DEVELOPING PEDAGOGICAL EMPATHY AND COMMUNICATIVE COMPETENCE IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

Abstract. The article examines theoretical foundations for developing students’ pedagogical empathy and communicative competence in inclusive education. It substantiates the relationship among empathic perception, perspective taking, emotional response, active listening, adaptive language, collaboration and reflection. A staged methodology based on cases, role simulation, empathic interviews, microteaching, service learning and reflective portfolios is proposed