Формування інклюзивної компетентності в умовах інноваційної парадигми освіти

Abstract

У статті схарактеризовано сутність понять «компетентність», «професійна компетентність», «інклюзивна компетентність» як складника професійної компетентності вчителя. Виокремлено компоненти професійної компетентності, що корелюють із компонентами інклюзивної компетентності (мотиваційним, когнітивним, операційним та рефлексивним). З’ясовано сутність кожного з компонентів інклюзивної компетентності. Обґрунтовано доцільність включення інклюзивної компетентності до складу ключових (життєвих) і професійних компетентностей як спеціальної компетентності.

Ukraine is building inclusive society by developing inclusive education. However, kindergartens, schools, and universities are facing the lack of professionals ready to work with children and youth with special needs. There is a contradiction to be solved between the necessity to move towards inclusion to meet the children’s special needs and the insufficient training provided to future teachers. The article considers the terms ‘competence’ identified as an individual’s ability to perform any professional activity. One should differentiate between key competences - basics for social life and professional competence that is necessary for any professional activity. Professional competence includes motivational, cognitive, operational and reflexive components. Inclusive competence is identified as the combination of skills and knowledge that enables a person to work in inclusive setting and meet children’s special needs. Based on the idea of professional competence components, the inclusive competence components are motivational, cognitive, operational and reflexive components. These components were classified as content (motivational, cognitive and reflexive) and functional or operational components. Motivational component deals with teacher’s values, needs, and motives that determine the attitude to the professional activity in the inclusive setting. Cognitive component includes awareness, perception, judgment and reasoning. Reflexive component is understood as a foundation for professional development and teacher’s self-evaluation. The operational (functional) component includes the ability to perform in inclusive setting using the internalized skills and experience. It includes the lists of skills or competencies that could be used in efficient teaching – diagnostic, prognostic, analytic, constructive, organizational, communicative, technological, correctional, and research). Inclusive competence should be included in the list of key competences and professional competences. The future studies should focus on the content of inclusive competence for different categories and the ways how the inclusive competence should be developed.