Supervision as a model of inclusive education retraining and professional advancement of the school community

Abstract

In this article, we describe the model of supervision in support of the Education Reform in Ukraine and the retraining of the school’s key stakeholders in an inclusion: the case of Kryvyi Rih. Empirical study has introduced a model of retraining through a socio-political and educational description of the current situation in Kryvyi Rih. That is why 124 key stakeholders from 20 schools with inclusive education were tested to plan the implementation model of supervision (teachers, tutors, staff, psychologists and parents from 7 districts of Kryvyi Rih were invited to participate). In this article, we present a different approach to supervisory interagency groups and understanding, with the focus on the model supervision retraining of inclusive education professionals. The supervision consists of four stages: case report, exchange, conceptualization, summary. For successful work, we propose in the article an adaptation of an unstructured interview by a specialist who describes the situation of training supervision. The analysis of the organizational, methodological and information retraining system, the implementation of the pilot project of supervisory groups for the psycho-educational support team in inclusive education allowed to offer the supervision program: I. Training of the team members to work with the goals of the individual child development plan: working with tools for preparation of the case; II. The main features of observing the lesson; III. Analysis of environmental factors; IV. Oversee team support.

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

“…No less important were studies devoted to parents' experiences when their children were inclusive students [15,16] and access to inclusion for children with special educational needs (SEN) from mother-only families [17]. An essential part of the research was devoted to the necessary changes in teacher training in inclusive education [18,19], investigation of the teachers' understanding [20] and acceptance of inclusion [21,22], including prejudices and reasonable concerns among primary school teachers [9]. International collaboration projects have also contributed to understanding the prospects for further inclusive education in Ukraine [23][24][25].…”

Supervision and Evaluation of Inclusive Education

“…Supervision in education is structured supervision and guidance activities to improve conditions in an educational institution/school (Bondar and Shestopalova, 2020). As stated by Wiles and Sugg that supervision is an aid in developing better learning situations to help teachers carry out their work.…”