You are here

Karynbaeva O.V. Formation of inclusive competence of teachers in the system of professional development

DOI: 10.34835/issn.2308-1961.2020.10.p155-160
 
Formation of inclusive competence of teachers in the system of professional development
Olga Vladimirovna Karynbaeva, the candidate of pedagogical sciences, senior lecturer, Sholom-Aleichem Priamursky State University, Birobidzhan

Abstract
The relevance of the problem under study is due to ensuring the equal access to education for all students and, accordingly, the inclusion of children with disabilities in the educational process of the general education organizations. One of the main conditions for the implementation of inclusive education is the availability of specially trained teachers, who possess various educational and correctional technologies for working with children. The purpose of the research is to reveal the contents of work on the formation of inclusive competence of the teachers in the system of professional development. The leading method to study this problem is to generalize the experience of studying and forming inclusive competence of teachers to work with children with disabilities in General education organizations, which will reveal a variety of forms of training and improving their skills. The article highlights the professional competencies of teachers working with children with disabilities in General education organizations, identifies the main approaches to preparing teachers for inclusive education in the system of professional development. The materials of the article can be useful for teachers of the special psychology and correctional pedagogy, as well as for specialists who implement inclusive education for children with disabilities.
Keywords: formation, training, inclusive competence, teacher, children with disabilities, professional development, inclusive education.
 
References
  1. Alekhina, S.V., Alekseeva, M.N. and Agafonova E.L. (2011), “Readiness of teachers as a major factor in the success of an inclusive process in education”, Psychological science and education, Vol.16, No.1, pp. 83–92.
  2. Alekhina, S. V. (2011), “On monitoring the inclusive process in education”, Inclusive education: methodology, practice, technologies: materials of the international scientific and practical conference, Moscow, pp. 20–22.
  3. Kuzmina, O.S. (2013), “Topical issues of training teachers to work in inclusive education”, Bulletin of Omsk University, No. 2 (68), pp.191–194.
  4. Kuzmina, O. S. (2011), “On training teachers to work in inclusive education”, Inclusive education: methodology, practice, technology: materials of the international scientific and practical conference, Moscow, pp. 220–221.
  5. Melnik, Yu.V. (2012), “Professional competence of teachers in the field of inclusive education: a comparative analysis of Western and Russian reflection”, International research journal, No 6-2 (6), pp. 53–56.
  6. Hafizullina, I. N. (2008), Formation of inclusive competence of future teachers in the process of professional training, dissertation, Astrakhan.
  7. Federal law of the Russian Federation of December 29, 2012 N 273-FZ "On education in the Russian Federation", available at: http://www.consultant.ru/document/cons_doc_law_140174/ (accessed 15.10.2020)
  8. Karynbaeva O.V, Shapovalova O.E., Shklyar N.V., Borisova E.A. and Emelyanova I.A. (2017), “Formation of professional readiness in teachers for inclusive educations of children with health limitations”, Man in India, Vol. 97.16, pp. 263–274.
  9. Karynbaeva O.V., Shapovalova O.E., Emelyanova I.A., Borisova E.A. and Shklyar N.V. (2019), “Motivational-personal readiness of teachers to model an inclusive educational environment”, AD ALTA: Journal of interdisciplinary research. Special issue no: 09/01/VI/, Vol. 9, pp. 23–26.
Contact information: olgavlad11@mail.ru
Article arrived in edition 19.10.2020
Show full text