Abstract
The article is devoted to the phenomena of teacher’s inclusive culture, its development and managing this process. In philosophical, psychological and pedagogical literature the teacher’s inclusive culture is considered as a part of general educational culture and is characterized by broad understanding of philosophical and methodological foundations of inclusion, teacher’s deep acceptance and desire to implement inclusive values, creative approach to professional activities and professional self-improvement at a personal level. The purpose of the study was theoretically substantiate a tool that will diagnose the level of teacher’s inclusive culture, help to identify problems of teacher’s inclusive culture development and to work out technology to manage this process. The development of inclusive culture includes the following aspects: 1) school culture; 2) relationships with families; 3) staff training and support; 4) gaining access to specialized support services; 5) students’ support and involvement. The algorithm of activity on technology of managing teacher’s inclusive culture development is presented. Results. Since, in practice of managing a general secondary education institution, there is no tool for measuring and assessing the level of teacher’s inclusive culture development, we have made an attempt to work it out. The international significance and importance of our article is that criteria for assessing the level of teacher’s inclusive culture development were clarified and defined. Based on qualimetric approach a factor-criterion model for diagnosing the level of teacher’s inclusive culture and help the head of educational institution to identify problems and work out technology of managing teacher’s inclusive culture development was presented.
Highlights
The modern system of developed democratic community’s education is designed to meet the individual educational needs of the individual, including: the need for full and diverse personal development and development – taking into account individual skills, interests, motives and abilities; the need for an individual’s organic entry into the social environment and fruitful participation in society life; the need for a person’s universal work and practical skills’ development, readiness to choose a profession by students
This study aims to work out a tool, which www.amazoniainvestiga.info will diagnose the level of teacher’s inclusive culture development, will help the educational institution principal to identify problems and work out technology of managing teachers’ inclusive teacher culture development
In accordance with the goal we have identified the following objectives of the study: 1) Based on the relation with the scientific literature in the field of the paper to analyze the phenomenon of inclusive culture and teacher’s inclusive culture; 2) To identify the algorithm of managing teacher’s inclusive culture development; 3) To work out the factor-criterion model for assessing managing teacher’s inclusive culture development
Summary
The modern system of developed democratic community’s education is designed to meet the individual educational needs of the individual, including: the need for full and diverse personal development and development – taking into account individual skills, interests, motives and abilities (personal success); the need for an individual’s organic entry into the social environment and fruitful participation in society life (social success); the need for a person’s universal work and practical skills’ development, readiness to choose a profession (professional success) by students. There are groups of children whose educational needs are individual, and have special features. The position of the teacher plays a key role in inclusive education. The psychological climate in the children’s team, the ability to work with each child and build relationships in a team depends on his competence and level of inclusive thinking development. A lot in accepting «special» children by «typical» ones will depend on the teachers’ position. It is very important if the teacher perceives and objectively assesses the development potential of any student. When introducing inclusive education in an educational institution, it is worth considering whether teachers, students and their parents are ready to accept a special child in the classroom
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