Abstract
The article raises the problems of the formation of an inclusive culture of teachers working with intellectually disabled children in centers of social and professional rehabilitation for the people with special psychophysical development needs (hereinafter referred to as the SPDN). Two components of an inclusive culture are presented: tolerance and inclusive competence. The mechanism of professional and social rehabilitation of people with intellectual disabilities is shown on the example of Brest region of the Republic of Belarus.
Highlights
In 2016, the Republic of Belarus ratified the UN Convention on the Rights of Persons with Disabilities
Inclusive values of education define a new paradigm of an educational relationship and orient its participants towards the principles of humanism and equality
In Belarus, the transition to inclusive education has begun through the implementation of the “State Program for the Development of Special Education in the Republic of Belarus for 2012-2016”
Summary
In 2016, the Republic of Belarus (along with 124 countries of the world) ratified the UN Convention on the Rights of Persons with Disabilities. The work in the conditions of inclusive education is impossible without the formed inclusive competency, which requires the teacher to possess special knowledge, skills and abilities, as well as the ability to analyze his own activities, with the aim of the most effective implementation of the educational process in the conditions of joint training of children with different educational needs.
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