Нuman resource as a key factor for successful implementation of the inclusive education system

Shkutina, Larisa A.; Rymkhanova, Ainagul R.; Mirza, Natalya; Ashimkhanova, Gulbanu S.; Алшынбекова, Г. К.

doi:10.15293/2226-3365.1701.02

Cited by 7 publications

(3 citation statements)

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“…Con base en una revisión de la literatura científica y en un análisis de los problemas de la formación profesional docente, Shkutina et al (2017), hacen hincapié en que se requiere revisar los contenidos de los programas de formación docente, puesto que los estudiantes al egresar de las universidades necesitan contar con habilidades profesionales que vayan acorde a las demandas del sistema educativo moderno. Proporcionándoles de esta manera competencias profesionales requeridas para trabajar en un contexto de la educación inclusiva.…”

Section: -éTica Especialización En Entornos Inclusivos Y Reconocimien...unclassified

Travesías educativas multidisciplinarias: Un enfoque científico en temáticas variadas para una educación transformadora

Deroncele Acosta

2023

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En el texto de realizan análisis y propuestas multidisciplinarias que alimentan la visión de una educación en constante evolución. Desde el análisis cuantitativo y cualitativo en la investigación educacional con un valor estratégico incalculable al permitir una toma de decisiones fundamentada en evidencia, hasta la incorporación de tecnologías innovadoras como la inteligencia artificial y la realidad virtual, estos estudios proporcionan las herramientas necesarias para revolucionar la enseñanza y el aprendizaje.

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Section: -éTica Especialización En Entornos Inclusivos Y Reconocimien...unclassified

Travesías educativas multidisciplinarias: Un enfoque científico en temáticas variadas para una educación transformadora

Deroncele Acosta

2023

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“…Although previous works (Aubakirova, 2018;Hastings & Oakford, 2003;Järvis et al, 2022;Movkebaieva et al, 2013;Oralkanova, 2014;Shkutina et al, 2017) had considered the theme of training educators for inclusive education, they had not studied preservice social educators' professional development in the context of inclusive education.…”

Section: образование и саморазвитие том 17 № 2 2022mentioning

confidence: 99%

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Makhambetova¹,

Magauova²

2022

E&SD

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The quality of education is increasingly a priority area for state development. In the context of globalisation, the mission of the education system has become to create conditions for the achievement of greater stability in society, by ensuring equal rights and opportunities for all citizens, including individuals with disabilities. Amid efforts towards fully inclusive education, the professional competences of specialists addressing the needs of those with learning disabilities are crucial. High-quality training is required for qualified educator –particularly for social educators – in this field. It aimed the research at identifying the necessary professional competences and personal qualities of pre-service social educators to work in an inclusive education, as well as to identify the difficulties university lecturers face in the training of social educators. A qualitative research design was applied in the study. Fifty-one respondents-university lecturers participated in it. Its results showed that, alongside central competences, emotional-volitional qualities have played a significant role in the social educators’ engagement in inclusive education. The research enabled to identify that the professional difficulties have the highest indicator among the difficulties that lecturers face when training pre-service social educators. It can be assumed that these findings will advance improvements in the development of social educators’ professional competences and solutions to obstacles during their university-level studies.

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“…Инклюзивное образование предполагает индивидуализацию и дифференциацию среды и образования в соответствии с потребностями различных детейодаренных, с языковыми проблемами, проблемами поведенческого характера и др. В учебных планах профессиональной подготовки будущих педагогов необходимо увеличить объем соответствующих дисциплин [31]. Следует обратить внимание на такой аспект личностной и профессиональной готовности будущих педагогов к инклюзии, как необходимость приобретения студентами в процессе обучения в вузе личного опыта проектирования собственных индивидуальных профессионально-образовательных траекторий в зависимо-сти от особенностей, формирующихся интересов и возможностей.…”

Section: обсуждение и заключениеunclassified

Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education

2019

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Introduction. The paper is devoted to a problem of staffing in the inclusive education. Relevance of the study is determined by many difficulties experienced by educators when teaching children with special educational needs in a high school. The authors consider a personality-oriented model of interaction with children as a structural component of professional readiness for inclusive education. The objective of the study is to identify and analyze specifics of the model of teacher-student interaction at different types of high schools. Materials and Methods. The Maralova-Sitarov’s questionnaire was used, enabling differentiation of teacher orientation by the educational disciplinary or personality-oriented model of interaction in the educational process. To process the study results, nonparametric statistical methods were used (Spearman’s correlation coef ficient and the two-sample test of Mann-Whitney). Results. Most teachers at various types of schools practice an educational and disciplinary model of interaction with children, which impedes the development of the idea and values of inclusive education (i.e. education adapted to requirement of a child with special needs) in the teachers’ community. However, for teachers of inclusive-education schools and future teachers, compared to teachers of general educational and special institutions, indicators of the personality-oriented model are significantly higher when speaking in terms of tar get and instrumental characteristics of activities. Discussion and Conclusion. The study showed both the teacher community adherence to authoritarian stereotypes and the marked trend towards overcoming them by inclusive school teachers and students that reflects the desire for personal and professional self-development. The study reveals new explanations of teacher problems related to mastering the state-of-art educational strategy. In future, the components of the teacher’s personal and professional readiness for inclusive education should be identified. The article may be of interest to educators and specialists dealing with issues of staff provision for inclusive education.

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Нuman resource as a key factor for successful implementation of the inclusive education system

Cited by 7 publications

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Travesías educativas multidisciplinarias: Un enfoque científico en temáticas variadas para una educación transformadora

Travesías educativas multidisciplinarias: Un enfoque científico en temáticas variadas para una educación transformadora

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education

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