"READINESS" CATEGORY IN THE ASPECT OF PREPARATION OF A FUTURE REHABILITOLOGIST IN AN INCLUSION CONDITIONS

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"READINESS" CATEGORY IN THE ASPECT OF PREPARATION OF A FUTURE REHABILITOLOGIST IN AN INCLUSION CONDITIONS

Journal Title: Інноватика у вихованні - Year 2019, Vol 0, Issue 10

Abstract

Abstract. The article describes the category of "readiness" in the aspect of preparation of the future rehabilitation teacher in the conditions of inclusion. It is established that in spite of different approaches to the concept of readiness, it is considered as a prerequisite for any successful human activity, readiness for pedagogical activity is understood as a complex combination of mental characteristics and moral qualities of the individual, which form the basis of setting the future teacher on the awareness of the functions of pedagogical work positions, optimal ways of activity; correlation of their abilities with overcoming the difficulties that arise in solving professional tasks and achieving the planned results. In describing the content of the concept of "readiness for activity" are two main approaches: functional (the manifestation of individual qualities of the individual, ensuring the efficiency and high efficiency of professional activity) and the personal (a certain mental state of the individual). It is revealed that teachers' readiness to work in the conditions of inclusive learning is considered through its main types: scientific-theoretical, psychological, practical, which is consistent with methodological approaches to determining readiness, which are conditionally divided into functional, personal and personal-activity. It is established that on the basis of personal approach, readiness is defined as a manifestation of individual-personal qualities that are formed as a result of preparation for a certain type of activity, which is the basis of scientific-theoretical readiness. In the functional approach, readiness is seen as a state of mind (setting) in which such mental functions as the ability to mobilize mental and physical resources are activated. Psychological readiness for professional activity is characterized by the dynamics of changes in the motivational sphere of the individual, the formation in it of professionally meaningful attitudes, the change of the value-semantic structure of the world perception of the individual. It is proved that the readiness of future rehabilitation teachers to work in the conditions of inclusive education of pupils of general educational institutions should be understood as an integrated personal neoplasm, characterized by the synthesis of theoretical knowledge, practical skills and competences, personally important and professionally important and the ability to use them to address standard and non-standard pedagogical situations and problems related to inclusive   studying children with special educational needs in a comprehensive educational institution.

Authors and Affiliations

Анна Чередник

Keywords

: readiness preparation future rehabilitation teacher inclusion children with special educational needs

EP ID EP671616
DOI 10.35619/iiu.v1i10.194
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