| Methodological tools |
Description and features of use in the educational space |
| A diagnostic portfolio construction |
The tool determines motivation and psychological readiness for volunteering in an inclusive environment. The development of socio-psychological, professional competencies, psychological readiness for inclusive education, inclusive culture in educational organizations, etc. is studied. |
| An excessive educational environment creation |
A variety of events, workshops, master classes, practical and design workshops that create a system of professional guidelines for future teachers to implement inclusive volunteering. |
| Academic advising |
Interaction of a consultant (teacher, psychologist, tutor) and a future teacher with the objective to help in resolving an educational request, developing and implementing an individual educational trajectory with regards to educational motives, needs and interests. |
| Educational environment gamification |
Development of a playful educational space simulating the process of organizing volunteering in an inclusive environment enables to simulate and reproduce a sequence of professional actions. |
| Interactive mapping |
Enables to summarize the directions of the individual educational route, the space of self-determination and goals, educational resources for the implementation of inclusive volunteering. |
| Event-resource technologies |
The joint activity of a teacher and a student aimed to comprehend the past educational path, which has an established trajectory, and the possible program direction in the educational future when performing a volunteer project. It is based on the analysis of the already established educational trajectory, and is associated with the identification of educational events for future volunteer activities. |
| Volunteer projects development and support |
Thanks to resource communication, the ideas of joint activities, inclusive projects, and complex inclusive volunteering arise in a specially created educational space. This tool implies individual work with the project manager, event-driven and reflective discussion of the concept, project content, work on a resource map. |
| Flipped classroom |
The combination of traditional forms of classroom education with the elements of an electronic one in a digital educational environment being webinars, augmented reality technologies, flipped classes on inclusive volunteering. |
| Reflexive discussions |
The form of subject-subject communication when solving educational and cognitive tasks enables a collective analysis and assessment of the results of inclusive volunteering, difficulties in implementing projects, creating an accessible environment, and eliminating barriers. |
