FEATURES OF FORMATION OF PEDAGOGICAL WORKERS’ REALITY TO WORK WITH CHILDREN WITH SPECIAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 20, Issue 1
Abstract
The article describes the definition of “teachers’ professional development”, “personal readiness for professional activity”, “inclusive education”, “formation of readiness”, “vocational training”, “readiness of teachers”, “children with special educational needs”. Inclusive education as a pedagogical phenomenon means the organization of an educa- tional process in which all children, regardless of their physical, mental and other characteristics, study along with their healthy peers. A significant condition in this case is the inclusion of special educational needs of children with LHO and the provision of specific pedagogical support. Inclusion is considered as a process (not as a result) of the approach to the different needs of all students, increasing participation in the training their processes and the reduction of exceptions beyond and within education. A change in the view of the process of education as an inclusive process is associated with a new definition of the problem. Following the definition of the education of children with special needs, UNESCO seeks to address the issue of special equipment, the environment and teachers and their skills, as well as the development of methods and curricula. Thus, the term “inclusive” personifies its direct affiliation and concerns not only the person with a disability, but in general all the people with whom we are dealing. In the process of inclusion, a huge role is played by respect for oneself, for others, the adoption of the environment with their differences. The main principles of an inclusive school are: – Inclusive schools − the most effective means of guaranteeing solidarity, complicity, mutual respect, understanding between children with special needs and their peers. – children with special educational needs must receive any additional assistance they may need in the educational process; – all children must study together in all cases where this is possible, despite certain difficulties or differences existing between them; schools must recognize and take into account the diverse needs of their students by agreeing on the differ- ent types and rates of learning; It should be emphasized that the inclusive process can not develop without resources, assistance from others, thorough training of teachers and society, respect and confidence, awareness, and mutual responsibility.
Authors and Affiliations
Tamara BRATYSHKO
Keywords
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