Abstract
The aim of this article is to substantiate the requirements to the head of an inclusive education institution in the context of modern realities, to present the results of an experimental study of the development of education manager’s inclusive competence, the cognitive-activity and analytical-performance components of readiness to solve professional practical tasks. The professional profile of the head of an inclusive education institution (manager-leader-expert) is singled out, which combines pedagogical, psychological, inclusive competences, professional skills, as well as personal, business and professional qualities, value orientations, etc. The results of an empirical study of the level of inclusive readiness of modern leaders to form an inclusive environment in an educational institution are presented. Education managers from Ivano-Frankivsk and Cherkasy regions (Ukraine) (having 5-15 years of management experience) were involved in the experiment. Positive dynamics of increasing the level of readiness in the experimental group, for whom a series of thematic exercises (lectures, workshops, webinars) using innovative educational technologies was carried out.
Highlights
Modern challenges of globalization, democratization and technology development determine new requirements for the management of educational institutions
The aim of this article is to substantiate the requirements to the head of an inclusive education institution in the context of modern realities, to analyze his/her professional profile in the context of educational innovation management, to present the results of an experimental study of the development of education manager’s inclusive competence, the cognitive-activity and analytical-performance components of readiness to solve professional practical tasks
Management of inclusive education institution from the perspective of application innovation is affected by the impact of its operations; the level of qualification and professional activity of the staff; the success of candidates in their training activities; the level of providing the institution with resources; innovative potential of the educational institution; level of automation and technologicalization of the educational process (Trubitsyna & Demchenko, 2020, p. 390-391)
Summary
Democratization and technology development determine new requirements for the management of educational institutions. The problem of management of educational innovations, attraction of investments and increasing of indicators of activity of establishment, in particular in the field of providing quality services is actualized. The adaptation of educational facilities (secondary schools, higher education institutions) to the admission of pupils / students with special needs who need special means for their mobility. These and other problems are related to inclusive education management
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