Підготовка майбутніх учителів-реабілітологів до роботи в умовах інклюзивного навчання учнів: категоріальний апарат
Дата
2019
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті здійснено спробу уточнити категоріальний апарат дослідження. На основі аналізу понять «інвалідність», «непрацездатність», «особливі потреби дітей», «порушення розвитку», «дезадаптація», «діти групи ризику», «проблемні діти», «діти з аномальним розвитком», «діти з інвалідністю», «діти з обмеженими можливостями», «особливі діти», «виняткові діти» уточнено терміни «діти з особливими освітніми потребами», «інклюзивне навчання». Для розкриття ключового поняття «підготовка майбутніх учителів-реабілітологів до роботи в умовах інклюзивного навчання учнів загальноосвітніх навчальних закладів» розкрито сутність дотичних понять: «корекційно-педагогічна діяльність», «реабілітаційно-педагогічна діяльність».
The article attempts to clarify the categorical apparatus of the study. Based on the analysis of the concepts of “disability”, “special needs of children”, “developmental disabilities”, “children at risk”, “problem children”, “children with abnormal development”, “children with disabilities”, “special children”, “exceptional children” the terms “children with special educational needs”, “inclusive education” are specified. It is proved that “children with special educational needs” are children with developmental disabilities, which results in the limitation of opportunities for their participation in the traditional educational process, which causes them special needs for specialized pedagogical help, which allows to overcome these limitations and difficulties. The conditions for successful rehabilitation of children with special educational needs are determined. Inclusive education has been found to include creation of special conditions (a set of individual curricula, plans, methodological materials, literature) and adequate external conditions (required level of comfort, specialized means of transportation and organization of adaptive learning places, distance learning, innovative methods and educational communication technology) for children with special educational needs in order to adapt to their needs. In order to reveal the key concept “preparation of future rehabilitation teachers to work in the conditions of inclusive education of students of secondary schools”, the essence of the relevant concepts: “corrective-pedagogical activity”, “rehabilitation-pedagogical activity” is disclosed. It is established that preparation of future rehabilitation teachers to work in the conditions of inclusive education of students of general education institutions is a process of complex organization of educational influences aimed at forming a positive attitude to the pedagogical profession, mastering the system of views, beliefs, theoretical concepts of special educational needs needed to master the ways and techniques of working with these students in inclusive learning, and unique personal qualities that provide lasting motivation for this activity.
The article attempts to clarify the categorical apparatus of the study. Based on the analysis of the concepts of “disability”, “special needs of children”, “developmental disabilities”, “children at risk”, “problem children”, “children with abnormal development”, “children with disabilities”, “special children”, “exceptional children” the terms “children with special educational needs”, “inclusive education” are specified. It is proved that “children with special educational needs” are children with developmental disabilities, which results in the limitation of opportunities for their participation in the traditional educational process, which causes them special needs for specialized pedagogical help, which allows to overcome these limitations and difficulties. The conditions for successful rehabilitation of children with special educational needs are determined. Inclusive education has been found to include creation of special conditions (a set of individual curricula, plans, methodological materials, literature) and adequate external conditions (required level of comfort, specialized means of transportation and organization of adaptive learning places, distance learning, innovative methods and educational communication technology) for children with special educational needs in order to adapt to their needs. In order to reveal the key concept “preparation of future rehabilitation teachers to work in the conditions of inclusive education of students of secondary schools”, the essence of the relevant concepts: “corrective-pedagogical activity”, “rehabilitation-pedagogical activity” is disclosed. It is established that preparation of future rehabilitation teachers to work in the conditions of inclusive education of students of general education institutions is a process of complex organization of educational influences aimed at forming a positive attitude to the pedagogical profession, mastering the system of views, beliefs, theoretical concepts of special educational needs needed to master the ways and techniques of working with these students in inclusive learning, and unique personal qualities that provide lasting motivation for this activity.
Опис
Ключові слова
дезадаптація, діти групи ризику, діти з інвалідністю, діти з обмеженими можливостями, діти з особливими освітніми потребами, інклюзивне навчання, підготовка майбутніх учителів-реабілітологів, maladaptation, children at risk, children with disabilities, children with special educational needs, inclusive education, training of future rehabilitation teachers
Бібліографічний опис
Чередник, А. Підготовка майбутніх учителів-реабілітологів до роботи в умовах інклюзивного навчання учнів: категоріальний апарат [Текст] / А. Чередник // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 7 (91). – С. 37–47.