scholarly journals On the issue of teacher’s preparedness to inclusive education

Osvitolohiya ◽  
2018 ◽  
pp. 101-107 ◽  
Author(s):  
Anatoliy Pedorych
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Practical Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Scientific Article ◽  
Special Educational Needs ◽  
Emotional Perception

The article reviews one of actual and debatable problems in modern education – inclusive education of children with special educational needs. Timeliness and relevance of the study at the moment of writing the scientific article has been justified. The purpose of the study is to reveal the separate issues of potential readiness of teachers of institutions of general secondary education of Chernihiv region for the introduction of inclusive education. Analysis was conducted for achievements of scientists, who studied different aspects of teachers’ readiness for professional activity and forming the professional competence within the inclusive education. Potential professional readiness of teachers at general secondary educational institutions was demonstrated via two main indicators: professional readiness and psychological readiness. It was found that level of emotional perception is higher than level of theoretical readiness to include children with special needs in educational process – not to mention the practical experience of work with such categories of students. The emphasis is on avoiding the risks during introduction of inclusive education in Ukraine (formal inclusion, «strong-willed inclination», «spontaneous», uncontrolled inclusion). Analysis was conducted for results of studying the teachers at general secondary educational institutions of Chernihiv region. Recommendations were provided on training and retraining of teachers at general secondary educational institutions – for their adequate preparation within realities of Ukrainian school. This is development and implementation of training discipline for students of higher pedagogical education, as part of their work with children having special educational needs. It also includes advanced training courses for teachers, regarding the peculiarities of work with children having special educational needs – within the framework of inclusive education.

scholarly journals Professional training of future music art teachers for inclusive education: theoretical and technological aspects

2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Art Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Theoretical Understanding ◽  
Actual Problem ◽  
Technological Support

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

scholarly journals INFORMATION TECHNOLOGY OPPORTUNITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS PREPARATORY TO SCHOOL

2017 ◽  
Vol 3 ◽  
pp. 81
Author(s):  
Ilga Prudņikova ◽  
Jekaterina Jankovska
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Professional Competence ◽  
Communication Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern Learning ◽  
Information And Communication

Modern educational process is a qualitative condition in preparation of children with special educational needs for school. Information and communication technologies incorporation in the educational process is a requirement of modern learning environment. Preparation of children with special needs for school, inclusive education and individual approach is possible with innovative methods in the educational process in preschool. On one hand, information and communication technologies are learning environment improvement factors, as well as a challenging factor for teachers affecting teachers’ professional competence development.

scholarly journals THE CONCEPT OF RESOURCE-BASED LEARNING IN HIGHER SCHOOL

2018 ◽  
pp. 104-108
Author(s):  
N. KONONETS
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Living Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
High Level

In the article, based on the analysis of theoretical literature and own practical experience, the concept of resource- oriented learning in the high school is described. The author concept reflects the concept, purpose, essence, task, principles, perspective tasks and the main directions of development of resource-oriented teaching of students in institutions of higher education. The concept includes three interconnected concepts that contribute to the implementation of the leading idea of research: methodological, theoretical and technological.It is grounded that the implementation of the concept of RHE in higher education will ensure: a qualitatively new level of organization of the educational process in the ZOO; high level of formation of independent cognitive activity among students; a high level of professional competence of graduates for the successful realization of professional activity in a living environment in the information society; a clear orientation of students for independent acquisition of knowledge and ability to build knowledge; a clear orientation of students for education throughout their lives; increasing the effectiveness of RHO provided the use of facilities, methods, forms and pedagogical technologies RON; formation of a joint open educational environment of the ZOO; cooperation with various ZOO, educational institutions, libraries and dissemination of pedagogical experience of RON; development of network cooperation ZOO.

scholarly journals PROFESSIONAL EDUCATION OF PERSONS WITH SPECIAL EDUCATIONAL NEEDS: PROBLEMS AND PROSPECTS FOR CHANGE

2019 ◽  
pp. 30-35
Author(s):  
Kornіat Vira ◽  
Ostrovska Kateryna ◽  
Ostrovskii Ihor ◽  
Slobodyan Svyatoslav
Keyword(s):  
Vocational Education ◽  
Experimental Work ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Speech Impairment ◽  
Educational Innovations

The article reveals the importance of experimental activity in the process of improving and updating the educational process in educational institutions. It is shown that modern pedagogical science is designed to work on the advancement and to offer to the consideration by the Ministry of Education and Science of Ukraine the experimentally tested modern methods, educational technologies, models and systems with the draft normative provision of their introduction into the education system. The introduction of educational innovations across the country should be preceded by an examination of its effectiveness through the experimental and innovative way in the real mode of the educational process of educational institutions. Such activity is carried out on the basis of the Regulations on the procedure for the implementation of innovative educational activities. The purpose, task, content of experimental work on the problem «Scientific and methodical principles of forming the professional competence of people with special educational needs», which will be carried out during 2019-2024 years, is revealed. The content of experimental work of scientists and practitioners consists in theoretical substantiation and experimental verification of organizational and pedagogical conditions for the formation of professional competence of students with special educational needs with mental disorders, with disorders of the spectrum of autism, with speech impairment, hearing, vision, emotional-volitional sphere, support-foot apparatus in the institutions of vocational education. The necessity of training specialists, which, taking into account the social and social condition of people with special educational needs, was able to ensure the formation of their professional competence in vocational (vocational) education institutions, was engaged in the preparation of children with special educational needs for professional self-determination.

scholarly journals TRENDS IN THE PROFESSIONAL COMPETENCE OF THE TEACHER FOR ADAPTED PHYSICAL EDUCATION

2019 ◽  
Vol 16 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Adapted Physical Education ◽  
Special Educational Needs ◽  
The Republic

The regulation of inclusive education in the Republic of Bulgaria places new requirements on the professional competence of teachers. Physical education is an integral part of the educational process of children with special educational needs. In this context, the report analyzes trends in the teacher's professional competence for adapted physical education in different countries.

scholarly journals Forms Organization of Work With People With Special Educational Needs in China

2021 ◽  
pp. 96-109
Author(s):  
Zeng Guanghai
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Observation System ◽  
Special Educational Needs

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

Psychological and pedagogical problems of the implementation of inclusive education and the directions of their solution

2021 ◽  
Vol 7 (3B) ◽  
pp. 495-503
Author(s):  
Natalia Alekseevna Prodanova ◽  
Alexander Alexeevich Savin ◽  
Ilya Alexanderovich Savin ◽  
Tanzila Savarbekovna Chabieva ◽  
Vladislav Vladimirovich Dragulenko ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Creative Potential ◽  
High Quality ◽  
Special Child ◽  
Intellectual Abilities ◽  
Pedagogical Competence

The inclusive education of children requires teachers to have an adequate attitude to a special child in a children's team, the ability to provide him with psychological and pedagogical support and reveal the creative potential of each child. In this regard, the question arises about the need for high-quality training of specialists in the field of pedagogy and psychology for inclusive educational institutions. The qualitative realization of the educational needs of each child, regardless of his physical, mental and intellectual abilities, depends on the psychological and pedagogical competence of specialists engaged in the educational process. And first of all, an important component of the professional competence of specialists here is psychological readiness for pedagogical work with children in an inclusive education. The purpose of the work is to investigate the psychological and pedagogical problems of the implementation of inclusive education and the directions of their solution.

scholarly journals SOCIAL INCLUSION IN MODERN EDUCATIONAL INSTITUTIONS

2021 ◽  
pp. 205-209
Author(s):  
L. POTAPIUK
Keyword(s):  
Inclusive Education ◽  
Social Inclusion ◽  
Professional Competence ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Process Efficiency ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Special Educational Needs

The article highlights the organizational issues of social inclusion in modern educational institutions, ensuring equal access to education without discrimination at all levels. The author argues that inclusive education guarantees every child the right to self-realization, socialization in society, promotes the disclosure of natural abilities, obtaining the necessary help and support from parents, peers, teachers, and professionals. It is necessary to create a new culture of acceptance and social inclusion so as to allow every individual to feel a part of the community and be recognized in society. Psychological and pedagogical support is perhaps the most important for stimulating the successful provision of inclusive education. Inclusive education provides an equality-based learning environment for children with mental and physical disabilities and their healthy peers. In the focus are the main aspects of psychological and pedagogical support: the creation of a tolerant attitude to students with disorders of psychophysical development, the favorable climate in an educational institution; involvement of every child in social processes, acceptance by teachers, peers, family, and understanding the special educational needs of everyone; providing a correctional and developmental component of inclusive education. The article considers the basic principles of correctional-pedagogical work in educational institutions, emphasizing the strengths and weaknesses of this activity. The author states that the quality of the educational process largely depends on the extent to which the potential opportunities for learning and development of each child, his/her individual characteristics are taken into account and realized. The professional competence of a teacher and its constant improvement in the changing conditions of inclusive education contribute greatly to the learning process efficiency. To ensure the principles implementation effectiveness, teachers ought to concentrate on the organization of correctional and developmental work. They have to develop a system of correctional, preventive, developmental tasks, promote the unity of diagnosis and corrective methods of psychological influence, taking into account age and individual characteristics, and active involvement of the immediate social environment. The study seeks out to identify the main problems that arise during the organization of inclusive education (shortcomings of the legal framework, funding, content of education, adaptation of secondary schools, lack of proper teachers' training, specialized textbooks, and various socio-psychological issues). The findings of the study argue that in today's rapidly changing conditions, the educational environment is not isolated from external and internal factors that can cause both positive results and generate destructive changes. A system of preventive measures is offered to ensure the successful implementation of social inclusion

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 COMPETENCES OF A SPECIAL TEACHER IN INCLUSIVE EDUCATION

2021 ◽  
pp. 47-55
Author(s):  
Z. Movkebayeva ◽  
B. Dussenbayeva
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Inclusive Schools ◽  
Personal Competencies

The article analyzes foreign and domestic scientific approaches to determining the professional competence of a special teacher for work in an inclusive education. In the context of the active spread of inclusive education in the country, it seems important to modernize their training for work in inclusive schools. The authors prove the need to improve the competencies of special teachers in the context of an educational inclusive process. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinions of practitioners in inclusive organizations of special teachers, it is argued that inclusive education of children with special educational needs requires a change in approaches to training special teachers, modernization of the content and directions of their training.

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