До проблеми фахової підготовки психологів до роботи з дітьми з особливими освітніми потребами в умовах інклюзивного навчання
Дата
2015
Автори
Назва журналу
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Назва тому
Видавець
Анотація
У статті розглянуто питання забезпечення фахового психологічного супроводу дітей з особливими освітніми потребами в умовах інклюзивного навчання. Автор робить припущення, що студенти, які здобувають вищу освіту за напрямом «Практична психологія», не отримують достатньо фахових знань для роботи з даною категорією дітей. Дослідивши проблему, автор статті робить висновок, що необхідно розширити мережу вищих навчальних закладів, які готують фахівців за напрямком «Спеціальна психологія» та розробити систему факультативів тематичного спрямування для студентів, які навчаються на практичного психолога.
The article deals with issues of professional psychological support for children with special educational needs in conditions of inclusive education. In Ukraine, there is a tendency to increase the number of children with special educational needs. In this regard, the actual direction of the organization of full training of this category of children is the creation of inclusive classes at a secondary school. Most pupils in inclusive classrooms have impaired intellectual development. In this regard, qualified psychological assistance is mandatory and it is the most important component of a comprehensive correctional and developmental work. The author suggests that students, who obtain higher education in the field of «Practical Psychology», do not receive enough specialized knowledge to work with this category of children. Analysis of fullness of the university curricula can more fully explore the quality of young specialists in the area «Psychology» to work with children with special educational needs. To that end, the curriculum of Poltava National Pedagogical University named after V. Korolenko was studied, in the direction of preparation «Practical Psychology», and it was found a slight amount of teaching hour’s of specifically psychological direction. The current small difference between practical items and special psychological orientation confirms superficiality of training psychologists to work with children with special educational needs. Examining the problem, the author concludes that it is necessary to extend the network of higher educational institutions that train specialists in the area of «Special Psychology» and elaborate the system of thematic optional courses for students studying at Practical Psychology departments. Addressing university training psychologists that have to work with children with special educational needs will not only improve the quality of implementation of psychological support, but also increase the probability of a child with mental retardation of an average child of secondary school and successfully socialize in the community. In the future we plan to compare the substantive contents of its curricula in the areas of «Practical psychology» and «Special psychology» and to find the ways of optimization of training students in «Practical psychology» to work in conditions of inclusive education.
The article deals with issues of professional psychological support for children with special educational needs in conditions of inclusive education. In Ukraine, there is a tendency to increase the number of children with special educational needs. In this regard, the actual direction of the organization of full training of this category of children is the creation of inclusive classes at a secondary school. Most pupils in inclusive classrooms have impaired intellectual development. In this regard, qualified psychological assistance is mandatory and it is the most important component of a comprehensive correctional and developmental work. The author suggests that students, who obtain higher education in the field of «Practical Psychology», do not receive enough specialized knowledge to work with this category of children. Analysis of fullness of the university curricula can more fully explore the quality of young specialists in the area «Psychology» to work with children with special educational needs. To that end, the curriculum of Poltava National Pedagogical University named after V. Korolenko was studied, in the direction of preparation «Practical Psychology», and it was found a slight amount of teaching hour’s of specifically psychological direction. The current small difference between practical items and special psychological orientation confirms superficiality of training psychologists to work with children with special educational needs. Examining the problem, the author concludes that it is necessary to extend the network of higher educational institutions that train specialists in the area of «Special Psychology» and elaborate the system of thematic optional courses for students studying at Practical Psychology departments. Addressing university training psychologists that have to work with children with special educational needs will not only improve the quality of implementation of psychological support, but also increase the probability of a child with mental retardation of an average child of secondary school and successfully socialize in the community. In the future we plan to compare the substantive contents of its curricula in the areas of «Practical psychology» and «Special psychology» and to find the ways of optimization of training students in «Practical psychology» to work in conditions of inclusive education.
Опис
Ключові слова
children with special educational needs, inclusive education, psychological, medical and pedagogical consultation, correctional education, rate of intelligence, special psychology, health psychology, clinical psychology
Бібліографічний опис
Охріменко, О. А. До проблеми фахової підготовки психологів до роботи з дітьми з особливими освітніми потребами в умовах інклюзивного навчання [Текст] / О. А. Охріменко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 7 (51). – С. 375–385.