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School readiness for inclusive education. Psychological readiness of a teacher for inclusion. Preparing teachers for inclusive education

UDC 378(476)

INCLUSIVE READINESS AS A STAGE IN THE FORMATION OF AN INCLUSIVE TEACHER CULTURE: STRUCTURAL-LEVEL ANALYSIS

V. V. Khitryuk

The education systems of the post-Soviet countries de jure declare integrated education and upbringing of children with disabilities and a gradual transition to inclusive education. However, de facto professional training of teaching staff does not yet meet the needs of educational integration. The article defines a new definition of “inclusive readiness of a teacher” as the first step in the formation of an inclusive culture, and conducts a theoretical structural-level analysis (components of the phenomenon, levels of formation, highlighting criteria and indicators). Key words: integrated training and education, children with disabilities, inclusive readiness, inclusive teacher culture.

Integrated education and upbringing, which involves the joint education of children with special needs of psychophysical development (disabilities), has become an objective pedagogical reality. A gradual transition to inclusive education is on the verge. The substantive, formal, methodological aspects of organizing the education and upbringing of children with special needs have obvious specificity, determined by a number of social, economic, psychological, cultural factors, as well as the nature and depth of the disorder in psychophysical development, and the individual characteristics of the children.

A significant contribution to the development of the theoretical, methodological and conceptual foundations of educational integration was made by researchers T. V. Varenova, L. S. Vygotsky, S. E. Gaidukevich, V. P. Gudonis, T. S. Zykova, A. N. Konopleva, T. L. Leshchinskaya, N. N. Malofeev, N. M. Nazarova, L. I. Solntseva, L. P. Ufimtseva, L. Shipitsina, N. D. Shmatko and others.

The practical implementation of the idea of ​​educational integration is emphasized by the convergence of mass and special education, the introduction into practice of preschool institutions and general schools of various models and options for integrated training and education. Teachers of mass educational institutions find themselves involved in the pedagogical support of children with special needs of psychophysical development, and the organizers of their learning environment.

New conditions for the professional activity of a teacher - the conditions of educational integration (inclusive education) - determine the need to determine the content and forms of formation of special (special) knowledge, skills, competencies, integral personality qualities of future teachers, ensuring, on the one hand, the quality of the educational process, and, on the other - success of professional implementation. The task of training a teacher of new thinking, a teacher who has a developed inclusive aspect of professional pedagogical culture, which allows organizing effective pedagogical interaction with all participants in the educational process, becomes completely obvious.

The relevance of the problem under study is determined by the contradiction between the requirements of modern society for the professional and pedagogical culture of future teachers and the insufficient development of both the theoretical (genesis, essence, structure) and practical (formation, provision) of its inclusive aspect. This contradiction manifests itself between:

Requirements for the professional training of the future teacher, predetermining the norms of professional behavior in the conditions of inclusive education, personal qualities and motivations, i.e. the content of the inclusive culture of the future teacher, on the one hand, and the insufficient orientation of the model of vocational pedagogical education, on the other;

Increased scientific interest in the problem of the inclusive component of teacher education and the insufficient development of the paradigm for the formation of an inclusive culture.

In the format of this article, we consider the phenomenon of “inclusive teacher culture” in the procedural aspect of formation.

The concept of “culture” is interpreted as: 1) “a high level of something, high development, skill”; 2) “all types of transformative activities of man and society, as well as the results of these activities.” Professional pedagogical culture, being a systemic education, is “a set of high levels of development and improvement of all components of pedagogical activity, development and implementation of the teacher’s personal strengths, his abilities and capabilities.” It is known that the components of a teacher’s professional pedagogical culture are axiological, technological and personal

creative components. Inclusive education as a pedagogical phenomenon focuses on new knowledge, concepts, ideas that acquire the greatest significance for society and act as new pedagogical values, leaving an imprint on the methods and techniques of pedagogical activity, the actual mechanism of mastering and implementing the professional and creative culture of the teacher. The question naturally arises about the advisability of identifying the phenomenon of “inclusive culture”, determining its essence, component structure, and features of the formation process.

We consider inclusive culture as a component of professional pedagogical culture, and is defined as an integrative personal quality that contributes to the creation and development of values ​​and technologies of inclusive education, integrating a system of knowledge, skills, social, personal and professional competencies that allow a teacher to work effectively in the conditions of inclusive education (integrated learning). ), determine the optimal conditions for the development of each child.

In the process of formation, an inclusive culture goes through a number of stages, the first of which, in our opinion, can be called the formation of inclusive readiness. The Russian language dictionary defines the concept of readiness as follows: “1) agreement to do something; 2) a state in which everything is done, ready for something; 3) the state of a person ready, capable, prepared to perform any task.” The psychological dictionary provides the following definition of professional readiness: “the subjective state of an individual who considers himself capable and prepared to perform a certain professional activity and strives to perform it.” It is noted that the concept of professional readiness is not necessarily consistent with objective professional preparedness.

An analysis of psychological and pedagogical literature has revealed different approaches of researchers in determining the essence of professional and pedagogical readiness: a complex of internal forces of the individual, its internal potential that influences the effectiveness of activities (B. G. Ananyev), selective focus that sets the individual up for future activities (Yu. K. Vasilyeva); synthesis of personality properties (V. A. Krutetsky); complex personal education (L. V. Kondrashova); integral ability to think and act pedagogically (A. I. Mishchenko); a personality trait that ensures the greatest productivity of teaching activity (Yu. V. Yanotovskaya); a special personal state that presupposes that the subject has an image of the structure of the action and a constant focus of consciousness on its implementation. F. M. Rekesheva considers the concept of professional readiness as a category of activity theory (state) and understands it, on the one hand, as a result of the preparation process, on the other, as an attitude towards something. I. A. Zimnyaya, V. I. Ilyin, L. A. Kandybovich, V. V. Serikov and others consider it as a substantial quality of a teacher’s personality - a complex personal new formation, a multifaceted, multi-level structure of qualities, properties, states that their totality allow the subject to more or less successfully carry out activities. E. S. Kuzmin, N. D. Levitov, D. N. Uznadze, V. A. Yadov and others study readiness as a certain functional state, a psychological condition for the success of an activity, selective activity, tuning the body and personality for future teaching activities .

In the format of our study, we define inclusive readiness (readiness to work in conditions of inclusive education) as a complex integral subjective quality of an individual, which allows the successful implementation of professional, scientific and pedagogical competencies and is based on appropriate training.

The content and structure of readiness to perform a certain activity or function is determined by the characteristics of the activity itself. The main structural components of readiness for pedagogical activity are cognitive, emotional-volitional, motivational, reflecting the triad that underlies the ability to perform any activity: “I need - I can - I want.”

In our opinion, the structural and content basis of inclusive readiness of future teachers can be represented by components, the content of each of which is determined by a number of criteria and indicators. We have determined the essential characteristics of the criteria and indicators of each structural component, based on the provisions of GOST 15-467 - 79: “criteria are integral features that allow you to distinguish, judge and determine compliance with something”; “indicators are quantitative and qualitative expressions of criteria.” Each component of inclusive readiness can have a different level of development: 1 - elementary level; 2 - functional level; 3 - level of system vision. Let us dwell on the content and level

the following characteristics of each component:

1. The information-competence component is a set of special psychological-pedagogical, diagnostic, methodological knowledge, skills, competencies adequate to the content of the teacher’s activities in the conditions of inclusive education (theoretical and methodological foundations of psychophysical disorders, psychological and pedagogical characteristics of various categories of children with disabilities, the system and organization of special education; methodological principles of pedagogical support for children with disabilities in educational institutions at various levels of education, conditions for the effective implementation of the principle of correctional-compensatory orientation of the educational process, etc.). Indicators of the formation of the information-competence component can be: volume of knowledge (completeness, strength, depth); their awareness (independence of judgments, evidence of certain provisions, posing problematic issues); consistency (relationship with previously acquired knowledge from other subject areas, transfer of knowledge to new conditions of professional activity). It is this component of inclusive readiness, in our opinion, that underlies a teacher’s preparedness for work.

The main characteristics of the levels of formation of the information-competence component of the professional readiness of future teachers to work in conditions of educational integration are: elementary - professional knowledge is specific in nature, fragmentary, the meaning of concepts is often distorted; functional - professional knowledge is quite complete and systematic, adequately used when solving practical problems in standard situations; errors in the application of knowledge are rare and insignificant; level of system vision - complete, deep, systemic scientific knowledge, easily transferred to new non-standard situations; judgments are independent and evidence-based.

2. The empathic (emotional-moral) component reflects the focus of the teacher’s personality on creating organizational, psychological and pedagogical conditions that ensure the development of personality, emotional comfort and well-being of a child with disabilities, adequate pedagogical interaction with his normally developing peers and the teacher (positive emotional attitude towards pedagogical activity in the conditions of inclusive education, cognitive interest in the problem of teaching and raising children with disabilities in the conditions of inclusive education, the need for constant expansion, the establishment of emotional identification, “co-tuning” to a single emotional wave, expression of empathy, sympathy and complicity for a child with disabilities and etc.). Indicators of the formation of the empathic component of inclusive readiness can be values, interests, beliefs, attitudes, manifested in judgments, assessment of moral and ethical situations, models of behavior (understanding the child, his needs and requirements, accepting the child for who he is, recognizing the child as a partner in educational interaction, sympathy and empathy for the child; refusal of actions that force the child to act according to the patterns set and controlled by the teacher).

The levels of formation of the empathic component of readiness have the following characteristics: elementary - interests are primitive, beliefs and attitudes manifested in judgments are quite superficial and unstable, the assessment of moral and ethical situations and behavior patterns is superficial; functional - interests, beliefs, judgments are quite deep, free from prejudices, an empathic attitude towards children with disabilities is expressed, assessments of moral and ethical situations and behavior patterns are deep, socially determined; level of system vision - effective empathy is expressed for children with disabilities and their parents, certainty of positions and beliefs, reasoning, judgments, actions, determinism of views by the interests of the current pedagogical situation and the position of the child with disabilities.

3. The motivational (attitudinal-behavioural) component is represented by a set of professionally and personally significant motives that determine the position of the teacher, the style of his relationships and activities (a positive attitude towards future professional activity, awareness of its importance, necessity, social significance, the presence of the necessary personal qualities, etc. ). Indicators of the formation of this component can be: the desire for professional fulfillment in current conditions (conditions of inclusive education), the nature of the main motives that determine professional intentions.

Let us designate the main characteristics of the levels of formation of the motivational component: elementary - the attitude towards teaching activity and the chosen profession is mainly indifferent, awareness of the pedagogical position, the significance of one’s activity and personal responsibility for its results are not clearly expressed; professionally important qualities of the formed

we are not enough; the desire to deepen one’s knowledge and improve teaching skills is not manifested; functional - a positive attitude towards teaching activities, including possible work in groups (classes) of integrated training and education; the desire for professional self-improvement, personal responsibility for the results of teaching activities, awareness of its significance; the main professionally significant qualities have been formed; level of system vision - a stable positive attitude towards teaching activities in general and professional implementation in the conditions of inclusive education; active desire for professional and pedagogical self-improvement, awareness of the significance and responsibility for the results of one’s activities; professionally important qualities manifest themselves steadily.

4. The operational-effective component includes a set of professionally significant skills necessary for the implementation of organizational, psychological, pedagogical and methodological conditions that are optimal for the work of a teacher in the conditions of inclusive education (analysis, design and planning of the correctional educational process, pedagogical support for a child with disabilities in conditions inclusive education, assessment of performance results from the standpoint of personal changes in a child with disabilities, etc.). In our opinion, the indicators of the operationally effective component can be considered the volume of skills (arsenal, completeness, depth), correctness, adequacy and expediency of their use, the possibility of transfer to new pedagogical conditions.

Levels of formation of the operational-effective component: elementary - activities are planned and carried out without relying on existing theoretical knowledge, without analyzing the situation; techniques and methods for solving a professional problem are not always appropriate and are often carried out without taking into account the specific situation; unproductive ways of interaction predominate; functional - in a specific pedagogical situation, activities are planned; the developed skills are adequately and successfully applied to solve a pedagogical situation similar to the acquired experience; level of system vision - independent search for ways to transfer and apply knowledge to solve professional problems in new conditions, adaptation of existing knowledge and skills to non-standard situations, the ability to independently design methodological approaches, techniques, technologies.

Thus, a structural-level analysis of inclusive readiness makes it possible to define the phenomenon under study as the first stage in the formation of an inclusive culture of future teachers, as well as to identify areas of work on designing the content of teacher education from the standpoint of solving the problem of preparing teachers to work in conditions of educational integration (inclusive education).

The education system of the post-Soviet states declares de jure integrated education of children with disabilities and a gradual transition to inclusive education. However, professional training de facto of teachers still does not meet the educational integration requirements. A new notion “inclusive readiness of a pedagogue” is defined as the first formation step of inclusive culture and the theoretical level-structural analysis (the phenomenon components, formation levels with specified criteria and indices) are given in the article.

The key words: integrated education, children with disabilities, inclusive readiness, pedagogue’s inclusive culture.

Bibliography

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2. General and professional pedagogy: A textbook for students studying in the specialty “Vocational Education”: In 2 books / Ed. V. D. Simonenko, M. V. Retivykh. Bryansk: Bryansk State University Publishing House, 2003. Book. 1. 174 p.

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Khitryuk V.V. - Vice-Rector for Academic Affairs of the educational institution "Baranovichi State University", Candidate of Pedagogical Sciences, Associate Professor, [email protected].

Collection output:

TEACHERS' READINESS TO IMPLEMENT INCLUSIVE EDUCATION IN THE SVERDLOVSK REGION

Temnikova Elena Yurievna

Ph.D. ped. Sciences, Associate Professor
Nizhny Tagil State Social Pedagogical Institute,
Russian Federation, Nizhny Tagil

Email:

THE WILLINGNESS OF TEACHERS TO IMPLEMENT INCLUSIVE EDUCATION IN THE SVERDLOVSK REGION

Elena Temnikova

candidate of pedagogical sciences, associate professor,

of Nizhni Tagil State Social and Pedagogical Institute,

Russia, Nizhni Tagil

ANNOTATION

The article highlights one of the current topics of modern education - the readiness of teachers to implement inclusive education. The results of the analysis of information readiness of teachers, readiness for professional interaction and training, barriers to the implementation of inclusive education in an educational organization are presented.

ABSTRACT

The article highlights one of the topical issues of modern education - the willingness of teachers to implement inclusive education. Presents results of analysis of information readiness of teachers, commitment to professional collaboration and training, barriers to implementation of inclusive education in educational organization

Keywords: inclusive education; readiness of a secondary school teacher; professional readiness; children with disabilities.

Keywords: inclusive education; the willingness of teachers of secondary schools; vocational preparedness; children with disabilities.

One of the conditions for the implementation of inclusion is the need to provide the educational process with professionally trained teachers and support specialists who are capable of organizing an inclusive approach.

The “Professional Standard of a Teacher”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013, talks about the need for teachers to master modern educational technologies and teaching and training methods, knowledge, skills and abilities in order to ensure inclusive education for people with disabilities health opportunities (HE), as well as increasing the social status and prestige of the teaching profession.

Currently, advanced training programs in inclusive education for teachers are being implemented throughout the Sverdlovsk region.

Already at the stage of implementing advanced training programs, we were faced with the problem of unpreparedness of teachers of preschool educational organizations (hereinafter referred to as PEO) and teachers of mass schools to work with children with special educational needs; a lack of professional competencies of teachers to work in an inclusive space, the presence of psychological barriers and professional stereotypes were revealed teachers. In this regard, we made an attempt to analyze the attitude of teachers towards the implementation of an inclusive approach in teaching. The study was conducted using a questionnaire survey of 155 teachers (17 of them were students of the Nizhny Tagil State Social Pedagogical Institute (branch) of the Russian State Vocational Pedagogical University), 37 teachers of preschool educational organizations, 101 people. - teachers of public schools (separately in the study we analyzed the responses of trainee teachers - over 50 years old (41 people) from Nizhny Tagil, Verkhoturye, Nizhnyaya Tura, Krasnouralsk, Kushva, Turinskaya Sloboda village Sverdlovsk region.

We consider the readiness of teachers to work in conditions of inclusive education through professional and psychological readiness: information readiness; readiness for professional interaction and learning; barriers to the implementation of inclusive education in an educational organization.

Analysis of answers to the question “Inclusive education is” showed that 50% of respondents answered “ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities” or “educating children with disabilities in the same class with ordinary children”; approximately 30% consider it “blended learning”; 20% could not answer this question.

100% of students took advanced training courses on organizing inclusive education (as part of studying the discipline “Inclusive Education”, “Social and Pedagogical Support of Inclusive Education”; 29% of teachers of preschool educational organizations; 11% of teachers of public schools; 12% of trainee teachers. Thus Thus, it can be assumed that teachers judge inclusive education according to public opinion and have insufficient knowledge about the implementation of this process in a general education organization.

The next question concerned the qualities of a teacher that are in demand when working with children with disabilities. Students highlight knowledge of the individual characteristics of children, resistance to stress, creativity and focus on innovation, flexibility in thinking and behavior, professional skill in teaching (in descending order). Preschool teachers believe that working with children with disabilities requires professional teaching skills, knowledge of the individual characteristics of children, sensitivity and tact, resistance to stress, hard work and effectiveness. Teachers of mass schools note professional skills in teaching, sensitivity and tact, hard work and effectiveness, knowledge of the individual characteristics of children, and stress resistance as the necessary qualities of a teacher. Trainee teachers give preference to professional skills in teaching, knowledge of the individual characteristics of children and communication skills. Consequently, young specialists focus on the personal qualities of the teacher, and trainee teachers on professional qualities.

The attitude of respondents towards inclusive education is ambiguous: 82% of students have a positive attitude, the rest found it difficult to answer the question. 43% of preschool teachers perceive inclusive education positively, 49% found it difficult to answer and 8% of teachers perceive it negatively; teachers of mass schools - 59% have a positive attitude, 48% were undecided and 2% are against the implementation of inclusive education.

To the question “How ready do you consider yourself to work in an inclusive education environment?” students note that 18% are fully ready, 70% are ready, but additional training is needed, and 12% are not ready. Among preschool teachers, 3% are completely ready, 83% of educators believe that they need training and 14% are not ready. A survey of teachers in public schools showed that 5% are completely ready; 70% of teachers believe that they need additional training and 25% of teachers are not ready to implement inclusive education. The main reason for teachers’ refusal to work in inclusive education is the result of the Unified State Examination, which children with disabilities will not be able to fully demonstrate, and this, in turn, will affect the teacher’s certification.

However, to the question “If a child with disabilities were brought into your class, how would you perceive it,” we received slightly different results. Students gave the following answers: 64% would perceive it positively, 30% would have a negative opinion, and 6% were undecided. Preschool teachers claim that “they would treat it normally” - 59%, “not ready” - 24%, and found it difficult to answer - 16% of teachers. 60% of teachers and trainee teachers have a positive attitude, 22% have a “negative” attitude, and 18% found it difficult to answer.

According to students, if an educational organization became inclusive, then the motivating factors for working with children with disabilities would be a feeling of one’s own readiness to participate in innovative processes, self-confidence, the desire to create an effective school for children, and the desire to test in practice the acquired knowledge about innovations. For educators, the motivation is the desire to create an effective school for children, a sense of their own readiness to participate in innovative processes, self-confidence, and a desire to test in practice the acquired knowledge about innovations. School teachers are in solidarity with educators - in the first place they indicate the desire to create an effective school for children, in the second place - a feeling of their own readiness to participate in innovative processes, self-confidence, in the third place - material reasons: increased salaries, the opportunity to pass certification, etc. Trainee teachers They note the desire to create an effective school for children, a sense of their own readiness to participate in innovative processes, and the need for self-expression and self-improvement. It can be concluded that students are dominated by professional motives and the desire to build a career; educators and teachers have a personal orientation; Trainee teachers have a need for self-expression and confirmation of their importance.

Students cite little work experience and a sense of fear of negative results as the reasons for refusing to include children in their classes. Teachers cite lack of help and heavy workload as reasons. Teachers in public schools do not want to include children with disabilities in their classes due to poor awareness among the team about possible innovations, lack of help, and lack of material incentives. Trainee teachers point to a lack of help, lack of financial incentives, and a heavy teaching load.

Students note normalized working hours, recognition, a sense of importance in the company, and work in their specialty in accordance with their education as motivating factors for introducing inclusive education. Educators point to wages, work in their specialty, in accordance with education, opportunities for professional growth, and comfortable working conditions. For school teachers and trainee teachers, the motive is salary, work in their specialty, in accordance with their education, and the opportunity for self-realization.

Difficulties in introducing inclusive education, according to respondents, are related to: students have problems differentiating educational tasks for normal children and children with disabilities. For educators, difficulties arise from the need to pay more attention to children with disabilities and the development of an adapted educational program. School teachers point out difficulties in developing an adapted educational program, the lack of support specialists in rural areas, and insufficient financial support for the school.

During the study, data were obtained from which the following conclusions can be drawn.

The results of the survey indicate the relative acceptance by teachers of the idea of ​​inclusive education for children with special educational needs.

Teachers find it difficult to work with different categories of children, organize group work and conduct lessons taking into account the individual characteristics of children with disabilities; do not know modern technologies for constructing an educational route and developing individual programs for children with disabilities.

Trainee teachers prefer to use an authoritarian style of work in their teaching activities, which, in turn, makes it difficult to maintain subject-subject relationships with children with disabilities.

In educational organizations of the Sverdlovsk region, according to teachers, there is a shortage of subject teachers (in many districts of the region the average age of the teaching staff is 50-60 years), an even more acute problem is with support specialists (speech therapist, educational psychologist, defectologist and tutor).

In our opinion, one of the most vulnerable categories in the implementation of inclusive education are teachers. They do not have the right to refuse to include a child with disabilities in a group/class; there is no financial incentive (in a correctional group/class there is an additional payment of 20%), additional workload (development of an adapted educational program, production of didactic materials, work with parents, search for effective methods and techniques in working with a child with disabilities and normal children), and as a result, emotional burnout of the teacher.

Thus, we can highlight the prospects for the implementation of inclusive education for children with disabilities in the Sverdlovsk region:

·attracting young specialists to remote areas of the region, especially support specialists;

·conducting advanced training courses for teachers, special training for teachers and specialists to work with “special” children.

·creating a cohesive team, building trusting relationships, creating a positive climate and creating a special teaching team (conducting trainings with teachers on emotional burnout).

· creation of a comprehensive model of the activities of various specialists who ensure the process of accompanying a child with disabilities in inclusive education (scattered efforts of specialists do not and cannot give the desired results in educational, educational, psychocorrectional, preventive work).

Bibliography:

  1. Alyokhina S.V., Alekseeva M.A., Agafonova E.L. Teachers’ readiness as the main factor in the success of the inclusive process in education // Psychological Science and Education. - No. 1. - 2011.
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Bulletin of Tyumen State University. Humanities studies. Humanitates

2015. Volume 1. No. 4(4)


Name:

Teachers' readiness to work in inclusive education



Malyarchuk Natalya Nikolaevna, Doctor of Pedagogical Sciences, Candidate of Medical Sciences, Head of the Department of Developmental Physiology, Special and Inclusive Education, Institute of Psychology and Pedagogy, Tyumen State University; [email protected]

Volosnikova Lyudmila Mikhailovna, Candidate of Historical Sciences, Director of the Institute of Psychology and Pedagogy of Tyumen State University, [email protected]

Annotation:

The article analyzes the problems and barriers to the implementation of inclusion in education (intensification of the professional activities of teachers working in schools, their psychological, methodological and organizational unpreparedness for the implementation of inclusive education, lack of speech pathologists), presents the areas of work of the International Competency Center for Inclusive Education, its experience work towards improving the qualifications of teachers. The components of teachers' readiness to work with children with special educational needs are identified (axiological, emotional-motivational, cognitive, operational-competency, communicative, reflective); the labor actions of the competence “readiness of teachers to work with children of different heterogeneous groups” are specified; target, content, procedural and diagnostic blocks of the model for the formation of this readiness of future teachers have been developed. The target block reflects the integration of the requirements of the federal state educational standard, the professional standard of a teacher and the federal state standard of general education. The content block provides for the additional introduction of special sections, the use of specific tools, high-quality individualization of training, spatial and temporal organization of the educational environment. The procedural block reflects the forms, methods and means of preparing students to work in an inclusive educational environment, which are based on an activity-based approach. In addition, 10 new modules on organizing work with heterogeneous groups have been developed and included in the main educational programs. Among them are “Migration and pluralism in modern society”, “Organization of work with heterogeneous groups”, “Integrated training of persons with disabilities”, etc.

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Preparing teachers to work in inclusive education

Vlasova I. V.

teacher MBDOU d/s No. 3

At the present stage of development of society, in connection with reforms in education, the issue of introducing inclusive education has become acute. This involves children with special needs and disabilities receiving education in general schools and kindergartens - together with their normally developing peers.

The spread in our country of the process of inclusion of children with mental and physical disabilities in educational institutions is not only a reflection of the times, but also represents the realization of children’s rights to education in accordance with the Education Law.

In accordance with the Federal State Educational Standard for Preschool Education, the content of correctional work and/or inclusive education is included in the educational program of a preschool organization. This section contains special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual correctional classes and carrying out qualified correction of violations of their development.

In new social conditions, working according to new educational standards, the teaching staff of institutions must acquire the necessary knowledge in the field of correctional and special pedagogy.

Various aspects of the problem of developing professional competence and professional readiness of teachers have been the subject of research by both domestic and foreign scientists.

B. S. Gershunsky, V. I. Zhuravlev, E. F. Zeer, V. V. Kraevsky, M. N. Skatkin believe that professional training of a teacher requires not only a stock of knowledge, but also a scientific and pedagogical component.

A different point of view is shared by V. A. Adolf, N. F. Ilyina, O. N. Nikitina. Scientists consider the process of preparing a teacher to work in an inclusive education environment from the perspective of the development of the teacher’s personality. They proceed from the fact that only in the conditions of an intensively developing educational environment will independence and educational activity, and the ability to design their own educational paths be ensured.

According to V. A. Slastenin and L. S. Podymov, teacher training consists of successive stages:

  • development of creative individuality;
  • mastering the basics of the methodology of scientific knowledge and pedagogical research;
  • mastering the technology of innovative activity, practical work to introduce innovation into the pedagogical process;

Preparing teachers to provide educational services to children with disabilities is becoming very important at this time.

In her works, S. I. Sabelnikova notes that for the professional and personal training of teachers, the following psychological and pedagogical knowledge is necessary:

  • presentation and understanding of what inclusive education is, how it differs from traditional forms of education;
  • knowledge of psychological patterns and characteristics of the age and personal development of children in an inclusive educational environment;
  • knowledge of methods of psychological and didactic design of the educational process for the joint education of children with impaired and normal development;
  • the ability to implement various methods of pedagogical interaction between all objects of the educational environment (with children individually and in a group, with parents, fellow teachers, specialists, management).

Thus, preparing teachers to work in conditions of inclusive education is a creative process of formation and development of professional competence of teachers, including motivational, epistemological, projective, perceptual-reflexive and activity components.

Modern pedagogy to determine the readiness of a teacher introduces the concept of professional competence (A.K. Markova, V.I. Kashnitsky, L.A. Petrovskaya, V.A. Slastenin, etc.), which expresses the unity of theoretical and practical readiness of teachers to implement pedagogical activities and characterizes their professionalism.

Researchers who have studied the nature of competence pay attention to its multifaceted and systemic nature. Therefore, the concept of “professional competence of a teacher” is interpreted differently in scientific works.

In the last few years, scientists have paid special attention to the subjective and personal aspect of the development of professional activity and the implementation of initiatives by a teacher as a subject of professional pedagogical activity.

As for the specifics of the professional competence of teachers implementing the process of inclusive education, this separate area has not yet been sufficiently studied.

Scientific works have appeared on the formation of inclusive competence of teachers in the process of professional training. Thus, I. N. Khafizullina understands the inclusive competence of future teachers as a component of their professional competence, including key content and functional competencies.

The author includes in the structure of inclusive competence motivational, cognitive, reflective And operating components. Motivational componentinclusive competence of teachers includes motivational competence, characterized by deep personal interest, a positive focus on the implementation of teaching activities in the context of the inclusion of children with disabilities in the environment of normally developing peers, a set of motives (social, cognitive, professional, personal development and self-affirmation, personal well-being, etc. .). Motivational competence is defined as the ability, based on a set of values, needs, motives that are adequate to the goals and objectives of inclusive education, to motivate oneself to perform certain professional actions.

Cognitive componentinclusive competence of teachers includes cognitive competence, which is defined as the ability to think pedagogically on the basis of a system of knowledge necessary for the implementation of inclusive learning and experience of cognitive activity, the ability to perceive, process in consciousness, retain in memory and reproduce at the right time information important for solving theoretical and practical tasks of inclusive education.

Reflective componentinclusive competence of teachers includes reflexive competence, manifested in the ability to analyze their own educational, quasi-professional, professional activities related to the implementation of inclusive education, during which they exercise conscious control over the results of their professional actions, analysis of real pedagogical situations.

Operational Componentinclusive competence of teachers includes operational competencies, which are defined as the ability to perform specific professional tasks (teaching, upbringing and development of the child) in the pedagogical process and represent the mastered methods and experience of pedagogical activities necessary for the successful implementation of inclusive education, resolution of emerging pedagogical situations, methods of independent and mobile solution of pedagogical problems, implementation of search and research activities.

In this study, the emphasis is on training a future teacher, and the professional needs of a practicing teacher faced with the problems of teaching children with disabilities remain unresolved.

An analysis of the forms of organization, program and methodological materials offered by different universities indicates that the professional profile of an inclusive education teacher has not been developed, the optimal forms and terms of training teachers for the new conditions of professional activity, its content, educational and methodological materials, etc. have not been determined. The implementation of inclusive education is mainly aimed at developing knowledge about the characteristics of children and adolescents with developmental disorders and taking them into account in the pedagogical process. At the same time, much less attention is paid to the professional and personal readiness of the teacher to work with children with disabilities.

The professional and personal readiness of a teacher to work with children with disabilities includes the professional and humanistic orientation of the individual, including his professional and value orientations, professional and personal qualities and skills.

Professional-humanisticthe orientation of the individual is manifested in the teacher’s awareness of the humanistic values ​​of professional activity, satisfaction with it, determination in mastering professional skills, effectiveness and activity of the individual in achieving the humanistic goals and objectives of raising and educating children.

A teacher preparing to work with children with disabilities must adopt the following system of professional value orientations: recognition of the value of a person’s personality, regardless of the severity of his impairment; focus on the development of the personality of a person with developmental disabilities in general, and not just on obtaining an educational result; awareness of one’s responsibility as a bearer of culture and its translator for people with developmental disabilities; understanding the creative essence of pedagogical activity with children with disabilities, which requires large spiritual and energy costs, etc.

An important component of the professional and personal readiness of a teacher working with persons with disabilities, according to scientists, is readiness to provide assistance. Psychologists believe that the readiness for help varies from person to person. The higher the level of empathy, responsibility, and caring, the higher the level of readiness to help. A person’s readiness to help develops under appropriate conditions.

Willingness to help is an integral personal quality, including mercy, empathy, tolerance, optimism , a high level of self-control and self-regulation, goodwill, the ability to observe, the ability to summarize observations and use the increased amount of information about the child to optimize teaching work; perceptual skills; creativity, a creative approach to solving problems, tasks of pedagogical work, etc. The teacher must be aware of the importance of these qualities and strive to develop them.

Mercy – one of the essential expressions of humanity. The concept of mercy combines spiritual-emotional and concrete-practical aspects. Unlike humanity, which is considered in relation to all living things, people both in need of help and those who are self-sufficient, mercy is used in relation to people in need of help, and reflects the willingness to help those in need and the help itself.

Empathy – an important professional quality of a teacher working with children with disabilities. It presupposes understanding the child, sympathy for him, the ability to see the situation through his eyes, and take his point of view. Empathy is closely related to the phenomenon of acceptance, which means a warm emotional attitude on the part of others towards a child with disabilities.

Tolerance – includes tolerance, resistance to stress, uncertainty, conflicts, behavioral deviations, aggressive behavior, and violation of norms and boundaries. In professional activities, a teacher often has to show a tolerant, calm and friendly attitude towards the unusual appearance of students, their inappropriate behavior, unclear speech, and sometimes the absence of it. Therefore, for such a teacher, a high level of tolerance is one of the factors that ensures the effectiveness of his activities.

Pedagogical optimism in relation to children with disabilities, it implies confidence in the progress in the development of such a child, faith in his potential. Along with this, one should be wary of placing excessive demands on the child, expecting higher results from him than those of which he is capable.

A teacher working with children with disabilities must have a high level of regulation of their activities, control themselves in stressful situations, quickly and confidently respond to changing circumstances and make decisions. He needs to have in his arsenal skills that allow him to cope with negative emotions, relaxation skills, the ability to control himself, and the ability to adapt in difficult, unexpected situations. The teacher’s self-control, his poise, and emotional stability make it possible to prevent conflict situations in relationships between children and between children and the teacher.

An important requirement for a teacher carrying out teaching activities with children with disabilities is to show delicacy and tact, including the ability to maintain the confidentiality of official information and personal secrets of the student.

Thus, the professional and personal readiness of a teacher to work with children with disabilities presupposes the formation of a whole set of qualities that are based on personal resources. Not every teacher working in a general education institution with normally developing children is capable of working with a child with disabilities.

Focusing on the research of scientists V. A. Kozyrev, S. A. Pisareva, A. P. Tryapitsyn, E. V. Piskunov and others, on the problem of preparing teachers to work in inclusive education, we can formulate groups of professional tasks that reflect competence teachers in the field of inclusive education:

  1. See, understand, know the psychological and pedagogical patterns and features of the age and personal development of children with disabilities who are in an inclusive educational environment.
  2. Be able to select the best ways to organize inclusive education, design the educational process for the joint education of children with impaired and normal development.
  3. Implement various methods of pedagogical interaction between all subjects of the correctional and educational process.
  4. Create a correctional and developmental environment in an inclusive educational environment and use the resources and capabilities of a general education institution for the development of children with disabilities and normally developing peers.
  5. Design and implement professional self-education on the issues of training, education and development of children with disabilities in an inclusive educational environment.

Research by scientists conducted during the organization and implementation of teacher training showed that, in addition to specific content, it is necessary to select technologies focused on the creative development of the professional competence of teachers involved in the process of inclusive education. This will ensure the formation of professional competence of teachers in the general education system and will allow them to correctly and effectively solve problems associated with teaching children with disabilities in general institutions.

Literature

  1. Alyokhina S.V., Alekseeva M.N., “The readiness of teachers as the main factor in the success of the inclusive process in education.” M., 2011.
  2. Kuzmina O. S. “Topical issues of preparing teachers to work in conditions of inclusive education.” Journal "Bulletin of Omsk University", No. 2, 2013.