Формування інклюзивного простору як засобу готовності педагога загальноосвітнього навчального закладу до роботи з дітьми, які мають особливі освітні потреби
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Дата
2014
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Анотація
У статті представлено та обґрунтовано результати вивчення професійно-особистісної готовності педагога загальноосвітнього навчального закладу до реалізації інклюзивної моделі освіти як складової інклюзивного простору та визначено її складові: вірність життєвим інтересам дітей з особливими освітніми потребами; психолого-педагогічна ерудиція педагога; здатність робити внески педагога в дітей з особливостями психофізичного розвитку; висока професійна працездатність; уміння продуктивно поєднувати корекційно-реабілітаційну, консультативно-діагностичну й науково-дослідну діяльність; знання особливостей корекційно-реабілітаційного супроводу на життєвих етапах, володіння спеціальними методиками корекційного виховання і навчання.
The article deals with the essence of professional and humanistic orientation as a component of inclusive competence of teachers of general educational establishments while working with children with special needs. The analysis of scientific sources suggests that training of teachers to implement inclusive education is mainly aimed at creating knowledge about the features of children and adolescents with developmental disabilities and their consideration in the educational process. Not enough attention is paid to the formation of professional and humanistic orientation of teachers who work with children with special needs. In this case, less attention is paid to professional and personal readiness of teachers to work with children with special needs. The results of our study have shown the importance of this component in the process of teacher’s retraining. We studied the following components: 1) loyalty to the vital interests of children with special needs; 2) psychological and pedagogical erudition of the teacher; 3) ability of the teacher to contribute into children with special needs; 4) high professional working efficiency; 5) emotional stability; 6) the ability to combine efficiently correction and rehabilitation, diagnostic, consultative and research activities; 7) continuous self-improvement; 8) readiness to rebuild behavior according to the needs of pedagogical situations; 9) personal professional style; 10) knowledge of peculiarities of correctional and rehabilitation support on different stages of life, taking into consideration the needs of certain age; 11) possessing special techniques of correctional education and training of children with special needs; 12) possessing ability to diagnose disorders of children with special needs; 13) knowledge of ways and means of prevention of disorders in development of children with special mental and physical characteristics. We can conclude that the teacher of an educational establishment gives priority to his professional skills, and then to the specifics of work with children, i.e. corrective component. Taking into account above mentioned, we can conclude that the institutes of postgraduate education should pay attention to the teacher awareness of humanistic values of professional activities and implementation of corrective education. We will focus our further work on this research area.
The article deals with the essence of professional and humanistic orientation as a component of inclusive competence of teachers of general educational establishments while working with children with special needs. The analysis of scientific sources suggests that training of teachers to implement inclusive education is mainly aimed at creating knowledge about the features of children and adolescents with developmental disabilities and their consideration in the educational process. Not enough attention is paid to the formation of professional and humanistic orientation of teachers who work with children with special needs. In this case, less attention is paid to professional and personal readiness of teachers to work with children with special needs. The results of our study have shown the importance of this component in the process of teacher’s retraining. We studied the following components: 1) loyalty to the vital interests of children with special needs; 2) psychological and pedagogical erudition of the teacher; 3) ability of the teacher to contribute into children with special needs; 4) high professional working efficiency; 5) emotional stability; 6) the ability to combine efficiently correction and rehabilitation, diagnostic, consultative and research activities; 7) continuous self-improvement; 8) readiness to rebuild behavior according to the needs of pedagogical situations; 9) personal professional style; 10) knowledge of peculiarities of correctional and rehabilitation support on different stages of life, taking into consideration the needs of certain age; 11) possessing special techniques of correctional education and training of children with special needs; 12) possessing ability to diagnose disorders of children with special needs; 13) knowledge of ways and means of prevention of disorders in development of children with special mental and physical characteristics. We can conclude that the teacher of an educational establishment gives priority to his professional skills, and then to the specifics of work with children, i.e. corrective component. Taking into account above mentioned, we can conclude that the institutes of postgraduate education should pay attention to the teacher awareness of humanistic values of professional activities and implementation of corrective education. We will focus our further work on this research area.
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Ключові слова
інклюзивна освіта, професійно-гуманістична спрямованість, професійно-ціннісні орієнтації і вміння, inclusive education, professional and humanistic orientation, professional values, professional and personal skills, inclusive competence
Бібліографічний опис
Прядко, Л. О. Формування інклюзивного простору як засобу готовності педагога загальноосвітнього навчального закладу до роботи з дітьми, які мають особливі освітні потреби [Текст] / Л. О. Прядко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 4 (38). – С. 444–450.