СOMPONENTS AND CRITERIA FOR THE READINESS OF THE FUTURE PSYCHOLOGIST TO WORK IN INCLUSIVE EDUCATIONAL INSTITUTIONS

Abstract

Being based on the analysis of scientific sources and empirical material, the article describes the components and criteria for the future psychologist’s readiness to work in inclusive educational institutions as a dominant condition for productivity, success, quality of his professional activity. It is stated that the future psychologist’s readiness to work in inclusive educational establishments corresponds to his professional competence and is determined by the level of his knowledge, skills, experience, which allows to make optimal and constructive decisions in psycho-pedagogical situations of work with students with special educational needs. Qualitative personality traits in the context of the future psychologist’s readiness to work in inclusive educational institutions are determined by: confidence, responsibility, hard work and perseverance, determination, sincerity and openness, willpower, emotional stability, tolerance, professional intuition, self-control and the use of acquired knowledge, skills and abilities (psychological technologies for diagnosing the individual characteristics of the psychophysical state of children, etc.). It is stated that the professional activity of the future psychologist to work in inclusive educational institutions is distributed according to organizational, educational and methodical directions. Each area is outlined with specific competencies. The dominant competence of the psychologist in inclusive educational institutions is the organization and implementation of psychological and pedagogical support for children with special educational needs, which is interpreted as facilitating their systematic constructive interaction in the context of subjects: “child with OOP ↔ parents of students ↔ peers and classmates”. The components (motivational-value, reflection, cognitive and operative-activity) and levels (creative, active, reproductive, passive) of the future psychologist’s readiness to work in inclusive educational institutions are distinguished.