PROBLEMS OF PREPARATION OF FUTURE TEACHERS FOR WORK IN THE CONDITIONS OF INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

NEVMERZHYTSKA Olena – Doctor of Pedagogical Sciences, Associate professor, Professor of the General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko st., 24, Drohobych, 82100, Ukraine (nhelen750@gmail.com)ORCID: http://orcid.org/0000-0002-9911-9735ResearcherID: http://www.researcherid.com/rid/D-4176-2018DOI: https://doi.org/10.24919/2313-2094.7/39.126018To cite this article: Nevmerzhytska, O. (2018). Problemy pidhotovky maibutnikh pedahohiv do roboty v umovakh inkliuzyvnoho osvitnoho seredovyshcha [Problems of preparation of future teachers for work in the conditions of inclusive educational environment]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 200–210. doi: 10.24919/2313-2094.7/39.126018 [in Ukrainian].Article historyReceived: 15 April 2018Received in revised form: 6 June 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The article analyzes the problems that arise in the process of preparing future educators for work in an inclusive educational environment. In particular, the main forms of training for people with special educational needs (special education, mainstreaming, integration, inclusion) are considered. It is stated that at the present stage the role and necessity of the introduction of inclusive education is not objectionable. However, modern Ukrainian society is not always ready to reject prejudices and stereotypes about people with disabilities. The forces of education can and should be influenced by the formation of a tolerant attitude towards people with special educational needs in society, and the teacher plays a significant role in this process. In view of this, the professional training of modern teachers should be improved, mainly in the area of preparedness for work in an inclusive educational environment.Such training should be focused on the formation of professional, pedagogical and psychological readiness of specialists, which will ensure, on the one hand, the acquisition of the necessary professional competences by future educators, and, on the other hand, motivational readiness for work in an inclusive educational environment. The article analyzes the content of the disciplines «Fundamentals of inclusive education» and «Fundamentals of correctional pedagogy», which are offered to students of the Drohobych Ivan Franko State Pedagogical University in order to form the competencies necessary for work in an inclusive educational environment. It is established that they cannot provide a holistic view of work in the conditions of an inclusive educational environment. In view of this, a number of ways to improve the professional readiness of future teachers to work in the conditions of inclusion is proposed: an introduction to the content of a large number of educational disciplines of information that would enable students to form a personal attitude to inclusion, filling of the content of methodological disciplines, so that future teachers could get acquainted with methods of working with children with special educational needs at lessons, engagement of student youth to volunteering activities in rehabilitation centers and social services, which will provide a better understanding of the features of people with disabilities, their perception and acceptance. Such comprehensive acquaintance of students with the peculiarities of people with special educational needs will enable them to develop the ability to choose the best ways to organize inclusive education, apply different methods of pedagogical interaction between subjects of the educational process, create an environment for correction and development in the conditions of inclusive educational space, as well as the need for self-education on issues of joint education of children with disabilities and their healthy peers. Acknowledgments. Sincere thanks to the teaching staff of the Drohobych City Center for Social Services for Family, Children and Youth, in particular, Oksana Matchyshyn.Funding. The author received no financial support for the research, authorship, and/or publication of this article.