The readiness of future teachers to implement inclusive education

Readiness of future teachers to implement inclusive education

Zhnechkova Katerina Aleksandrovna

3rd year student of the Faculty of Psychology and Pedagogy of the NSPU named after. Minina, Russia, Nizhny Novgorod E-mail: kzhnechkova@gmail. com

Zhnechkova Katerina Alexandrovna

3-year student of the Faculty of Psychology and Pedagogy Kozma Minin Nizhny Novgorod State Pedagogical University,

Russia, Nizhny Novgorod E-mail: kzhnechkova@gmail. com

Annotation.

The article examines the problem of personal readiness of students, future teachers, several areas and profiles of preparation for work in the conditions of inclusive education. The results of a study of students’ attitudes towards joint education of children with disabilities and healthy children in mass settings are presented. educational school, as well as the results of studying such a professional and personal quality of a future teacher as communicative tolerance. Highlighted additional conditions personal development future teachers to increase their readiness to work in conditions of inclusion.

The article deal with the problem of personal readiness of students, future teachers of different directions and training profiles to work in conditions of inclusive education. There are results of the study of students" attitudes on joint education of children with LHO and healthy children in the context of mass secondary school, as well as the results of the study such a professional and personal quality of the future teacher as communicative tolerance. Additional conditions for the personal development of future teachers have been singled out to increase their readiness to work in conditions of inclusion.

Keywords: children with disabilities (CHI), inclusive education, inclusive training, personal readiness for professional activity, mass secondary school, communicative tolerance, training profile.

Key words: children with limited health opportunities (LHO), inclusive education, personal readiness for professional work, mass secondary school, communicative tolerance, profile training.

At the present time, issues of inclusive education are very relevant. On December 29, 2012, the federal law “On Education in the Russian Federation” was adopted, according to which the rights of every person to education must be ensured, without allowing discrimination in the field of education, that is, issues of inclusion assume national importance. Although this concept is no longer alien to parents and teachers, it contradicts their everyday experience. E.V. Danilova in the article “Inclusive education: understanding and interpretation” writes that teachers secondary schools Confused that they will need to teach a child with even minor developmental and behavioral disorders.

Issues of inclusive education began to be addressed in the late 90s of the last century by such

scientists such as Bryzgalova S.V., Danilova E.V., Zak G.G., Mukhamadiyarova G.F., Tenkacheva T.R. and others. And I.M. was engaged in a targeted study of the problem of teacher readiness to implement inclusion. Yakovleva. According to her data, three-quarters of graduates of psychological and pedagogical profiles have a low level of readiness to work in an inclusive educational environment, not having the necessary level of knowledge, skills and abilities to work with children with disabilities. Which indicates the need for greater attention to preparing future teachers to provide inclusive education.

Therefore, the urgent goal of the study is to study the attitude of teachers of different profiles towards the joint education of children and to identify the level of tolerance among the subjects as an important indicator of this attitude.

Research objectives:

To find out a view on the conditions for introducing inclusion and the necessary skills of teachers,

To find out the attitude of future teachers towards inclusive education,

Identify what positive and negative aspects they see in inclusion,

To identify the level of tolerance of the subjects being studied.

Study:

A total of 82 students took part in the study: 32 studying as preschool teachers, 24 studying as teachers primary classes(teachers of mass education) and 25 students studying in the specialty of speech therapy. All students are in their second year, have completed an introductory internship and have an idea about future work. For this study, a five-question questionnaire was developed, which was filled out anonymously to obtain the most honest answers.

The first question that was asked to teachers of mass education was aimed at identifying their attitude towards inclusion:

Fig.1. The attitude of mass education teachers towards inclusion

63% admit the possibility of working with children with disabilities along with normally developing ones, 21% strongly support inclusion, 13% spoke out against inclusion, 3% found it difficult to answer.

In total, 84% of respondents are in favor of inclusion. This question was not asked to future speech therapists, since they, one way or another, work with children with disabilities. Among the respondents there was not a single person who answered that he was categorically against inclusive education.

The second question made it possible to find out what positive aspects students see in cooperative learning for normally developing children:

Fig.2. Percentage of student answers to the second question

1. Normally developing children will become kinder, learn to help others,

2. Children will gain experience of empathy, compassion,

3. Children will expand their understanding of society,

4. They don’t see anything positive,

5. Difficult to answer.

Thus, among future teachers and educators, only 3% do not see anything positive; the majority - 59% think that normally developing children will become kinder and learn to help others. Among speech therapists, everyone sees only positive aspects, 41% of whom think that normally developing children will become kinder, learn to help others, and 46% - that children will expand their understanding of society.

The third question revealed what positive aspects students see from joint education for children with disabilities and their parents:

Fig.3. Percentage of student answers to the third question

1. A child with disabilities will learn to interact with healthy children from an early age,

2. The child will feel full, participating in the life of the team on an equal basis with healthy people,

3. Communicating with healthy children, the child will actively develop, have the opportunity to demonstrate his abilities,

4. For parents, the fact of their child’s education in a regular kindergarten will have a positive impact on their mental well-being,

The figure shows that among teachers of mass education, the majority - 81% - answered that the child will feel full, participating in the life of the team on an equal basis with healthy people, and also actively develop, having the opportunity to demonstrate their abilities; the majority of speech therapists also think so - 58% ; 13% of preschool and primary school teachers and 20% of speech therapists believe that for parents, the fact that their child is educated in a regular kindergarten will have a positive impact on their mental well-being.

With the help of the fourth question, the view on the conditions for introducing a system of inclusive

education:

Rice. 4. Percentage of student answers to the fourth question

1. Providing a special environment,

2. Development of special educational programs,

3. Additional psychological, pedagogical and methodological training of teachers,

4. Formation of public opinion,

5. Difficult to answer.

Thus, among mass education teachers, 41% and speech therapists, 31% of respondents responded that a necessary condition there must be a special environment provided; 20% and 27% of the same spoke in favor of the development of special educational programs; 33% and 27% of the same chose additional psychological, pedagogical and methodological training for teachers as a condition.

The last question found out the opinion of what additional skills teachers should have in the conditions of inclusive education:

Rice. 5. Percentage of student answers to the fifth question

1. Teachers simply must love children and be tolerant,

2. Special knowledge of the developmental characteristics of children with disabilities is required,

3. Additional medical knowledge is required,

4. Knowledge of special methods of working with children,

5. They don’t see anything positive.

So, among teachers of mass education, the majority - 55% - spoke in favor of the need to acquire special knowledge about the developmental features of children with disabilities. Among speech therapists, opinions were divided: 40% said that special knowledge of the developmental characteristics of children with disabilities is necessary; 38% responded that knowledge of special techniques for working with children is necessary.

Thus, the data obtained indicate an almost completely positive attitude of future teachers towards inclusion, they see the majority of positive aspects for all aspects of children from joint education, they realize that additional conditions and skills of teachers are necessary to implement inclusion.

The attitude towards collaborative learning is determined by the value attitude towards people, which is

one of the indicators of tolerance. The level of communicative tolerance, of course, depends on the current social environment, and on the family, and on the education received, and on a person’s knowledge and experience in this area, but for teachers this level is an important indicator, as it reveals such qualities as non-conflict, orientation of consciousness towards tolerance, a benevolent type of interaction with other people. Tolerance values ​​were obtained during the diagnostic test “Communicative Tolerance Test” by V.V. Boyko, the results of which are presented in Table 1.

Table 1. Indicators of tolerance of subjects

Degrees of severity of tolerance

Groups High degree Average degree Low degree Complete rejection

subjects % Number of people % Number of people % Number of people % Number of people

Students profile 16 4 60 15 24 6 0 0

"Speech therapy"

Students of the profile “Psychology and 12 4 44 14 41 13 3 1

pedagogy

preschool

education"

Students of the profile “Psychology and 8 2 46 11 42 10 4 1

pedagogy

primary

education"

Analysis of the research results showed that, in general, the level of development of communicative tolerance among students of various directions and training profiles is acceptable. The highest percentage of tolerance (high and medium severity) was shown by speech therapy students (76%).

The subjects found the highest indicators of a tolerant attitude in such behavioral signs as “acceptance and understanding of a person’s individuality” (14%) and “tolerance for the uncomfortable state of a communication partner” (12%). An intolerant attitude was recorded by such behavioral characteristics as “conservatism in people’s assessments” (10%) and “inability to hide and smooth out unpleasant feelings” (8%).

High tolerance indicators confirm a high level of positive attitude towards inclusive education. It is also interesting that the majority of subjects with low levels of tolerance spoke out against inclusive education (according to the results of the survey).

So, for a deeper understanding and acceptance of inclusive education, it is necessary for future teachers to introduce additional days of practice in institutions where inclusion has already been introduced, or in special groups with children with disabilities for a closer acquaintance with their characteristics, needs and capabilities, as well as conduct testing the level of tolerance and empathy of teachers working or planning to work in inclusive education.

Bibliography:

1. Bryzgalova S. O., Zak G. G. Inclusive approach and integrated education of children with special educational needs / S.O. Bryzgalova, G.G. Zach // Special education. - 2010. - No. 3. - pp. 14-20

2. Danilova E. Inclusive education: understanding and interpretation. Education for All: The Policy and Practice of Inclusion. Collection of scientific articles and scientific and methodological materials. - Saratov: Scientific book, 2008. - P. 94-100

3. Mukhamadiyarova G.F., Usmanova S.G. Inclusive education: content and practice / G.F. Mukhamadiyarova, S.G. Usmanova // MNKO. - 2015. - No. 1. - pp. 45-47

4. Tenkacheva T. R. Inclusive education of children preschool age in Russia /T.R. Tenkacheva // Teacher Education in Russia. - 2014. - No. 1. - pp. 205-208

5. Federal Law of December 29, 2012 No. 273 - Federal Law “On Education in Russian Federation».

6. Yakovleva I.M. Professional and personal readiness of a teacher to work with children with disabilities/I.M. Yakovleva // Bulletin of MGOPU Series “Pedagogy”. - 2009. - No. 6. -P.140-144.

Psychology and pedagogy

Extracurricular activities

Preparing teachers for inclusive education

In this article we will try to understand what is meant by a teacher’s psychological readiness for inclusive teaching, what is necessary for this, and how to help the teaching community develop them. We will also list some of the challenges teachers face when implementing an inclusive approach in schools and outline solutions.

Psychological readiness for inclusive education implies the formation of a certain position based on the following values ​​and beliefs:

Children with special needs have the right to learn and develop together with so-called normotypical children.

Cooperative education should not only help “special” children learn social interaction, but also develop empathy, tolerance for other, incomprehensible behavior, the ability to empathize and other humanistic values ​​in normotypical children. These qualities, of course, should also be present in teachers and other professionals working with children.

Teaching “special” children together with “non-special” children is not an easy task, during which difficulties will inevitably arise. You need to be prepared for this.

Teaching children with disabilities requires separate methodological preparation - the development, adaptation and implementation of special programs or pedagogical technologies.

“Special” and “ordinary” children can participate in joint group work, and they can be given different tasks. learning objectives.

Required condition success is the acceptance of “special” children along with their characteristics and the willingness to help them achieve their goals.

To develop such a position, you need a humanistic worldview, energy and self-care skills. Without the last condition, a teacher working in difficult conditions of inclusion runs the risk of so-called professional burnout. In addition, the introduction of an inclusive approach at school is impossible without the active support of the administration. Methodical and explanatory work must be carried out with the team so that all employees take a common position and develop a single framework algorithm for how to act in difficult situations. The teacher must know who to turn to for help. The school must have an effective psychological support service. Its employees will be involved in accompanying “special” children, establishing and maintaining contact between children and teachers, supporting teachers and parents, and systematically working with the class. Such work should be aimed at accepting and supporting “special” children, helping them in difficult situations, explaining why it is important that they study with other children, why they sometimes behave strangely, what this can mean and how to properly help them.

The book was co-written. Todd Whitaker is a professor of educational training at Indiana University, USA. Author of a number of bestselling books for teachers. Annette Bre is a popular American author, consultant and speaker. In their book, these renowned education experts offer a unique program for improving teaching skills: 40 effective techniques that will help radically change the picture of student achievement for the better!

In order to prevent emotional burnout, it is necessary to organize an informal space where teachers can share both their difficulties and successes. The format of interactive seminars, clubs, and community circles is well suited for this. The main goal of such events is psychological relief, relieving anxiety and emotional stress.

The main difficulties in working as a teacher with an inclusive class:

• Children with special needs may exhibit challenging behavior that disrupts learning. They sometimes become aggressive towards others, which poses a danger to the health and well-being of other children.

Other children may bully children in response to their behavior.

Parents of normative children may demand immediate action, including the removal of an inconvenient student from the class.

Finally, children's capabilities may not allow them to master curriculum in the required volume.

How to deal with these difficult situations? First, it is important to understand that implementing an inclusive approach in any case requires the investment of various resources. This includes adaptation of programs, preparation of individual curriculum and individual tasks, and the involvement of specialists to work with “special” children, and additional communication with the parent community. It is important to be prepared for this work and plan it correctly.

Having assessed the educational capabilities of “special” children, it is necessary to understand whether the child will study according to a common program with the class or not. If the answer is negative, you need to draw up an individual plan for his training with realistically set goals, set deadlines for their implementation and consistently implement what is planned.

This collection includes selected scientific and pedagogical works of the great Russian teacher K.D. Ushinsky (1824–1870), revealing a current topic moral education children. The texts contain the scientist’s reflections on the benefits of pedagogical literature, on the concept of “nationality” and the means of spreading literacy, on work and the moral element, on schools and the education of the heir to the throne, as well as fragments of one of the most famous works by K.D. Ushinsky "Native Word". The book will be of interest to both teachers and a wide range of readers.

In cases of pronounced behavioral difficulties, a tutor should be assigned to the child - an accompanying person who is constantly with the child, helps him get involved in work in class, does not interfere with communicating with other children during breaks, but competently prevents acute situations. Now tutoring, or mentoring, is a specialty that is taught in the psychological departments of some universities. The tutor can be someone well known to the child, his close relative. It is very good if such a specialist works at the school. If he is not there, you need to discuss this problem with the child’s parents and think together about where to find such an assistant. There are various helping organizations you can contact with this request. The school must ensure the safety of both the “special” child and the other children in his environment, so if his behavior is dangerous, the presence of a tutor can be the main guarantee that the child will be able to attend school.

If complex behavior occurs infrequently, and there is no urgent need for the presence of a tutor, an algorithm for actions in difficult situations that is understandable to everyone is needed. For example, if a child suddenly falls into an affective state, you need to take him to a separate room and stay with him there until he calms down. Children should know that in such cases they must call any adult school employee for help.

Work with the parent community should be explanatory. It is important to tell what position the teaching staff takes regarding the joint education of different children and why this is correct from your point of view. If parents send their children to your school, they share or at least accept this situation. If a serious conflict, risk of injury or other dangerous situation arises, it must be resolved with the participation of all parties involved.

It is also necessary to carry out explanatory work with the class. In addition, training or even educational tasks that would highlight the strengths of each participant are very helpful. It is important to convey to children that everyone has strengths and weaknesses, you just need to find them. But the most important thing is for adults to convey acceptance and willingness to help everyone.

In fact, there are no people in nature who are ready for anything! Therefore, lack of self-confidence is the norm when working with “special” children; there is too much that is unpredictable in the situation. Sometimes the most important thing is to have someone to help with advice and moral support.

Buy

Teachers' readiness for inclusive education

Teacher readiness is one of the main issues requiring the development of advanced training programs and psychological support for participants in the inclusive process. Inclusive education, which is intensively included in the practice of modern schools, poses many complex questions and new tasks. Foreign practice of inclusion in education has a wealth of experience and legislative support, while the Kazakh experience is just beginning to take shape and develop. According to the ideal canons, inclusive education is a development process general education, which implies access to education for all, in terms of adapting to the different educational needs of all children, thereby ensuring access to education for children with special needs.

Inclusion covers the deep social processes of the school: a moral, material, pedagogical environment is created, adapted to the educational needs of any child. Such an environment can only be created through close cooperation with parents, in close-knit team interaction of all participants in the educational process. In such an environment, people should work who are ready to change with the child and for the sake of the child, not only the “special” one, but also the most ordinary one. The principle of inclusive education is that the diverse needs of students with disabilities should be met in an educational environment that is the least restrictive and the most inclusive.

This principle means that:

1) all children must be included in the educational and social life of the school in their place of residence;

2) the task of an inclusive school is to build a system that meets the needs of everyone;

3) in inclusive schools, all children, not just children with certain diagnoses, are provided with the kind of support that allows them to be successful, feel safe and belong.

It is impossible to organize inclusive education by itself. This process is associated with changes at the value and moral level. Problems of organizing inclusive education in modern school are primarily due to the fact that the school as a social institution is focused on children who are able to move at the pace provided for by the standard program, children for whom standard methods of pedagogical work are sufficient.

The primary and most important stage in preparing the education system for the implementation of the inclusion process is the stage of psychological and value changes and the level of professional competencies of its specialists.

Already at the first stages of the development of inclusive education, the problem of unpreparedness of mass school teachers (professional, psychological and methodological) to work with children with special educational needs arises; a lack of professional competencies teachers to work in an inclusive environment, the presence of psychological barriers and professional stereotypes of teachers.

The main psychological “barrier” is fear of the unknown, fear of harm to inclusion for other participants in the process, negativeattitudes and prejudices, professional uncertainty of the teacher, reluctance to change, psychological unpreparedness to work with “special” children. This poses serious challenges not only to the psychological community of education, but also to methodological services, and most importantly, to the heads of educational institutions that implement inclusive principles. The most important thing that mass school teachers must learn is to work with children with different learning abilities and take this diversity into account in their pedagogical approach to everyone.

Using the joint efforts of teachers in mass and correctional schools is the most effective method meeting the special needs of children with special educational needs in an inclusive classroom. There is a need for different models of collaboration and co-teaching between general and special educators. It is the rich experience of teachers correctional schools- source methodological assistance inclusion. Successful implementation of this practice will turn obstacles and limitations into opportunities and successes for our children.

In today’s practice of many educational institutions, in the event of its forcible “implementation from above,” various types of Negative consequences. Due to the school’s unpreparedness for inclusive education, there is a danger of imitation of “inclusion” and through this discrediting the very idea of ​​inclusive education. The danger of imitation arises due to the fact that, under certain organizational conditions, inclusive education can turn into a “fashionable”, popular trend without deep qualitative changes in the educational and upbringing process itself. The main orientation of specialists developing inclusion processes in the general education system at this stage should be the quality of the process of inclusion and support of all participants, analysis of successful practices, searches effective technologies, assessment of the dynamics of psychological and systemic changes.

The readiness of teachers to work in conditions of inclusive education is considered through 2 main indicators: professional readiness and psychological readiness.

The structure of professional readiness in this study is as follows:

information readiness;

mastery of pedagogical technologies;

knowledge of the basics of psychology and correctional pedagogy;

knowledge of children's individual differences;

the willingness of teachers to model the lesson and use variability in the learning process;

knowledge of the individual characteristics of children with various developmental disorders;

readiness for professional interaction and learning.

Structure of psychological readiness:

emotional acceptance of children with various types developmental disorders (acceptance-rejection)

willingness to include children with various types of disabilities in classroom activities (inclusion-isolation)

satisfaction with one's own teaching activities

To develop an inclusive approach in general education, it is necessary to develop general pedagogical technologies, developmental lesson models, support technologies and children’s cooperation, and involve parents in pedagogical process. In essence, we are talking about professional flexibility, the ability to follow the student, and on the other hand, to keep within limits educational process, see the child’s potential, set adequate requirements for his achievements.

The issue of involving parents in the inclusive educational process is currently very poorly developed and requires an organizational and technological description. The psychology of parents of children with disabilities has its own characteristics and raises questions for both the teacher and the accompanying psychologist. Issues of psychological and pedagogical support for participants in the inclusive process require a separate article, but one thing is clear that teachers should not exist on their own; they need constant methodological support and psychological support, especially when working in conditions of inclusion.

Those teachers who already have experience working on the principles of inclusive education have developed the following methods of inclusion:

1) accept students with disabilities “like any other children in the class”;

2) include them in the same activities, although setting different tasks;

3) involve students in group forms of work and group problem solving;

4) use active forms of learning - manipulations, games, projects, laboratories, field research.

An inclusive learning community changes the role of the teacher in many ways. Teachers promote student potential by collaborating with other educators in an interdisciplinary environment without artificially separating special educators from mainstream educators. Teachers engage in a variety of interactions with students so that they get to know each individual individually. In addition, teachers engage in extensive social contacts outside of school, including with social support resources and parents. This professional position of the teacher allows him to overcome his fears and anxieties, to reach a completely new level of professional skill, understanding of his students and his calling.

Aktobe

Bulletin of Tyumen State University. Humanities studies. Humanitates

2015. Volume 1. No. 4(4)

Name:

Teachers' readiness to work in inclusive education

Malyarchuk Natalya Nikolaevna, Doctor of Pedagogical Sciences, Candidate of Medical Sciences, head of the department age physiology, Special and Inclusive Education, Institute of Psychology and Pedagogy, Tyumen State University; [email protected]

Volosnikova Lyudmila Mikhailovna, candidate historical sciences, director of the Tyumen Institute of Psychology and Pedagogy state university, [email protected]

Annotation:

The article analyzes the problems and barriers to the implementation of inclusion in education (intensification of the professional activities of teachers working in schools, their psychological, methodological and organizational unpreparedness for the implementation of inclusive education, lack of speech pathologists), presents the areas of work of the International Competency Center for Inclusive Education, its experience work towards improving the qualifications of teachers. The components of teachers' readiness to work with children with special educational needs are identified (axiological, emotional-motivational, cognitive, operational-competency, communicative, reflective); the labor actions of the competence “readiness of teachers to work with children of different heterogeneous groups” are specified; target, content, procedural and diagnostic blocks of the model for the formation of this readiness of future teachers have been developed. The target block reflects the integration of the requirements of the federal state educational standard, the professional standard of a teacher and the federal state standard of general education. The content block provides for the additional introduction of special sections, the use of specific tools, high-quality individualization of training, spatial and temporal organization of the educational environment. The procedural block reflects the forms, methods and means of preparing students to work in an inclusive educational environment, which are based on an activity-based approach. In addition to this, the main educational programs 10 new modules on organizing work with heterogeneous groups have been developed and included. Among them - “Migration and pluralism in modern society", "Organization of work with heterogeneous groups", "Integrated training for persons with disabilities", etc.

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