TERMS AND DISCOURSE OF INCLUSIVE EDUCATION IN BRITISH UNIVERSITIES
DOI:
https://doi.org/10.31861/gph2025.855-856.50-61Keywords:
inclusive education, discourse, terminology system, British universities, educational policy, academic cultureAbstract
The article examines the features of terminology and discourse of inclusive education in higher education in the United Kingdom. The key concepts forming the modern understanding of inclusion in the university educational environment are analyzed, in particular such as diversity, equity, accessibility, and inclusive learning environment. The study is based on discourse analysis and comparative examination of academic and policy texts that define the principles of inclusion in British universities. The specificity of the use of inclusive vocabulary in academic discourse is identified, as well as the relationship between linguistic means and the value orientations of educational policy. The findings demonstrate that the discourse of inclusion promotes the development of a socially responsible academic culture, enhances institutional support for students with diverse educational needs, and contributes to the realization of the principles of equity and accessibility in higher education.
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