Nowadays at the process of globalization the system of value orientations and educational traditions are undergoing noteworthy modifications represented in the Concept of Inclusive Education Development (2010) in Ukraine. The research demonstrates the conception of organization of pedagogical relationships of the participants of art-therapeutic process as a component of inclusive education. The problem of the investigation defined the choice of the empirical research methods such as observation, interview, testing, study of the products of the activities of the subjects, study, and generalization of pedagogical experience. As a framework for the research it was used the model of five different aspects of the therapeutic relationship described by Clarkson (1995). One of the most significant finding to emerge from the study is that inclusive education is much wider than the opportunity for everybody to visit neighbourhood schools, deeper than deletion of distinctions between "general education" and "special education" programs. Findings of this study suggest that elements of art therapy should become an integral part of work with both the disabled and displaced (refugees or immigrants) students. The results allow singling out some means for the modern teacher to organize pedagogical relationships as a dialogue of the equal partners in the art-therapy-oriented education process. Application of “Role-play” refers here to the special technique used at the art-oriented activity for studying interpersonal behavior of the participants. This promoted a better understanding between participants, empathy, and frankness that removed psychological and emotional barriers in their verbal and non-verbal communication, and stimulated the process of self-actualization.
Exploring ways of learning foreign language grammar using video content in secondary education is relevant because most research focuses on other educational levels and rarely takes into account student and teacher assessments. In addition, the vast majority of studies deal with the theoretical aspects of foreign language grammar learning at school. Accordingly, there is a need for empirical studies that focus more on secondary education and the nature of teachers and students' perceptions of such issues. This determined the relevance of the article. The aim of the study is to establish the effectiveness of the use of audiovisual materials as a tool for learning a foreign language. As a result, was determined the assessment of teachers and students' feasibility of introducing video content in the process of learning grammar of a foreign (English) language. The main methods in the study were methods of experiment and interviewing; also, the method of questioning was used. The main hypothesis is that the introduction of video content as teaching material for learning foreign languages is an effective method of teaching, positively evaluated by all participants in the educational process. The results of the study show that the introduction of films as teaching material in the educational process contributes to the teacher's willingness to use video content for their lessons, the understanding of all participants in the educational process of the benefits of using audio-visual materials is improved; the performance increases. Increasing the level of methodological skill and awareness gained through personal experience encourages improvement of the learning process, awareness of the need to use the completely rich arsenal of modern methods and forms of language teaching. In the future perspective is the study that the use of audio-visual content as didactic material is not only a means of learning a language, but also a factor in improving critical thinking skills, a sense of social justice, awareness of art, in particular, history of the culture.
У статті досліджено іншомовну професійну компетентність студентів у процесі вивчення англійської мови за професійним спрямуванням. Розглянуто вітчизняний та європейський досвід діагностики іншомовної професійної компетентності студентів у процесі вивчення англійської мови за професійним спрямуванням. Детально проаналізовано професійну компетентність студентів. Важливим є оцінювання рівня професійної компетентності студентів у процесі вивчення англійської мови за професійним спрямуванням. Висвітлено теоретичні та методологічні аспекти діагностики іншомовної професійної компетентності студентів у процесі вивчення англійської мови за професійним спрямуванням.
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