Морально-етичний аспект роботи педагогів в інклюзивному середовищі

Abstract

The article is devoted to the research of the problem of pedagogical ethics, specifically the norms of communication and interaction between teachers and students with special educational needs. One of the most important requirements to pedagogic profession is clear social and professional position of its representatives. The profession encourages the teachers to expresses themselves as the subjects of pedagogical activity. The position of the teacher is a system of those intellectual, volitional and emotional-evaluative attitudes to the world, pedagogical reality and pedagogical activity in particular, which are the source of teachers’ activity. It is determined, on the one hand, by the demands, expectations and opportunities provided by society. On the other hand, there are internal, personal sources of activity such as aspiration, experience, incentives and goals of the teachers, their values, outlook, and ideals. The purpose of this article is to clarify moral and ethical principles of co-operation of teachers and students with special educational needs and to put forward a number of practical tips on how to communicate with them. In the context of the given article, such key concepts as “inclusive education”, “children with special educational needs (SEN)”, “morality”, “pedagogical tact” and others have been analyzed; such aspects of pedagogical morality of teachers as ethical principles of cooperation “teacher - student with SEN”, rules of conduct and norms of communication with students with SEN have also been formulated. In our opinion, the main ethical principles of cooperation in an inclusive environment involve the principle of humanism, the principle of nature, the principle of combining respect for the personality of the pupil with sensible discipline, the principle of democratization, the principle of positive background, the principle of the subject - subjective interaction, the principle of individual approach to students, and acmeological principle. In the table we have given examples of speech clichés which we recommend to use, or, on the contrary, to avoid in speaking and writing communication with students in an inclusive environment. We have also offered a set of practical recommendations as to communication between teachers and students with special educational needs based on moral standards and pedagogical ethics.