Preparing of Preschool Тeachers to Working With Children With Special Educational Needs

Kolosova, Olena; Hilya, Anna; Sarancha, Irina

doi:10.17770/sie2019vol3.3998

Cited by 2 publications

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“…Так, например, для детей с нарушениями слуха и речи. Что создает дополнительную потребность при подготовке студентов предоставить им знания специальной педагогики, обеспечить инструментарием и моделями альтернативного обучения (Kolosova, Khilya, & Sarancha, 2019).…”

Section: Results Of the Researchunclassified

Psychological and Pedagogical Readiness of Students for Professional Activities in an Inclusive Environment

Khilya

Kolosova

Sarancha

et al. 2020

SIE

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In this article, we analyze the modern approaches to the formation of the educational policy of the state of Ukraine on inclusion issues; we partially touch upon the issues of teaching “normotypical” children, children with special educational needs (as defined in the legislation of Ukraine), and “normotypical” children with “situational deviations”. Based on the analysis of the processes of perception and implementation of inclusion in the educational environment, we consider the process of training future specialists using democratic training methods. With the help of such methods, we introduce, as an element of preparation, students' self-development and self-awareness of themselves as individuals who are ready for “open” questions, democratic dialogue. We believe that this is an indicator of the teacher’s professional readiness to “accept” children with special educational needs.The main methods of our research are a theoretical analysis of inclusive education issues, preparing students for work in a “democratic” school; observation, conversation, questionnaires, study of the experience of preparing students for work in an inclusive education.As a result, we highlighted the organizational and pedagogical conditions that allow to: increase the level of professional readiness of students; create the most favorable conditions for the development of inclusive education.

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Section: Results Of the Researchunclassified

Psychological and Pedagogical Readiness of Students for Professional Activities in an Inclusive Environment

Khilya

Kolosova

Sarancha

et al. 2020

SIE

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“…Удовлетворение этих потребностей не может быть полным в условиях традиционной деятельности педагога со стереотипным мышлением. Такие дети нуждаются в специальной психолого-педагогической помощи (Demchenko & Zajceva, 2017) и тьюторском сопровождении (Koval', 2014;Kolosova, Hilja, & Sarancha, 2019) (Bodalev, 1968), согласно которому основой для исследования рефлексии в педагогике является ее изучение в структуре общения (коммуникативная рефлексия). Ее рассматривают как важную составляющую развитого общения и межличностного восприятия, как специфическое свойство познания человека человеком, как способность к размышлению о другом человеке с целью понимания его мотивов и поступков, эмоционального состояния.…”

Section: теоретическая основа темыunclassified

Development of a Reflective Component of Future Teacher’s Readiness to Work With Gifted Children During Training

Demchenko

Koval

Vatso

et al. 2020

SIE

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The necessity of special training of future teachers to work with gifted children is substantiated. In the article defined innovative approaches to improving the educational process in a pedagogical university have been determined in order to create conditions for students to acquire the qualities necessary for the identification of gifted children and to create favorable conditions for their creative self-realization. The importance of reflective abilities in the structure of future teacher’s readiness to work with gifted children is shown. The results of diagnostics of students reflexive abilities are presented, the insufficient level of their formation is revealed. The importance of training in the development of future teachers of the reflective component of readiness to work with children is shown. The experience of conducting trainings, which were developed and tested within the framework of the international project «Development of a culture of democracy in teacher education in Norway, Ukraine and Palestine», is presented. Examples of reflexive training exercises are given, the implementation of which will contribute to the development of future teachers ability to professional self-examination and self-esteem.

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Preparing of Preschool Тeachers to Working With Children With Special Educational Needs

Cited by 2 publications

References 0 publications

Psychological and Pedagogical Readiness of Students for Professional Activities in an Inclusive Environment

Psychological and Pedagogical Readiness of Students for Professional Activities in an Inclusive Environment

Development of a Reflective Component of Future Teacher’s Readiness to Work With Gifted Children During Training

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