scholarly journals Professional competence of educators of the system of inclusive preschool education as a condition for sociolizing the physically challengedchildren

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Irina D. Emelyanova ◽  
Svetlana V. Markova ◽  
Olesya A. Podolskaya
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Preschool Education ◽  
Educational Environment ◽  
Conceptual Basis ◽  
Important Condition ◽  
Inclusive Preschool ◽  
Key Features ◽  
Mathematical Processing ◽  
Physically Challenged

An important condition ensuring the adaptability of educational environment, hence, socialization of physically challenged children under inclusive conditions, is the competence of specialists implemented under new professional circumstances. Special attention should be paid to professional competence of specialists under inclusion in the system of preschool education. The theoretical analysis of the issue of professional competence of pedagogues in the practice of inclusive preschool education is reflected in the Russian and foreign researches, which testifies to the topicality of the issue. The research objectives are: to describe the conceptual basis of professional competence of the pedagogues of the system of inclusive preschool education (by the example of combined groups), which consists of cognitive, operational-functional and personality components; to prove the influence of professional competence of the pedagogues under inclusion on socialization of preschool physically challenged children. The practical part of the research was carried out by the following methods: analysis of scientific psychological-pedagogical sources, dissertations on the topic; summarization of theoretical conceptions; comparative analysis of the practices of inclusive education; questioning; interviews with various categories of specialists; analysis of the process and products of activities; mathematical processing of the results. The research results allowed identifying the key features of professional competence of the pedagogues of inclusive preschool educational establishments, which not only provide the efficient psychological-pedagogical support of physically challenged children, but also serve as the condition for socialization of these preschool children.

scholarly journals THE SPECIFICS OF TRAINING FUTURE EDUCATORS FOR WORK IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
pp. 118-128
Author(s):  
Kateryna Shapochka ◽  
Natalya Bürkle
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Preschool Education ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Special Educational Needs ◽  
Equality Rights ◽  
Spatial Environment

The article analyzes the specifics of training future educators for work in an inclusive educational environment; the concept of inclusive educational environment is revealed; the emphasis is placed on the role of preschool institutions in the continuum (lifelong learning). Emphasis is placed on the following conditions of future professional readiness to work in an inclusive educational environment, namely the recognition of the values of inclusive education as guidelines for professional activity (equality, rights, participation, community, respect for diversity, sustainable development, nonviolence, trust, compassion, honesty, courage, joy, love, hope and beauty); the relationship of educational material of different disciplines of the professional and pedagogical cycle; inclusion of students in effective professional cooperation (pedagogical practice, co-teaching, mentoring, dialogue), improvement of professional competence of the future specialists (cognitive-motivational, reflective, communicative, multicultural, etc.). Speaking about the preparation of future educators to work in modern preschool education, it should be emphasized on the formation of students' ability to solve problems by applying the knowledge gained during the study of disciplines of the psychological and pedagogical cycle, and, accordingly, to create both in the classroom and outside it the educational environment focused on the features of future professional activity, to use their own experience during pedagogical practice, in accordance with the age characteristics of children and the specifics of the stage of their learning. The environment for the child development should be modern and contribute to the effective formation of children's competencies, skills of independent and joint activities, active interaction in society needed for realization of their own potential. Subject-spatial environment should be content-rich, ready for transformation; multifunctional; variable; available; safe. We support the view of many scholars that the worldview of educators should change, and that philosophy and principles of inclusion should become an integral part of professional thinking. We understand that it is important to analyze the experience of other countries, which has its advantages and challenges, and implement the best examples of pedagogical practice of providing support to children with special educational needs in educational process in Ukraine.

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

scholarly journals Professionally oriented training of specialists to work in the conditions of the inclusive educational environment

2021 ◽  
Vol 16 (3) ◽  
pp. 1231-1243
Author(s):  
Olekcii Tohochynskyi ◽  
Serhii Yermak ◽  
Alla Popryzhna ◽  
Miroslav Tvrdon ◽  
Nataliya Oleksiuk
Keyword(s):  
Inclusive Education ◽  
Experimental Work ◽  
Professional Competence ◽  
Educational Environment ◽  
Training System ◽  
Educational Process ◽  
Special Educational Needs ◽  
Specialist Training ◽  
Experiment Research ◽  
Formative Stage

It is confirmed that the efficiency of an inclusive educational environment functioning is ensured by the presence of diversified psychological and pedagogical professionals and their proficient cooperation. The training of these professionals is of top priority while developing inclusive education in Ukraine. The results obtained during the pedagogical experiment convincingly prove that the author’s developed and tested methods and teaching and methodological materials allow directing the educational process to the training of future diversified psycho-pedagogical professionals to work in the conditions of the inclusive educational environment. During the formative stage of the pedagogical experiment, research and experimental work were carried out to check the effectiveness of the specialist training system of the psycho-pedagogical field to work in the conditions of a functioning of the inclusive educational environment. In order to obtain empirical data and to ensure their validity, a questionnaire and methodology to diagnose the levels of formation of bachelors’ professional competence were developed, in the context of which the criteria and levels of formation of the investigated quality were defined, as well as the tools for its implementation were created. Keywords: Inclusive educational environment, a child with special educational needs, control and experimental groups, psycho-pedagogical specialist, educational trajectory.

scholarly journals ON THE QUESTION OF ECOLOGIZATION OF THE EDUCATIONAL ENVIRONMENT IN INCLUSIVE INSTITUTIONS

2021 ◽  
pp. 140-145
Author(s):  
M. KONONOVA
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Professional Preparation ◽  
Educational Environment ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Definition Of

The article defines the role of pedagogical ecology in the system of educational practice in the conditions of inclusion. The term "inclusion", the concept of "greening", the definition of universal design in education and reasonable adaptation of school space are revealed. Problems and prospects of greening of the educational environment in the context of inclusive education are considered. Comparing the inclusive culture of our country and the Scandinavian countries, it is noted that the approach of Scandinavian cultures is more to ensure inclusiveness, inclusion in society. The conditions for the implementation of the principles of pedagogical ecology in inclusive education are determined. It is proved that the success of inclusive education largely depends on the professional competence of teachers, the reorganization of the system of professional training of future professionals. The features and level of readiness (according to the results of self-assessment in the interview) of future teachers for professional activity with children with special educational needs in the conditions of inclusion are studied. The positive attitude of students to the need for purposefully organized process of their professional preparation for work in inclusive educational institutions is recorded.

scholarly journals Substantiation of Pedagogical Conditions of Forming Professional Competence of Future Educators of Preschool Educational Institutions

2020 ◽  
Vol 6 (12) ◽  
pp. 3012-3025
Author(s):  
Alina Dmytrenko ◽  
Keyword(s):  
Professional Competence ◽  
Preschool Education ◽  
Educational Environment ◽  
Educational Institutions ◽  
Approach To Learning ◽  
Innovative Technologies ◽  
Significant Enrichment ◽  
Independent Work ◽  
The Given ◽  
Professional Disciplines

The article analyzes and systematizes the content of the concepts «pedagogical conditions», «general pedagogical conditions», «specific pedagogical conditions». Based on the given terms' analysis, the own interpretation of the concept «pedagogical conditions in the system of training future educators» and «specific pedagogical conditions» is presented. The article defines and considers a set of pedagogical conditions for the formation of professional competence of future preschool education educators. The article describes specific pedagogical requirements for the construction of professional competence of future educators: significant enrichment of the content of professional disciplines, related to the mastery of innovative technologies in education; establishing a creative educational environment focused on the formation of students’ creative approach to learning; improving the methodological organization of students’ independent work.

scholarly journals Psychological, Pedagogical and Social Aspects of the Inclusive Environment in the Preschool Education Institutions Organization

2021 ◽  
pp. 363-376
Author(s):  
Roksolyana Oliynyk ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Preschool Education ◽  
Educational Needs ◽  
Educational Process ◽  
Main Task ◽  
Special Educational Needs ◽  
Advantages And Disadvantages ◽  
Wide Range

The article highlights the theoretical and practical analysis of the necessity to create an inclusive educational environment and to enhance the professional competence of all participants in the educational process, including educators, teaching assistants of preschool education institutions, which will allow to implement all the education principles, upbringing and development of children with special educational needs. The paper shows that the main task of inclusion is to respond to a wide range of educational needs in pre-school institutions and beyond. There are characterized the inclusive education basic principles and tasks, that include theoretical analysis, practical and research approaches. The authors also point out the problem of teachers’ professional training to work with children with special educational needs, define the advantages and disadvantages of work, pay attention to the need to develop the professional skills and abilities that are necessary in working with such children.

scholarly journals Theory and practice of inclusive preschool education: current status and development trends

2018 ◽  
Vol 7 (1) ◽  
pp. 53-61
Author(s):  
L.A. Remezova
Keyword(s):  
United States ◽  
Inclusive Education ◽  
Preschool Education ◽  
The United States ◽  
Theory And Practice ◽  
Current Status ◽  
Educational Institutions ◽  
Development Trends ◽  
Inclusive Preschool ◽  
Analytical Review

The article presents an analytical review of modern trends in the development of inclusive education in Europe, the United States and other countries. It discloses significant conditions for putting theoretical grounds of inclusion in practice in pre-school educational institutions. It explains the basic strategies that can improve the quality and efficiency of this process in pre-school education

scholarly journals Moving Towards Greater Inclusion in Singapore’s Preschools: The Enablers, Possibilities and Barriers

2021 ◽  
Vol 73 (1) ◽  
pp. 83-98
Author(s):  
Sophia C.F. Goh ◽  
Shi Yue Tan
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Preschool Education ◽  
Academic Excellence ◽  
Inclusive Practices ◽  
Policy Makers ◽  
Key Stakeholders ◽  
Inclusive Preschool ◽  
Critical Issues ◽  
Teachers And Parents

Abstract Inclusive education is the next item on the agenda of policy makers in Singapore, in its striving to provide quality education for all children. The move to introducing more inclusive practices in preschools has not been easy. There are many structural obstacles in Singapore’s current preschool context. This review of existing literature on this topic reveals how policymakers, schools, teachers, and parents need to work together to create a successful inclusive education system. There is much that Singapore must work on to develop a successful inclusive preschool education model. The paper aims to provide an understanding of how inclusion in preschools can be more effectively practiced in Singapore by considering the current dual education system in Singapore and the recent measures introduced to improve inclusive preschool education. It examines how effective these measures and recommendations in existing literature will be when placed in Singapore’s current education system which prioritizes academic excellence. In doing so, this paper hopes to highlight the critical issues that policymakers and key stakeholders should consider when planning for inclusive practices in Singapore’s preschools.

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