The article is devoted to the phenomena of teacher’s inclusive culture, its development and managing this process. In philosophical, psychological and pedagogical literature the teacher’s inclusive culture is considered as a part of general educational culture and is characterized by broad understanding of philosophical and methodological foundations of inclusion, teacher’s deep acceptance and desire to implement inclusive values, creative approach to professional activities and professional self-improvement at a personal level. The purpose of the study was theoretically substantiate a tool that will diagnose the level of teacher’s inclusive culture, help to identify problems of teacher’s inclusive culture development and to work out technology to manage this process. The development of inclusive culture includes the following aspects: 1) school culture; 2) relationships with families; 3) staff training and support; 4) gaining access to specialized support services; 5) students’ support and involvement. The algorithm of activity on technology of managing teacher’s inclusive culture development is presented. Results. Since, in practice of managing a general secondary education institution, there is no tool for measuring and assessing the level of teacher’s inclusive culture development, we have made an attempt to work it out. The international significance and importance of our article is that criteria for assessing the level of teacher’s inclusive culture development were clarified and defined. Based on qualimetric approach a factor-criterion model for diagnosing the level of teacher’s inclusive culture and help the head of educational institution to identify problems and work out technology of managing teacher’s inclusive culture development was presented.
The traditional organization of increasing the teachers’ level of inclusive competence in the system of postgraduate education in the framework of stationary courses is not effective enough. One of the reasons for this is lack of access to a large amount of the latest information that is available in modern research. Rapid changes in information technologies development open up more opportunities for modern teacher to acquire the necessary professional knowledge for teaching children with special educational needs. The article proposes an improved organization for increasing the level of inclusive competence in the postgraduate education, in which, along with traditional training in the framework of stationary courses, teachers, using ICT, participate in online courses and webinars posted on various educational platforms in the Internet. The characteristics of educational platforms ed-era.com, futurelearn.com, elt.oup.com, coursera.org, vseosvita.ua were analyzed. Pedagogical experiment was carried out, in which 2 groups of English teachers participated. In the control group, professional development was carried out traditionally, and in the experimental group – within the framework of improved organization of training. The analysis of the results showed that in the experimental group the greater level of inclusive competence was achieved in comparison with the control group. It was proved that this result was achieved thanks to improved organization of training using ICT tools. The results of the pedagogical experiment indicate the advantage of proposed organization for teachers’ inclusive competence development in comparison with the existing one. In connection with the above, the work, in our opinion, is of international importance.
The article is devoted to defining the peculiarities of forming health-saving competence of children, including the ones with special educational needs, by fairytale therapy means. The objective of the study is to highlight the specific way in which the health-saving competence of children, including the ones with SEN, can be formed by means of fairy-tale therapy. Results: A list of fairy tales, works of children's literature, poems, cartoons and films was identified. Examples of activities for children using the fairytale therapy are given. The directions of formation and development health-saving competence of children, including the ones with SEN, by fairytale therapy means are highlighted. Examples of activities for children using the fairytale therapy are given: 1) analysis of the story content, the behaviour of characters, their actions, consideration of illustrations and conversation behind them; 2) making illustrations from puzzles; 3) working with interactive books / toy-book / book with icons; 4) drawing the illustrations; 5) putting the sentence in the correct order (according to the content of the fairy tale (story, poem, cartoon, children's film); 6) preparation and participation in a theatrical performance; 7) making puppets for puppet theatre; 8) guessing puzzles, selecting proverbs, sayings that can illustrate the content; 9) guessing crosswords; 10) participation in the game trip; 11) housekeeping of illustrations, objects, stroking, hatching; 12) forming mental operations etc. Conclusions: Fairy-tale therapy is an effective, entertaining and affordable tool that can be used by the educator to form the health-saving competence of children, including the ones with SEN.
The article clarifies that H. Skovoroda’s fables are broad on the issue, they raise the following issues: the boundaries of white and black, light and dark, good and evil, “related” work as a basic principle of work ethic, religiosity, the choice between good and evil, life and death, and so on. According to H. Skovoroda, the fable should help in the search for and discovery of eternal truth, his fables were aimed at exposing social ills, raised the spirit of civic dignity, the cult of reason, punished the world of abuse, deception, careerism, noble arbitrariness, veneration, profit, boasting, stupidity. H. Skovoroda’s fables are philosophical miniatures, reflections on related work, happiness and gratitude, which should fill every moment of a wise person’s life. But above all, these are good and funny stories about animals who are cunning, lazy, afraid and tear their noses like real people. The heroes of fairy tales show how important it is to see not only the external but also the internal essence of things, to take up the cause to which you have the ability, not to deceive others and value time and so on. As H. Skovoroda’s philosophical fables raise many life issues and problems that occur in the life of an adult, they are useful interesting and useful material in the practice of fairy tale therapy for adults.On the example of some fables “The Bee and the Hornet”, “The Dog and the Wolf” from the series “Fables of Kharkov” it is proved that it is appropriate to use such forms, methods and technologies of working with H. Skovoroda’s fables: discussion and analysis of fables, its leading ideas, retelling the work on behalf of its various characters, watching videos, drawing illustrations, as well as creating your own fables with a similar plot.
The article substantiates that in modern conditions the professional training of future special education teachers (olygophrenopedagogues)
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