PECULIARITIES OF TEACHERS’ VISION OF WORK WITH disabled CHILDREN AS AN INDICATOR OF THEIR READINESS for PEDAGOGICAL ACTIVITY IN THE INCLUSIVE EDUCATION CONDITIONS

 

Danilova O.V.^1*, Lezhnina L.V.², Borisova E.Y.³, Kozina I.B.⁴

¹Senior lecturer, Mari State University, Russia, jkz_82@mail 

²Prof, Dr., Mari State University, Russia,

³Associate Professor, Ph.D, Mari State University, Russia, elenaborpsy@yandex.ru

⁴Associate Professor, Ph.D, Mari State University, Russia, kozira@list.ru

*Corresponding Author

 

Abstract

The article is devoted to the problem of professional readiness of secondary school teachers to work with disabled children in the conditions of the ongoing implementation process of an inclusive education model into the education system of the Russian Federation. The article discusses the ideas of modern authors about the inclusive competence of teachers, as well as the requirements for the professional and personal qualities of a teacher working with children with disabilities in the inclusive education due to the principles of a competency-based approach. The article describes the main difficulties that teachers of secondary schools face in the process of implementing professional activities in the inclusive education environment due to both insufficient professional competence and personal qualities of teachers. It presents the results of the research, the purpose of which was to study the characteristics of the assessment by teachers of general and special-needs schools of the importance of basic competencies connected with solving various pedagogical issues in the process of teaching disabled children. The analysis of the results of this study allows to identify the peculiarities of the attitude of general and special schools teachers to pedagogical work with disabled children, to identify the main difficulties that general school teachers face in the process of supporting the education of children in this category in conditions of the inclusive education, as well as to identify teachers’ approach to assess the significance of various professional activity aspects in the condition of the inclusive approach implementation. The results obtained in the course of the study allow concluding that teachers of secondary schools are insufficiently prepared for pedagogical activity in the conditions of inclusive education and they need additional knowledge on the specifics of teaching and upbringing children with disabilities. The data presented in the article indicate the need for further research aimed at developing models of the formation of significant professional and personal qualities in teachers of secondary schools which are necessary for the effective implementation of the inclusive approach in pedagogical activity.

Keywords: Inclusive education, children with disabilities, readiness for professional activity, competence