account the content of the state social policy in
order to ensure appropriate conditions for the full life
of people with disabilities. This has increased the
attention of the Ukrainian scientific and pedagogical
community to the problems of training professionals
who work in social and educational inclusion. Since,
due to the quality of training and the formation not
only of the general-professional competencies, but
also the personal qualities of future social workers
that determine the success and effectiveness of their
professional duties.
This approach presupposes a revision of the
conceptual and structural-organizational principles
with the focus on the spiritual improvement of the
personality of higher education seekers, the
development of their personalities. Consequently, the
necessity is the actualization of the humanization of
the educational process in higher education. In
addition to that, high importance is the education of
the future social worker tolerant attitude to people
with psychophysical development, empathic
understanding of responding to participation and
assisting society in solving their life and professional
We find information about tolerance as a
psychological reaction to social reality in foreign
literature B. Crick (1971), P. King (1971), G. Fletcher
(1996), R. Forst (2001). H. Frankfurt (1988), D. Heyd
(1996). J. Horton (1987, 1992, 1996, 1998), S.
Mendus (1989), etc. In the understanding of foreign
researchers, the essence of tolerance is to motivate a
person to show psychological readiness to seek
solutions to problems; intolerant, understanding,
compassionate, unacceptable, etc.).
Ukrainian specialists in various fields of science
(Sh. Akhundova, S. Demyanchuk, V. Kyrychok, N.
Makarova, V. Malakhov, V. Maralov, V. Mitina, V.
Movchan, V. Sitarov, O. Chorna, I. Shvetsova, etc.)
state a different understanding of the concepts of the
terms such as "tolerance" and "tolerant person", the
general explanation for which is the following: a
person who is characterized by spiritual, moral values
and qualities. Researchers assign high importance to
Koval, A., Platash, L., Popovuhs, V., Sanzharovets, V. and Tomlin, V.
Formation of Tolerant Attitude of Future Social Workers to Children with Specific Development.
DOI: 10.5220/0011354700003350
In Proceedings of the 5th International Scientific Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 318-326
ISBN: 978-989-758-600-2
2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
the process of social and interpersonal interaction,
which is built on the individual's respect for himself
and the people around him.
Scholars agree on the need for an organized
educational process for an individual related to
tolerance. They remark the importance of quality
training of future professionals, the formation of their
personal qualities, the need to form a number of
competencies for the Ukrainians who seek higher
education. It is emphasized in educational documents
- Laws of Ukraine "About Education" (2017), "About
Higher Education" (2014), Standards of Higher
Education 321 "Social work" for the first (bachelor's)
level (2019).
According to the analyzed scientific works of
foreign and Ukrainian researchers, important legal
acts of the educational field, modern specialists face
challenges that require critical thinking and creative
thinking. The practical basis for overcoming
difficulties (personal or professional) is a tolerant
attitude of the individual to others, the basis for which
is education, spiritual responsibility, professional
creativity, and more.
Issues of humane treatment of people with
disabilities have attracted the attention of
philosophers, statesmen, educators of the past and are
relevant today. Despite the change in the social
perception of people with disabilities throughout
human existence - from contempt, tolerance to
understanding and efforts to address the problem of
treatment, education, and successful socialization, the
problem of tolerance towards people with mental and
physical disabilities has acquired personal
characteristics and is expressed on an individual
level. For instance, through the understanding of
spiritual values formed by a specialist in the social
and educational fields, the priority of the right of
children with developmental disabilities to full
development and social security, moral qualities.
Ukrainians are witnessing the gradual
implementation of European policy on inclusions. It
is actively promoted and introduced in various social
structures and educational levels in areas such as
understanding tolerance and forming a public attitude
to human diversity. It is believed that "tolerance is the
best human charity" (Kleiberg, 2012) and is seen as
an attitude to another person without judgments and
condemnation of his feelings, behavior, point of view,
thoughts, and attitudes.
Tolerance - a tolerant, friendly attitude of the
individual to himself, his value quality (Locke, 1667;
Voltaire, 2013); "Orientation of the mind", the
opposite of "indifference" (indifference), which is
expressed in respect for other people's thoughts and
beliefs (Brockhaus and Efron, 1901). The modern
interpretation of tolerance has acquired a meaning
close to the peculiarities of the manifestation of
human behavior. A tolerant person shows tolerance to
others, respects his rights and responsibilities,
respects and does not violate the rights and freedoms
of others (Kleiberg, 2012). However, most often
"tolerance" is seen as "the ability to tolerate
something or someone" only out of mercy ",
indulgence" (Dahl, 1994); "Respect, acceptance and
correct understanding of the rich diversity of cultures
of our world, our forms of self-expression and ways
of expressing individuality" "Declaration of
Principles of Tolerance" (1995). Tolerance is often
confused with "passive restraint", although it also
requires significant internal efforts, often much more
serious than required for open action ".
The formation of attitudes of tolerant behavior,
tolerant communication style, as well as prevention
of various forms of destructive tolerance (aggression,
extremism, conflict, terrorism, bigotry,
fundamentalism, etc.) is considered by scientists as a
global problem of modernity and, at the same time,
negative manifestations of tolerance (Walzer, 2000).
Assume the presence of "passive tolerance" as a
kind of manifestation of personal attitude to the
situation; an imperfect form of tolerance proper,
endowed with the "charge of civilized
communication between people" and placed "a step
towards full tolerance"; which is characterized by an
understanding of the need for a tolerant attitude
towards another person (Heffe, 1991).
The list of varieties of tolerance is complemented
by indifference; the impossibility of mutual
understanding; condescension; expansion of own
experience and critical dialogue (Lektorsky, 1997),
humble attitude to differences in the name of
preserving peace (Walzer, 2000); mythological
"hidden", ancient monotheistic, religious
"paradoxical", reformist "educational", philosophical
"classical", secular "cultural", scientific and social
"scientific", socio-psychological (devianthological)
(Kleiberg, 2012); situational communicative,
professional, general communicative (Boyko, 1998).
Given the content of the concept, we adhere to the
position that "tolerance" is an important positive
quality of personality, which is based on the
recognition of human diversity, self-esteem,
empathic understanding of the state of another
person. The organization of the communication
process in compliance with the rules of ethics,
attention to the individual fills with positive emotions
bilateral interaction. It gives satisfaction with the
dialogue as a professional activity of the specialist
Formation of Tolerant Attitude of Future Social Workers to Children with Specific Development
and the client's personal attempt to find solutions.
Therefore, we consider the education of future social
workers to be tolerant of people with special needs as
an important element in the formation of professional
training to work with different groups of clients.
The founders of the school for training specialists
in the sphere of social works are I. Zvereva, A.
Kapska, G. Laktionova, L. Mishchyk, V. Polishchuk,
S. Kharchenko and others. They have been working
on the content of the educational process in higher
education institutions since the independence of
Ukraine. At scientific and practical conferences,
Ukrainian scientists have repeatedly stressed that
youth is the future of the country, so the main task of
universities is to teach students tolerant behavior,
understanding of human diversity, social problems,
and development of practical skills to improve
competencies to combat their manifestations.
Tolerance is a term that means respect for
different views and beliefs, behavior, and practices. A
tolerant person takes an initiative position; this person
is confident, determined, and democratic to other
points of view.
Thus, Stephen A. Weldon (Weldon, 2006) links
individual tolerance with liberal-democratic
manifestations of social relations, in which citizens
fight and defend the rights of the groups, which
include those who are considered unable to fully
participate in political, social, and economic life
(Weldon, 2006).
Analysis of the concept of "tolerance of a social
worker" highlights the problem of educating
important types of tolerance of students while
studying at university, in particular: ethnic (attitude to
"others" on the basis of ethnicity); social (effective
interaction with representatives of different social
groups); personal (tolerance as a personality trait - a
system of values and respect for the individual,
recognition of his rights and freedoms) (Horvat,
2014); socio-psychological (deviant - prevention of
manifestations of intolerant behavior in the client).
In the scientific and practical literature we find
works on:
a) the need and relevance, features of the
formation of professionally important qualities of
students to the successful implementation of social
activities (I. Bogdanova, O. Gura, N. Kichuk, A.
Linenko, E. Maksimova, O. Oleksyuk, G.
Pervushina, M. Tkachenko, etc.);
b) the formation of humanistic personality traits in
institutions of higher education (M. Aleksyuk, G.
Ball, E. Bondarevskaya, V. Bondar, S. Goncharenko,
O. Moroz, O. Sukhomlinskaya, etc.).
A separate group consists of research on
preparing young people for professional tasks.
According to the authors, the educational process in
institutions of higher professional and higher
education should be focused on the main result - the
formation of:
- readiness for personal communication (Ostapchuk,
- important personal qualities (self-esteem (Petrenko,
2012), the culture of interpersonal relationships
(Koval, 2013), tolerance (Stolyarenko, 2013), ethical
relationships (Branetskaya, 2013), moral and value
relations (Bilyuk, 2014), etc;
- skills of professional communication (T. Gora),
value determination of self-improvement (T.
Severina) during the implementation of pedagogical
Thus, the tolerance of a specialist such as "man-
man" - is an important personal quality, the gradual
formation of which is carried out under the influence
of certain pedagogical conditions with the mandatory
implementation of educational tasks outlined by the
problem we are researching. Moreover, the Standard
of Higher Education in the specialty 321 "Social
work" for the first (bachelor's) level, which is
obligatory for application in social workers' training
institutions, specifies important abilities, the
realization of which in professional activity is based
on the developed quality of tolerance, namely (Order
of the Ministry of Education and Science of Ukraine
№ 557 of 24.04.2019):
1) to realize the rights and responsibilities as a
member of society (in a two-dimensional sense - their
own and the client of social work); to be aware of the
values of civil (free democratic) society and the need
for its sustainable development, the rule of law,
human and civil rights and freedom in Ukraine;
2) preserve and increase moral, cultural, scientific
values and achievements of society;
3) act socially responsibly and consciously;
special (professional, subject):
1) to analyze socio-psychological phenomena,
processes of formation, development, and
socialization of the individual, development of social
group and community;
2) assess social problems, needs, characteristics, and
resources of clients;
3) to provide assistance and support to clients, taking
into account their individual needs, age differences,
gender, ethnic and other characteristics.
Note that the main areas of social work of higher
education in the specialty 321 "Social Work" for the
first (bachelor's) level are the following areas:
ISC SAI 2022 - V International Scientific Congress SOCIETY OF AMBIENT INTELLIGENCE
psychological, socio-pedagogical, legal, economic,
medical (Order of the Ministry of Education and
Science of Ukraine № 557 of 24.04.2019).
Despite the presence of diverse Ukrainian
scientific work on determining the essence of
tolerance and the features of manifestations, there is
one issue that requires further, thorough study. The
problem of identifying the state of tolerance in future
social workers to professional activities.
Criteria and indicators of formed tolerance as a
prerequisite for the manifestation of the tolerant
attitude of students to recipients of social services.
We are convinced that the basis of the successful
activity of a social worker is professional maturity
with the formed personal potential of tolerance. The
content of this is realized through manifestations of
behavior - external (so-called external tolerance is
accompanied by balanced behavior, belief in the
existence of an opinion, position other than the
understanding of the specialist, the ability to consider
facts and phenomena from different angles, taking
into account various factors); internal (so-called
internal tolerance - the ability to make informed
decisions and reason about the problem, even if all the
facts and possible consequences are unknown)
(Orlovskaya, 2012).
The fact of belonging (origin) of tolerance is
important, its types have certain characteristics. Thus,
there is natural tolerance (direct openness, curiosity,
children's trust of an adult), moral (tolerance, the use
of psychological protection mechanisms to suppress
negative emotions); ethical (perception and trust,
empathic feeling of another person) (Lipatov, 2008).
Tolerance is realized in the process of
communicative interaction of a social worker with a
child with special needs; requires from the adult a
positive attitude, open mind, empathy towards the
state, and values of the child.
According to K. Rogers, giving the adult the role
of facilitator and his sincerity, openness and empathy,
understanding, and acceptance of the child, will
ensure cooperation based on trust. Thus, I. Trifonova
identifies seven types of "attitude to children", which
we have grouped into three subgroups:
first: with a high level of awareness of the values,
uniqueness of the child, taking into account its
individual characteristics; positive behavioral-verbal
ways and communicative ways of interaction
(cognitive, cognitive-emotional);
second: with a high level of recognition of the
value of the child and the ability to inspire confidence
in children, the ability to adequately assess the
reaction of children; insufficiently being aware of
physiological, age features; unable to control their
emotional state (cognitive-behavioral, emotional,
conative (behavioral));
third: able to control the child's attention, establish
contact, exert a suggestive and stimulating effect;
however, difficulties in the field of interpersonal
interaction, inability to properly assess the position
and personality traits of the child (Voloshina, 2007).
Achieving mutual understanding between an adult
and a child is possible under the conditions of partner-
subject interaction. It seems reasonable to assume that
the idea of norms of behavior in interpersonal
interaction depends on certain personal qualities, in
particular - tolerance. Especially when it comes to
tolerant interaction of the future social worker with
children with special educational, physical and
psychological needs (Todortseva, 2004).
Thus, tolerance is an important condition for
communication, a source of positive emotional states
and a motive for subject-to-subject interaction.
There are different scientific views on the levels
of communicative tolerance, each of which is
characterized by certain characteristics, in particular:
moral (patience, tolerance, respect, empathy,
kindness, communication/ communicativeness);
personal (personality stability, divergence of
thinking, mobility of behavior, social activity)
(Orlovskaya, 2012; Todortseva, 2004);
sufficient level of culture and education,
development of thinking (Griva, 2007);
high, medium, low (Voloshina, 2007); etc.
The criteria of tolerance of Ukrainian researchers
correspond to the psychological triad: "emotion -
cognition - behavior as a consistent process."
According to the criteria, we chose the following
indicators of tolerance:
- a manifestation of respect, friendliness, and
tolerance towards people, the establishment of equal
relations, focused on mutual trust, interest, desire for
mutual understanding (criterion of mutual respect);
- understanding of human differences, recognition
of the right to individuality, lack of desire to re-
educate the partner in accordance with their own
ideas about the "right" interaction (criterion of mutual
- restraint in the face of negative manifestations of
disrespect (arrogance, rudeness, contempt, cruelty),
the ability to find common ground for discussion with
different people in different situations; ability to listen
to the partner; treat the interlocutor as an equal
participant in the dialogue (criterion of restraint);
- the ability to forgive mistakes, manifestations of
unintentional rudeness; lack of aggression towards
others; high adaptability; ability to adapt to the habits
Formation of Tolerant Attitude of Future Social Workers to Children with Specific Development
and characters of communicative partners (criterion
of adaptability).
Selection criteria of tolerant attitude allow to
definition the basic signs of intolerant attitude:
- manifestations of contempt, insults, the use of
negative vocabulary to the partner of communicative
interaction (a sign of contempt);
- adherence to negative stereotypes, prejudices in
communication with partners (a sign of stereotypes);
- ignoring the "other", a refusal to
cooperate/perform an action together (a sign of
- inability to adapt in communication, the desire
to change the partner for interaction, the inability to
hide or put up with unpleasant feelings (a sign of
- a selective manifestation of tolerance in
communication (a sign of selectivity).
Taking into account the specifics of professional
training of future social workers, we have chosen the
following levels of formed tolerance of students:
behaviorally active (high) - is characterized by the
matured and aware formed values and attitudes to
oneself and to other people; profound knowledge
about tolerance, tolerant behavior; willingness for
dialogue, cooperation, and positive interaction with
various categories of the population;
active-situational (average) - with existing values
to people, knowledge of tolerance, insufficiently
aware, but having clear ideas about the importance of
tolerance in society, hidden
willingness/unwillingness to dialogue, cooperation,
and positive interaction;
passive-negative (low) - with superficial
knowledge of tolerance (or lack of it); passivity,
unwillingness to interact with others, insufficiently
formed tolerant qualities and values of children with
special needs; the desire to transfer responsibility
onto the others; high levels of anxiety.
Analysis of the dynamics of forming a tolerant
attitude of students to the children with special needs.
In order to identify the state of formation of tolerant
attitude towards children with disabilities, a statement
experiment was conducted, which covered 112
students who specialize in "Social Work" at the
Faculty of Linguistics and Social Communications of
the National Aviation University (Kyiv); divided into
groups: experimental (EG; n = 58 people) and control
(CG; n = 54 people).
The results of the observational experiment on the
diagnosis of components of tolerant attitude to
children with special needs are presented in Table 1
by levels of formation of all components
(motivational-value, cognitive, behavioral, reflexive)
in the experimental and control groups (by the
number of people).
Table 1: The results of monitoring the state of tolerant
attitude of students to children with special needs of the
experimental and control groups.
Experimental group Control group
high avera
high avera
39 %
48 %
38 %
34 %
32 %
36 %
31 %
43 %
20 %
45 %
33 %
19 %
39 %
44 %
According to the results of the monitoring, which
were recorded at a high level, the lowest indicators
were obtained for the motivational-value and
reflexive components in the experimental and control
groups. In most students of both groups (experimental
and control) for all components - motivational-value,
cognitive, behavioral, and reflexive components, the
state of tolerant attitude towards children with special
needs corresponds to low to average levels.
The results of the control stage of the experiment
to determine the levels of tolerance of children with
special needs in future social workers after the
formative stage of the experiment and the
implementation of pedagogical conditions are
presented in table 2 indicating the dynamics.
ISC SAI 2022 - V International Scientific Congress SOCIETY OF AMBIENT INTELLIGENCE
Table 2: Dynamics of levels of formation of tolerant
attitude to children with special needs in future social
workers (control stage, %).
high averag
confirmatory 18,13
40,4 41,47
formative 38,85
51,77 9,38
18,67 45,68 35,65
19,55 51,12 29,33
+0,88 +5,44 -4,32
Repeated application of the method "Value
Orientations" M. Rokych and analysis of the results
showed that in the experimental group there were
changes in the nature and hierarchy of value
orientations of students. More students in the
experimental group focus on interaction with children
with special needs.
Ranks in the system of values of such qualities as
tolerance, sensitivity, love, the happiness of others,
etc. have changed. For most future social workers, the
values of personal happiness, in particular health and
happy family life, self-confidence, were a priority at
the ascertainment stage. After the formative
experiment, a number of indicators changed, in
particular - the value of "happiness" of other people
in the general hierarchy of values of future social
workers from 10th position in the experimental group
moved to 5th position; there were students who
prioritize "the happiness of others" (26%). Instead,
among students of the control group, the general
hierarchy of values has not changed and personal
values predominate.
A similar increase in the coefficient is observed in
the experimental group with the ability to "accept and
understand someone else's point of view", "respect
other tastes", "forgive others mistakes", which
dropped from 17th place to 8th place. In the control
group, values aimed at the benefit of others did not
occupy high places in the hierarchy of values.
Summarizing the obtained results, we obtained
the following data: 39.5% of future social workers of
the experimental group were referred to a high level,
while at the ascertaining stage this indicator was at
the level of 16.2%. 21.9% of high-level respondents
were found in the control group, which is 4.3% more
than in the statement stage. The average level of
development of value orientations was found in
51.77% of respondents in the experimental group
(41.9% - at the statement stage) and 45.8% of
respondents in the control group (42.6% - at the
statement stage). 19.1% of students in the
experimental group and 35.3% in the control group
were classified as low.
According to the results of the express
questionnaire "Tolerance Index", to identify the
ability to show tolerance, its general level as well as
at the statement stage, found a fairly high rate of the
ability of future social workers to show tolerance.
Thus, 49.0% of students in the experimental group
were referred to a high level (25.7% - at the
ascertaining stage); in the control group, this figure is
25.0% (24.2% - the statement stage). The average
level is 49.6% in EG and 63.9% in CG. In general,
such results indicate a steady trend of positive
attitudes of future social workers to interact with
children with special needs.
Thus, in the experimental group, only 1.4% of
respondents are classified as low level of ability to
show tolerance, while this figure in the control group
is 11.1%. The results found in the experimental group
indicate the effectiveness of the work with students,
in particular psychological and pedagogical training
of tolerance, the main purpose of which was to
overcome pronounced intolerant attitudes towards
others. In the control group, the low level did not
change, as these students were not targeted in this
Substantiation of pedagogical conditions of
formation of tolerant interaction of students with
children with special needs. As practice shows, the
level and quality of the formed tolerant attitude to
others depend on a number of conditions.
Pedagogical conditions are usually interpreted as a set
of certain tools, factors, the introduction of which
ensures the achievement of the planned result
(Dubich, 2007; Koval, 2013; Scriabin, 2000;
Slizkova and Zavyalova, 2017; Yakovleva, 1991).
We highlight the following pedagogical
conditions for the formation of students' readiness for
tolerant interaction with children with special needs:
- the creation of a tolerant educational space in a
higher education institution:
a) pedagogically organized process of forming a
system of knowledge about the characteristics of
children with special needs, ethical means of
interaction, the behavior of different categories of the
population during the study of disciplines "Ethics of
social work", "Social work with different categories
of the population", "History of social work",
Formation of Tolerant Attitude of Future Social Workers to Children with Specific Development
"Conflictology", "Prevention of negative phenomena
in the youth environment"; elective courses
"Professional interaction of a social worker",
"Fundamentals of inclusive education", etc .;
b) conducting educational activities of
conversations, discussions, debates, lectures, charity
events such as "The best social worker",
"Orientation of social work", "Mechanisms of social
interaction with children with special needs",
"Tolerance - the main requirement or important
personal quality of a social worker", "An intolerant
social worker is able to successfully build a
personality-oriented interaction?", "The role of
tolerance in the work of the future social worker",
"Light the fire of good", etc .;
- Orientation of educational content on the
development of tolerance as a leading quality of
future social workers, which is provided to form the
students' knowledge of individual characteristics of
children with special needs.
Tolerance is an important professional quality of
future social workers. It is an acquaintance with the
main provisions of leading international and state
documents. Inclusive education and principles of
- stimulating and motivational orientation of
educational interaction of teachers and students
(motivational support and awareness of the need for
tolerant communication in the process of professional
activity. The result of this condition is a stable
motivation for tolerant treatment of children with
special needs;
- content and technological component of the
educational process of forming a tolerant attitude
(implemented through the program of forming
tolerant interaction of students with children with
special needs, the effectiveness of which is ensured
by coordinated cooperation of teacher and students,
awareness of the value of the pedagogically
appropriate distribution of roles and functions
between students and teacher). Use of teaching
a) discussion (free and directed discussions,
meetings of specialists, discussion of life and
professional unforeseen situations, etc.), based on
live communication of participants, the impartial
position of the teacher, joint group decision-making;
b) game (business, organizational, simulation,
role-playing games, psychodrama, etc .; game
situations, active playback, and reconstruction of real
c) training (behavioral and personality-oriented
training aimed at stimulating, corrective, therapeutic,
developmental impact on the personality and
behavior of students);
- professional practice in tolerant communication
with children with special needs during the
involvement of students in tutoring and volunteering,
during the production, assistant practice. In practice,
the best formed personal qualities of tolerance,
kindness, mercy, gentleness, attentiveness,
understanding, compassion; implemented support,
care, assistance to the one in need.
As the obtained statistics show, the defined
conditions are reasonable and expedient. The
formative experiment due to the practical
implementation of a certain set of pedagogical
conditions awakened the formation and progressive
development of students of experimental groups of
signs of each of the four components of tolerance as
the most professionally important quality of their
personality - motivational-value, cognitive,
behavioral and reflexive in their unity. In order to
increase the levels of tolerance towards children with
special needs, future social workers should carry out
purposeful work on the development of its basic
components through active methods of learning and
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ISC SAI 2022 - V International Scientific Congress SOCIETY OF AMBIENT INTELLIGENCE