Professional сompetence of teachers who implement inclusive practice in the system of preschool education as a condition for the socialization of children with health impact assessment Currently, the development of inclusive education is among the priority tasks of Russian society. The inclusion process is being introduced into modern preschool education. In this regard, the problem is ripe for the formation of specialists professional competence for the system of inclusive preschool education. A competency-based approach that focuses on the result of education, which is considered the ability of a person to act independently in various problem situations, applying knowledge and generating new ones, allows solving this problem. From the position of the competency-based approach, mastery of key competencies within the framework of inclusive preschool education helps the specialist to navigate new situations in their professional activity and achieve their goals in working with children with health impact assessment. The authors of the article substantiated the use of the competency-based approach to the implementation of the educational process of preschool institutions engaged in inclusive practice. The content of the components distinguished in the structure of professional competence (cognitive, operationalactivity, personality) is identified and experimentally confirmed. The structure of the experiment provides for the study of the socialization process of children with health impact assessment in an inclusive preschool educational institution. The main essence of the experimental study is to identify the key components features of teachers' professional competence of inclusive kindergartens, providing not only the effectiveness of psychological and pedagogical support for preschool children with health impact assessment but also acting as a condition for their socialization. The results obtained indicate the need to implement the competency-based approach for the implementation of the pedagogical process in preschool educational institutions that are in inclusion. It will also ensure the harmonization of relations between subjects of inclusive education, which in many respects guarantees the successful integration of children with health impact assessment in society.
An important condition ensuring the adaptability of educational environment, hence, socialization of physically challenged children under inclusive conditions, is the competence of specialists implemented under new professional circumstances. Special attention should be paid to professional competence of specialists under inclusion in the system of preschool education. The theoretical analysis of the issue of professional competence of pedagogues in the practice of inclusive preschool education is reflected in the Russian and foreign researches, which testifies to the topicality of the issue. The research objectives are: to describe the conceptual basis of professional competence of the pedagogues of the system of inclusive preschool education (by the example of combined groups), which consists of cognitive, operational-functional and personality components; to prove the influence of professional competence of the pedagogues under inclusion on socialization of preschool physically challenged children. The practical part of the research was carried out by the following methods: analysis of scientific psychological-pedagogical sources, dissertations on the topic; summarization of theoretical conceptions; comparative analysis of the practices of inclusive education; questioning; interviews with various categories of specialists; analysis of the process and products of activities; mathematical processing of the results. The research results allowed identifying the key features of professional competence of the pedagogues of inclusive preschool educational establishments, which not only provide the efficient psychological-pedagogical support of physically challenged children, but also serve as the condition for socialization of these preschool children.
The authors of the article attempted to consider the network interaction of public institutions (education and culture) as a resource for the implementation of the processes of socialization and inculturation of persons with disabilities (OBS). A significant quantitative growth in the past decades of persons with impairment of psychophysical development in Russia and abroad determines the priority of the activities of public institutions. In the problem field of special pedagogy, the place of interaction of education and culture is given. The article provides an analysis of theoretical and applied research activities of public institutions, proposes to systematize the existing network partnership practices. It is shown that network interaction has a significant potential in the field of socio-cultural develop-ment. The cooperation between organizations of education and culture allows us to solve this task the most successfully. Established by means of the network relationships make it possible not only to exchange each other's resources or compensate for their own deficit at the expense of partner resources, but also to combine the available potential. The authors substantiate and describe theoretically the main provisions of the network interaction of social partners: educational and cultural organizations aimed at ensuring the socialization and inculturation of persons with disabilities, i.e. the implementation of the socio-cultural function of education. Based on the analyzed sources, it is concluded that socialization, i.e. adaptation to the social order of life, occurs faster than inculturation – adaptation to the values, traditions and customs of society. Based on these provisions, a model of network coop-eration of educational and cultural institutions has been developed and described – a structural and content model for ensuring the socialization and inculturation of persons with disabilities, which involves the participation in the process of its implementation of specialists of educational and cultural systems necessary for the specifics of interaction. The proposed model makes it possible to expand partnership relations by means of other social spheres. The results of the study (on the example of an inclusive "Theater for all") can be a starting point for pedagogical teams to understand their ability to design their own models using network interaction resources.