Abstract
The article presents the results of a study on the psychological preparedness of teachers and students of the pedagogical universities to work with children with disabilities within the conditions of inclusive education. The features of the personal component in the structure of psychological preparedness for professional activities are considered. The description of the two stages and the results of the study carried out by the workers of Diagnostics and correction of developmental disorders of children.
Highlights
A problem statementAn urgent problem of modern education is the formation of the requisite level of preparedness of a teacher for professional activities with children with disabilities in an inclusive educational environment
At the first stage, were studied the features of personality within the structure of the preparedness of teachers of inclusive preschool educational organizations to work with children with disabilities through studying the following individual psychological characteristics: attitudes, value and conceptual ideas of self-perception and personal professional activity; perception and awareness of the difficulties and barriers of inclusive teaching practices
According to the general theoretical approaches, the educational environment is a set of material factors of the educational process and the interpersonal relationships that are established by the subjects of education in the process of their interaction
Summary
An urgent problem of modern education is the formation of the requisite level of preparedness of a teacher for professional activities with children with disabilities in an inclusive educational environment. The organization of inclusive education qualitatively changes and expands the requirements for the activity of the teachers, their functional duties, influencing changes in occupationally relevant and personal characteristics. Inclusive preschool education is aimed at the processes of teaching, upbringing, growth, and development of children with special educational needs alongside with children of regular development within a single educational space for their intellectual, spiritual, moral, creative, and physical development, the satisfaction of educational needs and interests, which is based on the principles that create conditions for children with special educational needs. Inclusive preschool education has its own ideology, concept and provides a certain strategy - planning, technology [1,2,3,4,5,6]
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