ARTICULATION OF THE PROBLEM OF CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION IN THE MODERN PEDAGOGICAL DISKURS

Tamila Dzhaman

doi:10.23856/4603

Abstract

In this article it was investigated the diskurson the one hand for understanding the modern state of problem`s articulation of continuous primary school teacher training made on the basis of a review of normative documents and literature and inclusive education on the other hand. It was analyzed the evolution of views on (1) education of children with special educational needs and (2) approaches to understanding the teacher training to work in inclusive classes with projection on continuous professional development and conception of continuous education. The analysis of normative international and domestic documents, literature of continuous training of teachers and professional activity in terms of inclusive education, practical implementation in Ukraine, new demands to professional competence of modern teacher allowed us to show a sequence of contradictions. In conclusion, the sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion. Only teacher who is integrated to the system of continuous training and is interested in self-development can integrate principles of inclusive education.

Highlights

The main ideas of the modern education are humanization and continuity
On the international level the idea of inclusion is considered mainly in avoiding the exclusion from the student environment those who have any special educational needs through the support of their needs. Such definition is the most close to that adopted by the “Law of Ukraine on Education” from 05.09.2017 No 2145-VIII, where inclusive education is a system of educational services that are guaranteed by the Country and are based on the principles of non-discrimination, taking into account human diversity, effective engagement to the educational process all of its members”, and inclusive educational environments is defined as “the unity of conditions, approaches and methods of its realization for the coeducation teaching and development the students with taking into account their needs and abilities
The sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion

Summary

Introduction

The main ideas of the modern education are humanization and continuity. The concept of humanization of educational sphere is revealed the most eloquently through realization of the direction of inclusive education. On the international level the idea of inclusion is considered mainly in avoiding the exclusion from the student environment those who have any special educational needs through the support of their needs Such definition is the most close to that adopted by the “Law of Ukraine on Education” from 05.09.2017 No 2145-VIII, where inclusive education is a system of educational services that are guaranteed by the Country and are based on the principles of non-discrimination, taking into account human diversity, effective engagement to the educational process all of its members”, and inclusive educational environments is defined as “the unity of conditions, approaches and methods of its realization for the coeducation teaching and development the students with taking into account their needs and abilities

Domestic context of the problem of children with the special needs education

Findings

Conclusions