Формування інклюзивної компетентності в майбутніх соціальних працівників в умовах професійної підготовки
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті обґрунтована необхідність і сутність формування інклюзивної компетентності в майбутніх соціальних працівників як результату готовності до інклюзивного супроводу дітей із обмеженнями у здоров'ї. Проаналізовано стан досліджуваної проблеми, виокремлено основні дослідницькі підходи, сучасні педагогічні концепції. Описано експериментальне дослідження в центрі соціальної реабілітації для дітей-інвалідів як один із шляхів оптимізації практичної підготовки студентів спеціальності «Соціальна робота» в напрямі інклюзивної компетентності на засадах педагогіки конструктивізму, зазначена ефективність проведеної роботи. Визначені завдання щодо розробки педагогічних умов формування інклюзивної компетентності в майбутніх соціальних працівників.
The wide adoption of an inclusive approach requires changes in the process of preparation of the future specialists who will work with children with disabilities. The question of inclusive competence of the future teacher is now considered of Ukrainian scientists in the field of education and training, social workers are also the experts who can prepare children with disabilities to school and escort them to their afterschool time. In the article the necessity and the essence of the formation of the inclusive competence of the future social workers as a result of preparedness for inclusive care of children with limitations in health, as this category is the most unprotected and requires special attention and care. It is proved that the competence of a specialist, who accompanies a disabled child in afterschool hours, in a greater degree depends not only on school performance but also on adaptation to the surrounding social environment. The tasks in the field of social work at the present stage are outlined. The analysis of specifics of social work with different categories of customers in general and with people with disabilities in particular is conducted. The analysis of the status of the research problem, main research approaches, modern pedagogical concept is conducted. The analysis of the various concepts of the competence approach in general and the structure of professional competences of specialists in social work is conducted. The overview of different classifications of the concepts of «competence» and «inclusion» is made, detailed definition of the concept of «inclusive competence of a social worker» is formulated. It is proved that experimental research in the Social Rehabilitation Center for children with disabilities as a way to optimize the practical training of students of specialty «social work» towards inclusive competence on the basis of pedagogy of constructivism provides a brief overview of the implemented measures; the work done by comparing diagnostic sections on indicators of intellectual development of the child is effective. It is confirmed that the process of training of the future specialists of social work should be based on the close relationship between theory and practice. The targets of developing pedagogical conditions of formation of inclusive competence of future social workers are identified.
The wide adoption of an inclusive approach requires changes in the process of preparation of the future specialists who will work with children with disabilities. The question of inclusive competence of the future teacher is now considered of Ukrainian scientists in the field of education and training, social workers are also the experts who can prepare children with disabilities to school and escort them to their afterschool time. In the article the necessity and the essence of the formation of the inclusive competence of the future social workers as a result of preparedness for inclusive care of children with limitations in health, as this category is the most unprotected and requires special attention and care. It is proved that the competence of a specialist, who accompanies a disabled child in afterschool hours, in a greater degree depends not only on school performance but also on adaptation to the surrounding social environment. The tasks in the field of social work at the present stage are outlined. The analysis of specifics of social work with different categories of customers in general and with people with disabilities in particular is conducted. The analysis of the status of the research problem, main research approaches, modern pedagogical concept is conducted. The analysis of the various concepts of the competence approach in general and the structure of professional competences of specialists in social work is conducted. The overview of different classifications of the concepts of «competence» and «inclusion» is made, detailed definition of the concept of «inclusive competence of a social worker» is formulated. It is proved that experimental research in the Social Rehabilitation Center for children with disabilities as a way to optimize the practical training of students of specialty «social work» towards inclusive competence on the basis of pedagogy of constructivism provides a brief overview of the implemented measures; the work done by comparing diagnostic sections on indicators of intellectual development of the child is effective. It is confirmed that the process of training of the future specialists of social work should be based on the close relationship between theory and practice. The targets of developing pedagogical conditions of formation of inclusive competence of future social workers are identified.
Опис
Ключові слова
інклюзивна компетентність, соціальний працівник, соціальна робота, інклюзивний супровід, конструктивна педагогіка, inclusive competence, social worker, social work, inclusive support, constructive pedagogy
Бібліографічний опис
Клименюк, Н. Формування інклюзивної компетентності в майбутніх соціальних працівників в умовах професійної підготовки [Текст] / Н. Клименюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2017. – № 1 (65). – С. 72–86.