FUTURE TEACHERS TRAINING TO INCLUSIVE EDUCATION ON THE BASIS OF COMPETENCE APPROACH

  • Y.M. Bahno SHEE «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University»
Keywords: training future teachers, inclusive education, a child with special educational needs, individualization, differentiation, individual programs child development, individual plan.

Abstract

Under the conditions of the present the problem of future teachers training for the implementation of inclusive education and organization of inclusive studying has become particularly relevant. In this context the important knowledge of future teachers are about the educational laws and principles of inclusive education, psychological characteristics of the age and individual child’s development, its physiological and social peculiarities; the ability to choose the best methods of training and education; the ability to create educational and developmental environment for each child in terms of inclusive education.

The great importance is gained by the teacher’s ability to organize the educational process based on the principle of individualization by the help of creating an individual learning plan and individual program of a child with special educational needs. The practical skills for creating an individual developing program are formed by the use of problematic tasks that contain the child’s general characteristics with educational needs and peculiarities of its psychological, physiological and social development. These tasks allow future teachers to offer exercises, tasks and different forms of work with a child with special needs. There are also classes such as «methodical association» in which students discuss the ways of child’s development and demonstrate theoretical knowledge and practical skills. Of particular importance is the pedagogical practice that allows studying the educational needs of a child (the need for private lessons with a teacher, a change of the pace, style or mode of educational information supply, the use of exercises on attention focusing or exercises on switching an attention, the clarifying the way of learning). The optimal choice of forms and methods of training in inclusive education will depend primarily on the ability of teachers to focus on each child’s strengths and talents.

References

1. Alekhin S. Inclusive Education in Ukraіne: achievements, problems and prospects: summary analytical report on the results of study / S. Alekhin [electronic resource]. – Access: http://www.twirpx.com/fi le/974948.

2. Assistant teacher in inclusive classrooms: Textbook / N.M. Dyatlenko, N.C. Sofi a., O.V. Martynchuk, Y. Foundling; under Society. Ed. M.F. Voitsekhivska. – K. : Publishing House «Pleiades», 2015. – 172 p.

3. Letter of the Ministry of Education, Youth and Sports of Ukraine of 18.05.2012 p. Number 1 / 9-384 «On organization of inclusive education in schools» [Electronic resource] – Access: old.mon.gov.ua /images/fi les/0newssj/05/18/1_9-384.doc

4. Lohachevska SP Educational work of rural teachers [electronic resource]: – Access: http://library.udpu.org.ua/library_fi les/ psuh_pedagog_probl_silsk_shkolu/8/visnuk_11.pdf

Author Biography


Y.M. Bahno, SHEE «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University»

Yuliia Mykolaivna Bahno,

Ph. D in Pedagogy, Associate Professor the Department of Pedagogy

SHEE «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University»

Pereiaslav-Khmelnytskyi, Ukraine

Е-mail: oleg_bagno@mail.ru

Published
2017-11-23
How to Cite
Bahno, Y. (2017). FUTURE TEACHERS TRAINING TO INCLUSIVE EDUCATION ON THE BASIS OF COMPETENCE APPROACH. Professional Education: Methodology, Theory and Technologies, (5(1), 22-32. Retrieved from https://education-journal.org/index.php/journal/article/view/56