scholarly journals INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS

2012 ◽  
Vol 43 (1) ◽  
pp. 21-32
Author(s):  
Vera V. Khitruk ◽  
Olga A. Ulianova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Purpose ◽  
Professional Activity ◽  
First Year ◽  
Integrated Education ◽  
Educational Integration ◽  
Senior Students

The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect. The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs. The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality. Key words: children with special needs, inclusive education, inclusive tolerance, integrated education and upbringing.

scholarly journals Proficiency markers of the motivation- and value-related components of the professional competence to be acquired by the specialists in the field of processing and food production

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 107-113
Author(s):  
Viktoriia Novikova
Keyword(s):  
Food Production ◽  
Professional Competence ◽  
Reference Points ◽  
Educational Activity ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
The Future ◽  
Self Discovery ◽  
Systematic Professional Development

The purpose of the research is to define the proficiency state of the motivation- and value-related components of the professional competence acquired by the specialists in the field of processing and food productions (based on the results of the experiment which involved the first-year students specialised in 181 "Food technologies"). To determine the proficiency of level of the motivation- and value-related components of the professional competence to be acquired by the future specialists in the field of processing and food productions we used the methodologies adapted to our research: the testing of person’s value-related reference points and the testing of person’s capacity for self-discovery. The experiment was aimed at revealing and comparing future specialists’ motivation to study, basic reasons for educational activity, grounds for choosing a profession, and value-related orientations of the students constituting experimental and control (general) groups. The experiment involved the students specialised in 181 "Food technologies" in Kharkiv State University for Food Technologies and Trade, Kharkiv Petro Vasylenko National Technical University of Agriculture and Kharkiv Cooperative Trade and Economic College. The experiment consisted of two stages. At the first stage, 237 future specialists participated in the continuous questioning specially elaborated by the author. On the second stage, the first-year (two groups) and the second-year students (two groups) were tested according to the methodology "Motivation for study": test 1 "Studying the reasons of students’ educational activity”, test 2 "The necessities to develop students’ self-evaluation". The future specialists in the field of processing and food production acquired the professional competencies during the pedagogical events facilitating the development of stable motivation for their professional activity. The experiment allowed us to affirm that the professional competence demonstrated by the future specialists in the field of processing and food productions consists of some components, the motivation- and value-related component being one of them. On the whole, the results of the questioning confirmed the insufficient (reproductive) proficiency level which the future specialists of processing and food production demonstrated within the professional competence. The results of the first stage of the experiment (continuous questioning) testify that it is important for most students rather to get an appraisal than acquire knowledge. Most students failed to give any reasons for self-perfection or systematic professional development.

scholarly journals Teachers with Special Needs. De-Psychiatrization of Children in Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Laura Batstra ◽  
Marieke van Roy ◽  
Ernst D. Thoutenhoofd
Keyword(s):  
Mental Disorder ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Competence ◽  
Community Response ◽  
High Time ◽  
Deviant Behaviors ◽  
Adhd Children ◽  
Academic Underperformance ◽  
Additional Capacity

Psychiatrization not only affects adults. Ever more children in Western countries are being diagnosed with a mental disorder of behavior, such as ADHD. Children may often be labelled with the best intentions, for example in order to be able to provide them with suitable care and guidance. However, this labelling can have exclusionary effects and often entails the consequence that important discussion about contextual factors that give rise to (the perception of) unwelcome behavior or academic underperformance rarely, if at all, takes place. In this article we contend that although children are of central concern to schools and the design of pupils’ education, it is important not to make pupils the sole owner of problems that arise. It is therefore high time that a far more critical normative stance towards inclusive education is taken, in which the presently widespread biomedical approach is met with a school community response that focuses not on the nature of individual disorders but on the special need for additional capacity that schools and teachers have in meeting (perceived) deviant behaviors and emotions and/or academic underperformance. We argue that teaching should not set out to remedy individual diagnoses, but that teachers should be supported to extend their professional competence to the benefit of all pupils.

scholarly journals DEFICIENCIES IN PREPARATION OF BACHELOR DEFECTOLOGISTS FOR SUPPORT OF STUDENTS WITH DISABILITIES

2020 ◽  
Vol 53 (3) ◽  
pp. 84-92
Author(s):  
O.L. Belyaeva ◽  
◽  
T.A. Shkerina ◽  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Developmental Disorders ◽  
Professional Competencies ◽  
Professional Activity ◽  
Master's Program ◽  
Analysis And Synthesis ◽  
Senior Students

Statement of the problem. At the present stage of educational development, new requirements are laid for the professional activity of a defectologist teacher. One of the priority requirements is the readiness and ability of specialists of this profile to carry out defectological support for students with disabilities/ disorders, in the conditions of organizations implementing exclusively adapted basic general education programs, as well as in general education schools. The qualification request of employers for the content of master’s training in the field of correctional activities should be confirmed by a request for relevant professional competencies from already employed specialists and bachelor alumni in the field of 44.03.03 Special (defectological) education. The purpose of the article is identification of deficiencies of vocational training among bachelor speech pathologists for determination of the structure of professional competences for master students in the field of 44.04.03 Special (defectological) education, necessary for work in the sphere of special and inclusive education. Methodology (materials and methods). Analysis of Russian and foreign studies on the training of specialists in the field of special (defectological) education, regulatory documents in the field of education, a survey of senior students in the field of 44.03.03 Special (defectological) education, a survey of employed speech teachers and defectologists; analysis and synthesis of the authors’ experience in training defectologists of the corresponding profile. Research results. The article presents the results of a survey of speech teachers and defectologists, senior students in the field of 44.03.03 Special (defectological) education in order to identify deficits in the professional training of bachelor defectologists. Taking into account the identified deficits and the qualification request of employers for the preparation of master’s degree students, who are able to carry out corrective work with students of different nosological groups, as well as with severe multiple developmental disorders, a master’s program entitled Technologies for corrective work of a defectologist teacher with children with hearing, vision, and intelligence disorders has been developed and implemented. Conclusions. As a result of the study, deficits in the training of future defectologists were identified, consisting in a lack of competence related to the ability to carry out interdisciplinary and inter-institutional interaction to accompany students with disabilities and their parents. On the basis of the results of the survey, the composition of professional competencies was approved for the master’s program in the field of 44.04.03 Special (defectological) education.

scholarly journals ARTICULATION OF THE PROBLEM OF CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION IN THE MODERN PEDAGOGICAL DISKURS

10.23856/4603 ◽  
2021 ◽  
Vol 46 (3) ◽  
pp. 20-27
Author(s):  
Tamila Dzhaman
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Competence ◽  
School Teacher ◽  
Professional Activity ◽  
Practical Implementation ◽  
Primary School Teacher ◽  
Special Educational Needs ◽  
Continuous Training

In this article it was investigated the diskurson the one hand for understanding the modern state of problem`s articulation of continuous primary school teacher training made on the basis of a review of normative documents and literature and inclusive education on the other hand. It was analyzed the evolution of views on (1) education of children with special educational needs and (2) approaches to understanding the teacher training to work in inclusive classes with projection on continuous professional development and conception of continuous education. The analysis of normative international and domestic documents, literature of continuous training of teachers and professional activity in terms of inclusive education, practical implementation in Ukraine, new demands to professional competence of modern teacher allowed us to show a sequence of contradictions. In conclusion, the sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion. Only teacher who is integrated to the system of continuous training and is interested in self-development can integrate principles of inclusive education.

scholarly journals FROM THE EXPERIENCE OF INTRODUCING INCLUSIVE TOURISM AMONG STUDENT YOUTH

2021 ◽  
pp. 44-50
Author(s):  
Оksana Kravchenko ◽  
Yuliia Pesotska
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Virtual Space ◽  
Social Adaptation ◽  
Active Involvement ◽  
Educational Integration ◽  
Scientific Papers ◽  
The University

The article “From the experience of introducing inclusive tourism among student youth” highlights the relevance and necessity of solving the problem of overcoming the barrier for the successful socialization of people with special needs. The article describes the experience and practices of implementing inclusive tourism during the educational process.Creating and ensuring appropriate conditions at the faculty for people with disabilities is one of the priority tasks. Involvement of students in solving such problems not only contributes to the development of their professional competencies, but also helps to develop communication skills with different categories of people, including people with disabilities. Integration and socialization of people with special needs at the faculty takes place through excursions, participation in various programs, writing scientific papers, etc. Active involvement of students with disabilities has a significant impact on their social adaptation in modern society.The development and implementation of programs promotes the development of inclusion at the university. Working with different agencies allows you to better explore the problem and find ways to solve it. It is worth noting that the faculty has a scientific and practical Center for Social and Educational Integration, and Inclusive Rehabilitation and Social Tourism “Without Barriers”, which is one of the main centers for creating a barrier-free educational environment.During the quarantine, the creation of an inclusive environment became relevant for the virtual space. Today, providing online services to people with disabilities is not an advantage but a necessity. The faculty actively studies the problem of inclusion at all levels and promotes its implementation. Keywords: inclusive education, inclusive tourism, people with special needs, overcoming barriers, socialization, integration, social adaptation, social and psychological rehabilitation.

scholarly journals APPLICATION OF CASE TECHNOLOGY IN THE PROCESS OF TEACHING CHEMISTRY TO FUTURE SPECIALISTS IN THE FIELD OF PHARMACY

2021 ◽  
pp. 59-68
Author(s):  
S. Vitvytska ◽  
I. Kovalchuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Learning Technologies ◽  
Professional Activity ◽  
First Year ◽  
Case Study Method ◽  
Teaching Chemistry ◽  
First Year Students

The article substantiates the expediency of using case technology in the process of studying chemical disciplines, which is not only one of the top priorities of modern professionally-oriented learning technologies, but also adapted to the formation of professional competence of future specialists in the field of pharmacy. The tendencies of introduction of the case study method in the practice of professional higher education are revealed; the main tasks and objectives of application of the case method in the process of professional training of students are formulated. Case-study based lessons are reviewed and described, major stages of “case” use are highlighted, as well as the role of the teacher and the student at each corresponding stage is indicated. Authors’ own case-study based technologies and experience of their successful and effective practical application and exploitation in the process of studying chemical disciplines in Zhytomyr College of Pharmacy are revealed and substantiated. The article contains the results and analysis of the responses of undergraduates and first-year students about the need for chemical knowledge, which were collected through an anonymous survey. The role, criteria, stages of realization of professional orientation of teaching chemistry as a complex multifunctional process aimed at students' awareness of motives, needs of future professional activity, combination of theoretical and practical components of educational content are clarified. The value of the case study method in the professional development of a pharmaceutical specialist during college studies is argued. The aim of the study is to expand the range of opportunities for teachers of professional higher education to use the latest technology of case-study in the process of forming the professional competence of future pharmacists in the process of studying chemical disciplines. The result of the use of case technology is the training of a qualified competitive specialist, as well as the formation of key competencies of the student, his/her ability to self-development, self-determination, self-education.

JOB ANALYSIS OF TEACHER IN INCLUSIVE EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 73-82
Author(s):  
A. K. Satynskay ◽  
◽  
A. M. Utilovа ◽  
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Professional Competence ◽  
Educational Institution ◽  
Job Analysis ◽  
Clear Understanding ◽  
Integrated Education ◽  
Rehabilitation Process ◽  
Children With Developmental Disabilities

One of the main conditions for inclusive education is the professional competence of teachers. The professional competence of the teacher ensures the education, upbringing and development of children with disabilities. In the context of inclusive education, special attention should be paid to the training of teachers to work with children with disabilities. The peculiarity of the organization of educational and correctional work with children with developmental disabilities requires special training of a teacher who provides integrated education. The teacher of an educational institution must know the basics of correctional pedagogy and special psychology. They should also have a clear understanding of the peculiarities of the psychophysical development of children with disabilities, the methods and technologies of organizing the educational and rehabilitation process of such children. People who have not received special education cannot successfully work with children with developmental disabilities.

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 Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus Dengan Gangguan Emosi dan Perilaku (Emotional and Behavioral Disorders)

2020 ◽  
Author(s):  
Andreani Elisabeth
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Children With Special Needs ◽  
Integrated Education ◽  
Education Services ◽  
Social And Emotional ◽  
Withdrawal Behavior ◽  
And Behavior

This study aims to analyze the characteristics of children with special needs (ABK), especially children with emotional and behavioral disorders, the factors that cause emotionaldisorders and behavior with children with special needs, approaches that can be taken in overcoming the causes of emotional and behavioral disorders, and educational service models for children with special needs. who have emotional and behavioral disorders. This research is motivated by various cases that occur in relation to the limited education obtained by children with special needs, and even some of these children experience discriminatorytreatment or are differentiated from ordinary children. This research method is descriptive with data collection techniques in the form of literature studies from various references relevant to the observed symptoms. The data collected were analyzed descriptively qualitatively so that itcould be seen the variations in the characteristics and models of educational services for children with special needs with emotional and behavioral disorders. The results showed that children with emotional and behavioral disorders have characteristics including: intelligence and learning achievement, social and emotional characteristics and immature, withdrawal behavior. The education service model for children with special needs with emotional andbehavioral disorders can be grouped into three groups, namely segregation education services, integrated / integrated education services, and inclusive education.

scholarly journals THE ADVANTAGES AND DISADVANTAGES OF INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF FUTURE TEACHERS

2021 ◽  
Vol 1 ◽  
pp. 432-441
Author(s):  
Ieva Margevica-Grinberga ◽  
Ilze Šūmane
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Strategy ◽  
Future Teachers ◽  
Advantages And Disadvantages ◽  
Study Programme ◽  
Study Team ◽  
Study Process

In Latvia, inclusive education is relevant as seen in the past several decades, during which time society has developed a more comprehensive understanding of and made significant progress towards implementing inclusive education. Nevertheless, there is still a gap between the priorities of education policy and reality in educational institutions. The quality of education accorded to students is informed by the knowledge, understanding and experience of teachers in the implementation of concepts of inclusive education. The current study aimed at identifying the visions of prospective teachers (already working in schools) concerning inclusive education. To explore the experiences of future teachers, this qualitative study used narratives (i.e., written answers to open-ended discussion questions) of prospective teachers as a research strategy. The study team recruited participants at the University of Latvia, which included 61 students in the work-based teacher education study programme and 46 future pre-school and primary school teachers. Therefore, the current study offers insight into how comprehensive education is implemented in Latvian schools. The results reveal a positive attitude on the concept of inclusive education among most prospective teachers. However, they have concerns about the quality of its implementation, which come as a consequence of limited resources (human, time and financial) and the underdeveloped teachers’ professional competence in the implementation of diversity solutions. Therefore, improving the study process of future teachers enhances the development of their competencies in the provision and promotion of solutions regarding inclusive education.

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