INTERCULTURAL ASPECTS OF THE INCLUSIVE TEACHER'S PROFILE

Abstract

The state educational standards for both intercultural and inclusive education in Bulgaria are laid down in two different regulations in accordance with the Preschool and School Education Act (in force since 1 August 2016). Nevertheless, intercultural education and inclusive education are based on a common philosophy in regard to communication with and acknowledgement of otherness as well as supporting the formation of child identity. From this point of view, some aspects of intercultural competence are of crucial importance for the inclusive teacher’s profile. These aspects are summarised in the article with reference to the core values and areas of competence that are applicable to the inclusive teacher as stated by the European Agency for Special Needs and Inclusive Education.

Keywords: intercultural education, inclusive education, support of child identity, communication with otherness, cultural differences in pedagogical praxis, lifelong learning.