Inclusive Competence Research Articles

Training Medical Students to Recognize, Understand, and Mitigate the Impact of Racism in a Service-Learning Course.

The Morehouse School of Medicine's Community Health Course (CHC) trains first-year medical students to work with people of racial and ethnic minorities and economically and medically disadvantaged communities. This service-learning course includes the diagnosis/assessment of the health of a community and the development, implementation, and evaluation of a plan to improve some aspect of the community's health. The CHC teaches about the impact of racism on the health of communities through lectures, educational games, and videos focused on social determinants of health, cultural competence, and effective community engagement. Students complete small group assessments, interventions, and service activities at assigned sites. This pedagogical approach integrates the Association of Medical Colleges' Diversity, Equity, and Inclusion competencies and engages many community partners. The course's strengths include a multidisciplinary faculty, a culturally and educationally diverse student body, and community partners with varied backgrounds and resources. Opportunities exist for collaborations with other degree programs to sustain and increase the impact of community interventions and link this community-based educational activity to clinical training years. Course evaluations, exams, and short essays assess students' awareness of racism and the extent to which unconscious bias affects students' completion and interpretation of community assessment data and their engagement with community partners.

FORMATION OF AN INCLUSIVE MODEL OF PHYSICAL EDUCATION FOR STUDENTS WITH DISABILITIES WHO ARE WAR VETERANS IN HIGHER EDUCATION INSTITUTIONS

The relevance of the study is determined by the urgent need of the educational community to provide a full opportunity to receive higher education for participants in hostilities, and above all for war veterans, among whom there are many students with disabilities. The purpose of the work is to identify the key foundations of the formation of an inclusive physical education model for war veteran students in higher education institutions. Research methods: theoretical analysis, systematization, comparison of different views on the investigated problem, generalization of data from scientific and methodological, and special literature. It was investigated that the challenges related to the implementation of inclusive education, which faced the education system of Ukraine, are identical to European systems. The implementation of foreign experience in the domestic educational process is a creative combination of key components of corrective development and the interaction of participants in the educational process (teachers and students with disabilities, war veterans) in the course of inclusive physical education aimed at overcoming the effects of the war to eliminate violations in their health. It was found that efforts should be directed to the justification and creation of effective models of inclusive physical education, organized based on modern innovative general scientific and special technologies, theory, methods and practice of physical culture, which would ensure a high level of physical activity of students with disabilities who are war veterans in the process of their their adaptation in the environment of the educational institution would contribute to their health and achievement of the predicted results in the course of their higher education. The directions of implantation of progressive ideas in the process of formation of an inclusive model of physical education for students with disabilities who are war veterans in higher education institutions are singled out. These include training physical education specialists who fully possess inclusive competence; updating the content of methods in the field of inclusive physical education; targeted educational and informational work to develop the need for physical self-improvement and health care among students with disabilities who are war veterans; development of motivation to engage in physical education of students with disabilities who are war veterans; support of the organization of students with disabilities who are war veterans in their physical education on an equal basis with all participants in the educational process; creation of centers of physical culture and sports orientation for students with disabilities who are war veterans in institutions of higher education.

Universal competencies of an HR specialist

The relevance of the study predetermines the formation of universal competencies of HR specialists, including inclusive qualifications. Various approaches to the phenomenon of inclusive satisfaction and the selection of the content of professional specialists in personnel management are considered, in terms of issues of supporting the social and labor relations of employees with limited inclinations to health and disability. The article discusses the contradictions that require resolution in the course of professional training of personnel management specialists.
 Key words: universal competences; inclusive competence; personnel management; professional training of personnel management specialists; education system.

The Practice of Inclusive Education of Children with Disabilities: The Quality of Competence Support

Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers. Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion. Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience. Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.

Evaluation of educational inclusion of students with disabilities in a higher education institution

In the last ten years, higher education institutions within their educational policies have adopted inclusion strategies for people with disabilities, which has generated multiple challenges involving infrastructure and technological adaptations, in addition to including teachers who can meet the diversity and achieve inclusion competence. To evaluate the current conditions related to educational inclusion of people with disabilities in an administration program of an educational institution of higher education. The 27 teachers and 129 participating students highlight the importance of strengthening the implementation of the inclusive policy from the three substantive functions: social projection, teaching-research, and academic-administrative management.

Formation of inclusive competence of future primary school teachers

Formation of inclusive competence of future primary school teachers

Формирование инклюзивной компетентности у будущего социального педагога

The article deals with the problem of the formation of inclusive competence in future social teachers in higher education. The questions of forming the professional readiness of future social teachers for the implementation of inclusive practice are widely discussed, an analysis of the available research in this area of professional training is made. To solve the problem, the authors developed the Program for the formation of inclusive competence among students of the specialty 6B01801 - «Social Pedagogy» in extracurricular activities, and also presented the results of its testing. The authors give methodological recommendations for the implementation of the Program, aimed at updating the development of inclusive competence in future social educators. Criteria, indicators, levels of formation of inclusive competence in future social teachers have been developed. The authors presented the results of an experimental study on the implementation of the proposed program for the formation of inclusive competence in future social teachers.

ПЕРСПЕКТИВИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ ДО РОБОТИ В УМОВАХ ІНКЛЮЗІЇ В ОСВІТІ

The article emphasizes that the introduc-tion of inclusive education into the education system of Ukraine violates the solution of a set of problems. The purpose of the article is to clarify the main obsta-cles to the introduction of inclusive education in the edu-cation system of Ukraine and to outline promising direc-tions for training future specialists in socionomic special-ties to work in the conditions of inclusion in education. The article reveals the main advantages of introduc-ing inclusive education. The main factors inhibiting the effective functioning of inclusive education in the system of educational institutions were identified and analyzed: a) lack of awareness of the head of the educational insti-tution about the conditions of organization, creation and financing of an inclusive class; b) lack of main providers of educational services of educators/teachers of inclusive education in preschool, primary and secondary (by spe-cialty) education); c) lack of development of the inclusive competence of specialists who provide additional devel-opmental, correctional and rehabilitation services in addi-tion to the educational process. The characteristics of the prospects of training in in-stitutions of higher education for future managers and teachers of educational institutions, social workers, occu-pational therapists, physical rehabilitators, and practical psychologists are given: 1) improvement of educational and professional programs; 2) updating the content of educational disciplines, in particular the inclusion of edu-cational disciplines "Inclusive education", "Fundamentals of inclusive pedagogy"; 3) the use of contextual training during the training of specialists as a form of active train-ing focused on the future professional training of stu-dents, the gradual saturation of the educational process with the technologies of inclusive education; 4) update of competences and competences in accordance with the emergence of future professions "Manager of inclusive education", "Tutor of a child with special educational needs".

TYPES OF PROFESSIONAL COMPETENCE OF A MODERN TEACHER

The article defines the essence of the concepts "competence", "professional competence", "inclusive" and "methodical" as components of the teacher's professional competence. The essence of each of the components of inclusive competence was considered and the expediency of including inclusive competence in the composition of key (life) and professional competences was determined. The levels of formation of knowledge, abilities and skills of the participants of educational activities in an inclusive environment are summarized, and it is also clarified that the unity of theoretical and practical readiness of a specialist to perform professional functions is professional competence. In accordance with this, the components of inclusive competence (motivational, cognitive, operational and reflective) are distinguished. According to the views of many scientists, the problems of competency reform have been identified, namely, that currently up to 65% of teachers who are students of professional development courses do not know the methods of working with children with special educational needs. The article highlights the teacher's readiness for socio-pedagogical activities in schools with inclusive education, taking into account the criteria of inclusive readiness. The structure of methodical competence and its components were studied, namely: methodical culture, methodical creativity, methodical thinking, as well as the formation of methodical competences of workers. The basic regulatory and legal documents that define organizational issues and outline an inclusive indicative vector of personnel training have been provided. The article focuses on the formation of the situational interest of teachers in the formation of inclusive and methodical competence, the motives for mastering professional growth in the conditions of inclusive education. A teacher's pedagogical competence is the unity of his theoretical, practical, and ethical readiness to carry out pedagogical activities. And also, the contradictions between the modern world trend of recognizing the professional training of teachers to work in the conditions of an inclusive environment from the priority areas of educational training and the approach in Ukraine are determined.

Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education

As many teachers feel overwhelmed by teaching inclusively, teacher education programs have to find ways to prepare them for this future challenge. Due to particular conditions, physical education (PE) teachers might be a particular target group in this context. With regard to the state of research, there is a need to identify inputs or learning situations that might improve the best physical education teachers’ competencies and underlying cognitive and affective-motivational aspects, such as attitudes, self-efficacy, or stress perception, to empower physical education teachers for teaching physical education inclusively. Practical experiences seem to be a key aspect in this context. Therefore, we conducted a quantitative evaluated quasi-experimental intervention study with physical education pre-service teachers to test different forms of promoting inclusion competencies and their underlying cognitive and affective-motivational constructs. Intervention group 1 (IG 1) followed an information-based seminar, whereas intervention group 2 (IG 2) was also taught theoretical units in combination with practical lessons in the gym that were prepared and conducted by the pre-service teachers themselves. The control group (CG) did not receive any specific information or practical experiences on inclusively teaching physical education. We first hypothesized that both intervention groups (IG 1 and IG 2), in contrast to the control group, would significantly improve their attitudes toward inclusion and the self-efficacy to teach inclusively, and would decrease their perceived stress related to teaching physical education inclusively (hypothesis 1). Second, we hypothesized that participants of intervention group 2 would have a significantly stronger increase in positive attitudes toward inclusion, a stronger increase in self-efficacy, and a greater decrease in the level of perceived stress related to teaching physical education inclusively than participants of intervention group 1 (hypothesis 2). Based on ANCOVA analysis, we found significant results for some subscales of the attitudes, but no significant results for stress perception and self-efficacy. In total, the teaching strategy in intervention group 2 seemed to work best in enhancing physical education pre-service teachers’ inclusion competencies.

Inclusion Competence—Conceptualization and Validation of a Construct and Measure

We are in an era of massive global disruption, and individuals are often expected to navigate complex and volatile situations with diverse colleagues whilst at work. Despite decades of research on inclusion in workplaces, we know surprisingly little about how to identify and measure individuals’ capability to relate and work in inclusive ways. Drawing on optimal distinctiveness theory and building a bridge between research in the fields of inclusion and intercultural management, by considering the concept of cultural intelligence, we introduce a definition and conceptualization of ‘inclusion competence’. We build on this conceptualization by developing and validating a 20-item inclusion competence scale, using three interlocking studies with five samples (total N = 2051) across four countries (UK, Sweden, Australia, USA). We confirm the scale’s dimensionality and measurement invariance as well as provide evidence for convergent and discriminant validity. We contribute to scholarship across the fields of inclusion and capability development by offering a theory-driven construct and scale that assesses individual capability for inclusion at work. Our scale could be applied in many organizational settings as a diagnostic tool or for self-reflection. Overall, our work offers new directions for scholars and practitioners to understand and foster employees’ contributions to inclusion.

The development of inclusive competence in the system of postgraduate education: theoretical, methodological and practical aspects

The relevance of the study is determined by the need to develop teachers’ inclusive competence in the system of postgraduate education. The article analyzes inclusive competence as a component of the professionalism of a modern teacher. The main attention is focused on the analysis of the peculiarities of the organization of the educational process at the Postgraduate Education Centre in the scope of formation of teachers’ inclusive competence. The content of educational programs has been revealed. The effectiveness of the implementation of the acmeological approach in the formation of inclusive competence of students of advanced training courses has been proved. In the practical section of the research it has been established that the developed educational programs not only contribute to the formation of inclusive competence, but also stimulate self-educational activities.

THE ROLE OF ECONOMIC INDUSTRY PROFESSIONALS IN CREATING IN SOCIETY INCLUSIVE ENVIRONMENT

The article describes the results of an experimental study aimed at establishing an understanding of economic experts in their role in creating a favorable inclusive environment for people with disabilities. The relevance of the study is due to the introduction of legislative documents that regulate the provision of various services to persons with disabilities, determine the need to create an inclusive social environment and provide for multi-subject interaction of specialists in various fields. To achieve the purpose of the study, the following methods were used: analysis of literature sources on the research problem, analysis of state standards and educational and professional programs of specialty 075 Marketing, questionnaires, quantitative and qualitative processing of research results. It was found that more than half of respondents (marketers) do not have the right ideas about people with disabilities, there is a lack of understanding of the concepts of "inclusion", "inclusive environment", but the vast majority believe in the need to take into account the special needs of people with disabilities. The desire of the majority of respondents to acquire knowledge about the peculiarities of persons with disabilities in order to take them into account in the provision of economic services is positive. Some respondents suggested measures aimed at taking into account the needs and requests of people with disabilities in the field of marketing, which will increase the participation of these categories of citizens in society and improve their quality of life. Given the urgency of the problem, the need to form inclusive competence in economic professionals is emphasized.

INCLUSIVE COMPETENCE OF TEACHERS AS ONE OF THE KEY COMPETENCIES IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

Introduction. The article describes the essence of the concepts «competence», «professional competence», «inclusive competence» as a component of professional competence of a teacher. The purpose of our research is to reveal the phenomenon of inclusive competence as an integral characteristic of a modern teacher of the new ukrainian school. Methods. To achieve the purpose, a set of complementary methods: theoretical – analysis of normative documents, psychological and pedagogical literature and educational materials; synthesis, abstraction, generalization, forecasting, design, modelling; empirical – interviews, questionnaires, surveys, tests. Results. It was found that the unity of theoretical and practical readiness of a specialist to perform professional functions is a professional competence. Inclusive education is defined as a system of educational services based on the principle of ensuring the basic right of children to education and the right to receive it at the place of residence. Inclusive competence is interpreted as the level of knowledge and skills required to perform professional functions in an inclusive learning environment. The components of inclusive competence (motivational, cognitive, operational and reflexive) are singled out. The essence of each of the components of inclusive competence is clarified: – the motivational component of inclusive competence determines the direction, system of motives, needs, values of the teacher's personality, is a determinant of professional competence and a factor of its successful formation; – the cognitive component of the inclusive competence of the future teacher enables the integrity of ideas about socio-pedagogical activities, activates the cognitive work of the person, promotes the development and enrichment of cognitive experience; – the reflective component of inclusive competence is manifested in the ability to understand the basics of their own activities, during which they evaluate and rethink their abilities, personal achievements, as well as in the conscious control of the results of professional actions, analysis of real situations. Reflection enables self-knowledge, self-control, self-regulation and one's own self-development; – operational component of inclusive competence is the ability to perform specific professional tasks of sociopedagogical activities, to apply methods and experience of successful promotion of the process of inclusion of children and youth with special needs in the society of a secondary school, etc. Originality. The criteria and expediency of including inclusive competence in the structure of professional competences as a special competence are substantiated. Conclusions. Widespread implementation of the idea of inclusion in secondary schools of Ukraine largely depends on the qualifications of teachers. In this perspective, the problem of forming the Inclusive competence of the future teacher, which is an integrated personal education, becomes especially important. We see prospects for further research in the search for effective mechanisms and conditions that will contribute to the formation of inclusive competence in future teachers.

Особенности формирования инклюзивной грамотности студентов педагогических и непедагогических направлений подготовки в вузе

Nowadays, the guidelines of the social and educational inclusion are reflected in the federal state educational standards of higher education of the latest generation in the form of the competence-based results of a future university graduate. The inclusive competence must be formed by the graduates of all training programs regardless of the nature of their future professional activity. Most university teachers express a doubt about the necessity of making the inclusive competence universal, based on the specific wording of this competence represented in the federal state educational standards of higher education for bachelors and specialists. The study proposes the inclusive literacy as an alternative to the inclusive competence, which is defined by the authors in the context of a functional approach to different aspects of human life. The paper justifies the expediency of considering the inclusive literacy rather than a competence or culture; formulates the content definition of the inclusive literacy in the context of a broad understanding of inclusion. The authors conducted a survey of 386 students of the Southern Federal University studying under the pedagogical and non-pedagogical training programs. Based on the analysis of the survey results, the authors identified common and specific problems occurring when implementing the practice of the inclusive literacy formation by the students of pedagogical and non-pedagogical training programs: the insufficient understanding of the essence of inclusion and its considering by the majority of the students mostly in the narrow context; low awareness about the regulatory grounds of the social and educational inclusion; formal attitude to the inclusion issues mediated by the specifics of training programs. The results of the study show that it is necessary to review the content of the inclusive competence recorded in the Federal State Educational Standard of Higher Education 3++ in the context of broad understanding of the inclusion and its correlation with the functional inclusive literacy.

RESEARCH OF TEACHERS 'READINESS TO WORK IN INCLUSIVE EDUCATION AND WAYS OF FORMING THEIR INCLUSIVE COMPETENCE

Introduction. An inclusive educational environment needs to be built in our country.The Teacher Professional Standard defines inclusive competence as one of the professional competences. The issue of teachers' readiness to work in an inclusive educational environment is relevant. Purpose. To determine the state of teachers’ readiness to work in an inclusive educational environment and ways to develop teachers’ inclusive competence in the system of postgraduate education. Methods. Analysis and systematization of information, questionnaires, methods of mathematical processing of questionnaire results. Results. Teacher's readiness to work with children with special educational needs: psychological and professional readiness. To determine the level of readiness of teachers to work in an inclusive educational environment, we conducted a survey among teachers of Dnipro and Dnipropetrovsk region. The study involved 56 teachers of natural sciences who did not take advanced training courses on inclusive education. The survey was conducted using the Google Forms service. The main purpose of teaching children with special educational needs, teachers believe to provide them with equal opportunities for education, increase their socialization, equality of communication among peers, society's acceptance of their characteristics. Teachers find it useful to have a child with special educational needs in a regular classroom not only for the child but also for his or her classmates. Among the qualities that a teacher must have to work with children with special educational needs, teachers identified acceptance of the child's characteristics, patience, empathy, love for children, developed organizational and communicative skills, ability to work in a team. The results of self-assessment of the level of teachers' skills in working in an inclusive educational environment showed that 13 teachers rated their level on 2 points – 23.2%, on 3 points – 8 teachers – 14.3%, on 4 points – 5 teachers – 8.9%, 5 points – 19 teachers – 33.9%, 6 points – 11 teachers – 19.6%. At 7 or more points no teacher evaluated their skills. The results of self-assessment of the level of readiness of teachers to work in an inclusive educational environment showed that 1 teacher rated his level in 1 point – 1.8%, 2 points – 15 teachers – 26.8%, 3 points – 17 teachers – 30.4 %, 4 points – 19 teachers – 33.4%, 5 points – 4 teachers – 7.1%. Originality. Teachers of the study group do not have a sufficiently developed readiness to work with children with special educational needs in an inclusive educational environment. The results of the research are the basis for finding new forms, methods and technologies that can be used in organizing teacher training and organizing the team of psychological and pedagogical support of children with special educational needs in the educational institution. Conclusion. To develop teachers' readiness to work in an inclusive education, coaching can be used as an effective technology for personal and professional growth, and coaching exercises can be used as tools to identify the causes of lack of readiness in an inclusive education environment. Prospects for further research see the need for a more detailed study of the readiness of teachers to work in an inclusive educational environment for all identified components of readiness, in the development of pedagogical conditions and models for inclusive teacher competence in postgraduate education and experimental testing of pedagogical conditions and models.

INCLUSIVE TEACHER COMPETENCE AS THE REQUIREMENT OF TODAY

The article notes that in the context of current requirements for the professional activities of primary school teachers of the New Ukrainian School, the problem of forming inclusive competencein today’s conditions becomes extremely relevant. The issues of ensuring the quality of inclusive education are highly ghted, the content and main components are specified. The normative-legal base of inclusive education is analyzed. It was found that in order to ensure equal access to quality education, inclusive educational institutions adapt curricula and plans, teaching methods, forms of organization of the educational process, use of existing resources, partnership with the community, volunteer organizations to the individual needs of children with special educational needs. Inclusive competence is defined as a mandatory level of knowledge and skills required to perform professional functions in an inclusive learning environment. The expediency of including inclusive competence in the composition of key (vital) and professional competences as a special competencies substantiated. The following research methods were used in the process of working on scientific research: theoretical: analysis and synthesis during the elaboration of linguistic, pedagogical and methodological literature on the researched problem; theoretical comprehension and generalization of teachers’ experience and own work experience to determine the state of work on the formation of inclusive competence of special educators; empirical: observation and analysis of classes in the discipline «Social and domestic orientation», conversations with teachers and students, teachers ZZSO.

Формування інклюзивної компетентності у майбутніх соціальних працівників

The successiveness of work in inclusive environment depends from the number of factors and from the inclusive competence at first. Wide implementation of ideas of inclusion in modern society demands making changes in the process of preparation of future specialist, where the problem of formation of inclusive competence of applicants of higher education gets special meaning. The essence, problems and ways of formation of inclusive competence in future social workers as the increasing of quality of provision of social services in conditions of inclusive environment are described in this article. The problem of formation of inclusive competence of future social worker is integrated personality formation on the basis of inclusive knowledge, special inclusive skills and abilities, professional and personally important qualities, personal motivation, mastering technologies, which cause his readiness and ability to professional activity in conditions of inclusive environment, combining accumulated knowledge and skills with modern innovational approaches. The solution of mentioned problem is in implementation of a number of measures in IHE. They are: first-rate direction to the proper system of preparation to work in the inclusive environment, adjustment of educational plans and introduction of disciplines with inclusive component, making new accents in organization of extra-curricular activity, implementation of interactive methods of teaching and internship, directing to work of students’ centers together with youth with special needs, involvement to volunteers work with people with invalidity.

Development of inclusive competence in future teachers

The article outlines the development of inclusive competence in future teachers. The article proposes practical ways to form the inclusive competence of a future teacher of the basics of health in the conditions of professional and pedagogical training and presents the results of an experimental verification of the effectiveness of their implementation.

The essence of the concept of "inclusion"

The article analyzes scientific sources on the problem of defining the essence of inclusion. The author substantiated that the interpretation of the term "inclusion" means the process of involvement and integration of people with special educational needs into the social environment, with equal participation in all social, educational, political, etc. programs It includes the development and application of a system of measures to create conditions for unhindered access of every citizen to education, medical services, information, employment, housing, recreation, travel, etc., regardless of their psychophysical capabilities, origin, religion, ethnicity, sexual orientation, gender, material positions, etc. The effectiveness of this process depends on the recognition of the unity and diversity of humanity as a source of social development, as a social value, as a component of public trust, as a resource for the creative development of humanity. A social worker as a leader of ideas of inclusion in the field of specialized service and social protection of certain groups and categories of the population must be professionally trained. Therefore, the training of future social workers should be aimed at the formation of inclusive competence, which will ensure quality professional activity in the future. As a qualified consultant and communicator, a social worker must possess well-developed worldview, ethical, moral, and communicative qualities. In terms of the formation of an inclusive culture in the system of higher professional education of future social workers, the author highlights the principles of inclusion (tolerance, respect, solidarity, safety).