Overcoming and Preventing Learned Helplessness in the Formation and Development of Educational and Professional Independence: Inclusive Aspects

Introduction. The modern state of studying the problems of formation and development of educational and professional independence is related to two primary points of the research: activity-semantic approach and foreign value-semantic approach. The aims of the research are to analyze the problem of learned helplessness as an obstacle to the formation and development of students’ educational and professional independence (the ability to teach and the ability to learn); to study the problem of formation and development of students’ educational and professional independence within the problems of overcoming and preventing learned helplessness. Results and Discussion. Inclusive practice has brought many important focuses to the education system that were previously taken for granted. These include the culture of cooperation, the construction and development of harmonious relations between the subjects of education, and the availability of the educational environment, forms and content of education, and the problem of educational and professional independence. In inclusive education and within the framework of the ideas of inclusion in general, the problem of independent, successful, free educational and professional activity is crucial. The modern problems of formation and development of educational and professional independence are reduced to several main issues, including internal and external causes of difficulties and sometimes even students’ refusal from it. In addition to deformations of the spiritual and moral type, for example, desacralization and devaluation of educational activity and its results, fears of development and protection from development, as well as states preceding or following them, involving states of dependence and learned helplessness, play an important role. This aspect of the formation of educational and professional competence has not been sufficiently studied and is not discussed often enough to become the subject of an integrative, comprehensive research. Conclusions. The conditions for the formation and development of the ability to learn, educational and professional independence as a system property of individuality are opposite to the conditions for the formation of learned helplessness: the ability to learn is a complex of knowledge and skills in the sphere of human being as a person, partner, student and professional, including reflexive search, dialogical exchange of its results with people who are significant for a person about situations that are significant, problematic for him personally or for general human life. For inclusive practice, these conditions are essential for success.