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 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.

scholarly journals SWOT ANALYSIS OF INCLUSIVE EDUCATION ENVIRONMENT AS A STANDARD FORPREPARING STUDENTS OF SOCIO-PEDAGOGICAL PROFILE

2020 ◽  
pp. 171-177
Author(s):  
Svitlana NAKHOD ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Swot Analysis ◽  
Scientific Research ◽  
Educational Environment ◽  
The State ◽  
Special Educational Needs ◽  
Theoretical Methods ◽  
Research Results ◽  
Education Environment

The article is devoted to clarifying the pe-culiarities of forming an inclusive educational environment in the Ukrainian education system and highlighting the strategies for its effective development by conducting a SWOT analysis. Theoretical methods of studying the study and analysis of philosophical, pedagogical and psychological literature were used to identify the state of the problem of formation of inclusive educational environ-ment in science, as well as its importance in the prepara-tion of students of social and pedagogical profile; synthe-sis, induction, deduction, generalization and systematiza-tion of existing scientific research results in order to de-termine the state of development of the problem and per-spective directions of its solution. Theoretical methods of studying the study and analy-sis of philosophical, pedagogical and psychological litera-ture were used to identify the state of the problem of formation of inclusive educational environment in science, as well as its importance in the preparation of students of social and pedagogical profile; synthesis, induction, de-duction, generalization and systematization of existing scientific research results in order to determine the state of development of the problem and perspective directions of its solution.It is established that SWOT analysis is a universal strategic planning technique aimed at finding the new opportunities and identifying the potential risks to effectively define the research object. Strengths of in-clusive educational environment are identified, such as implementation of democratic foundations of public order, existence of barrier-free physical and psychological envi-ronment, elimination of discriminatory manifestations and social stereotypes, emergence of new vectors of teachers’ professional development, cohesion of parental communi-ty, etc. Among the weaknesses are the substantive, func-tional and organizational aspects that determine the activities of socio-pedagogical profile. Possibilities of inclu-sive educational environment are discovered, which in-clude the preparation of social community for acceptance of people with special educational needs, emergence of experimental education institutions, mass media involve-ment in the work on formation of positive image of inclu-sive education, etc. The threats and obstacles to the for-mation of an effective inclusive educational environment are characterized, such as the lack of an adapted domes-tic model of the organization of inclusive education, the lack of a legal framework regulating all Based on the SWOT analysis, strategies for the effec-tive development of an inclusive educational environment were identified, for instance 1) a strategy of using strengths aimed at finding internal reserves, 2) a strategy of using strengths to overcome threats, 3) a strategy of using opportunities to overcome weaknesses, 4) a strate-gy for weakness elimination and threat prevention.It is emphasized that each of the identified strategies is im-plemented through the interaction between specialists of socio-pedagogical profile who are the subjects of inclusive education practice, whose level of professional training will significantly influence the problems of forming an effective inclusive education environment.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

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 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 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 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 READINESS OF FUTURE SPECIAL EDUCATION TEACHERS FOR INCLUSIVE EDUCATION IN UKRAINE

2021 ◽  
Vol 3 ◽  
pp. 159-172
Author(s):  
Olena Мartynchuk ◽  
Tatiana Skrypnyk ◽  
Mariia Maksymchuk ◽  
Nataliia Babych ◽  
Karina Biriukova
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Professional Training ◽  
Educational Environment ◽  
International Standards ◽  
Practical Training ◽  
Special Educational Needs ◽  
Leading Role

The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards. It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly. The assumptions about gaps in the staffing of inclusive education are made. The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article. The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study. The questionnaire was designed in accordance with the content of such educational guidelines as the “Professional Development Tool for Improving the Quality of Work of Primary School Teachers” and the “Profile of Inclusive Teachers”. The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development. The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active. The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education.Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship. The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs. 

scholarly journals Approaches to the essential characteristic of students' readiness for professional activity

2019 ◽  
Vol 66 (3) ◽  
pp. 232-237
Author(s):  
Volodymyr Starosta
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Process Quality ◽  
Professional Activity ◽  
Mental Processes ◽  
Essential Characteristic ◽  
Functional Component ◽  
Definition Of ◽  
The Relationship

The article describes the views of scientists on the problem of readiness for professional activity. The author identifies the most common approaches of researchers regarding the characterization of the concept «readiness for professional activity» (personal, functional, systemic, personal-activity, result-activity); summarizes the proposed interpretations of the definition of readiness for professional activity and shows a considerable number of definitions of this concept (readiness as a condition, result, phenomenon, process, quality, purpose, etc.). The analysis of the above formulations shows that they are complementary, but not contradictory, since each of them highlights certain aspects of understanding the essence of such readiness, significantly broadens and deepens the understanding of the complexity and versatility of the «readiness» phenomenon. Students' readiness for professional activity can be understood as a multilevel personal neoplasm, which is formed in several sub-structures of the personality and which are interconnected: the personal component of readiness (substructure of orientation, substructure of mental processes, substructure of biopsychic properties); functional component of readiness (experience substructure). The author analyzes the relationship between the concepts of «preparation», «readiness for professional activity», «professional competence»: the purpose and result of professional training of specialists is their readiness for professional activity, which organically contributes to the formation of professional competence through systematic self-improvement of personality, the accumulation of professional etc. Professional competence is seen not only as a result of professional training, but also as an integration of experience and further self-education, the ability to solve professional problems. The competency approach integrates the above approaches of researchers, penetrates the students' readiness for professional activity and aims to develop professional competence.

scholarly journals The Future Psychologists’ Motivation to Work in the System of Inclusive Education

2019 ◽  
Vol 8 (4S) ◽  
pp. 143-147
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Professional Activity ◽  
Low Level ◽  
Self Development ◽  
The Future ◽  
Training Courses ◽  
Level Of Motivation

The article is devoted to the research of the future psychologists’ readiness to work with children with psychophysical disorders and exist in the conditions of inclusive education, according to the professional and motivational component. The average level of formation of the specified component is appropriate for 50,0%. These investigated persons demonstrate mostly positive, but in some cases an uncertain attitude towards various aspects of the future professional activity; in general, they are focused on self-development. Not all students entering university, are guided by the desire to become a psychologist, just prevailing motivation to obtain higher education. The low level is appropriate for 9,5%. The mostly negative or uncertain attitude towards various aspects of future professional activity and insufficient level of motivation by choosing a profession, its prestige and competitiveness is discovered. It’s determined, that one of the main tasks of the practical psychologists’ professional training should be development of scientific bases of their professionally oriented training to work in the system of inclusive education by eliminating small training courses and by creating integrative trans- and interdisciplinary complexes. Activation of the professional and motivational component should take place by introducing into the curriculum a special course "Fundamentals of Axiology" aimed in the professional formation of the system of principles, norms, canons, ideals that regulate interaction in the inclusive educational environment

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